Effectiveness and Perceived Satisfaction with Training among Graduates According to the Educational Model in Ecuador

Abstract

Justification: In Ecuador, higher education has followed a professionalizing approach oriented toward labor market insertion; however, some institutions have incorporated components associated with the liberal arts model, focused on the development of transferable skills. Despite this curricular diversification, evidence regarding the outcomes of both approaches remains limited. Objective: This study aimed to compare the educational and labor experiences of graduates from professionalizing and liberal arts educational programs, through perceived effectiveness of training, satisfaction with the education received, and labor market insertion. Methodology: The study was conducted under a quantitative, non-experimental approach, with a descriptive-comparative and cross-sectional design, involving a sample of 60 graduates from two universities (30 LA and 30 PR). Data were collected using a structured questionnaire whose validity was assessed through expert judgment (CVI = 0.91) and whose reliability was confirmed using McDonald’s Omega coefficient (> 0.85). Results: Graduates from the liberal arts model reported higher perceived effectiveness in critical thinking, adaptability, transferable skills, and comprehensive education, as well as higher satisfaction with the education received, particularly in terms of meeting expectations. No significant differences were observed in knowledge mastery or in labor market insertion characteristics. Conclusion: The liberal arts educational model influences the evaluation of the educational experience, particularly in the development of transferable skills, although both approaches show comparable outcomes in graduates’ initial labor market insertion.