Evaluación del funcionamiento del vector metodológico de la Licenciatura en Desarrollo

This paper presents a critical assessment of the functioning of the methodological vector in the Bachelor’s in Development (LeD). The vector’s design suggests a sequential accumulation of knowledge, even though students are free to choose the order in which they take courses. The aim is to provide evidence to in-form discussion of curricular improvements to the methodological vector. To this end, we describe actual pathways within the vector for the 197 LeD students who entered the faculty between 2017 and 2021 and compare them with the suggested pathway, examining progression delays, attrition, and performance ba- sed on activity records from 2017 to 2024. Against a backdrop of considerable delay, the analysis shows that a large share of students do not follow the suggested pathways within the vector. The results suggest that students who pass the courses recommended as prior knowledge achieve better outcomes in advanced courses. These dynamics are particularly pronounced in the quantitative methods sub-vector. In this light, a comprehensive review of the contents and sequencing of the methodological vector—prioritizing internal coherence and the progressive alignment of courses—emerges as necessary. The evidence also suggests considering the introduction of prerequisites in certain sub-vectors.