Perceived quality and continuity in postgraduate programs in education: a longitudinal study in Mexico.
DOI:
https://doi.org/10.58493/ecca.2025.4.1.23Keywords:
Perceived quality, Student retention, Graduate education, Curriculum design, Institutional permanence.Abstract
This article analyzes the relationship between perceived quality and program continuity in a graduate education program in San Luis Potosí, Mexico. Using a quantitative, non-experimental longitudinal design (2011–2015), a total of 1,758 questionnaires were applied to the entire student body. The instrument, structured on a five-point Likert scale, measured three dimensions: human resources, curriculum design, and service points, achieving excellent reliability (α = 0.967). Descriptive results indicated high levels of perceived quality; however, regression models revealed that the “service point” dimension negatively affects continuity, while the other dimensions were not significant. Findings suggest that quality, while necessary, is insufficient to explain permanence in graduate programs, highlighting the importance of institutional support, financial conditions, and academic integration. Managerial implications for postgraduate program administration are discussed, and future research directions are proposed.
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