With papers on well-being and academic performance, early detection of academic risk, innovation in university evaluation and regulation of private higher education, the School participated in the main academic meeting dedicated to studying the university.
Between August 4th and 7th, the 10th National and 7th Latin American Meeting, "The University as an Object of Research," was held at the Universidad Tres de Febrero . Organized by the journal Pensamiento Universitario , the meeting's theme was "New and Old Challenges for the University in Times of Global Crisis." The School of Education participated with four presentations.
Well-being and academic performance. Florencia Daura, Cecilia Adrogué, José Ignacio Favarel and Cecilia Barni They presented "Well-being as a predictive factor of achievements in the academic trajectory of Argentine university students", developed within the framework of a PIP-CONICET (University of San Andres, Universidad Austral(School of Education and Faculty of Business Sciences). Based on a sample of 857 students from 44 universities and 39 undergraduate programs, and using the PERMA model, the study shows that flourishing significantly predicts performance, with the "achievement" dimension (the ability to choose realistic goals, persist, and experience satisfaction upon reaching them) as the main predictor for both women and men. It also identified gender differences: men reported more positive emotions, while women reported better positive relationships. The authors caution that policies focused solely on achievement may be insufficient, especially for women, and recommend implementing comprehensive pedagogical approaches that foster positive relationships, the search for meaning, and achievement as complementary dimensions of well-being.
Early detection of academic risk. Yliana Mogollon and Julio C. Durand presented "A Predictive Model for the Early Detection of Academic Risk to Strengthen University Tutoring." Framed within educational analytics, the work applies data mining and machine learning techniques to information from the academic management system to identify students at risk in advance—especially during the first year, when dropout and academic delays are most prevalent. The model allows for the generation of early alerts and guides more timely and personalized support interventions.
Innovation in university assessment. Ana Kupervaser and Angela Corengia They presented "Formative innovation in university assessment: when it is a pedagogical change and not merely a technological one," part of a doctoral thesis (DESU) with a CONICET scholarship.Universidad AustralThrough a case study, this work reconstructs how a core Economics course transformed its assessment system from the shift to online learning during the pandemic to the emergence of generative artificial intelligence, moving towards a comprehensive and formative model based on portfolios of evidence, rubrics, and peer assessment. It concludes that innovation in assessment is viable and sustainable when it is developed in a planned, well-founded, and supported manner, and not as a merely instrumental change.
Private Higher Education. Angela Corengia and Dante Salto (University of South Florida) presented "Private University Higher Education in Argentina: Regulation, Legitimacy, and Institutional Differentiation." Their research analyzes how the Argentine private university sector transitioned from marginality to integration within a dual system, shaped by the interaction between a state that simultaneously enabled and limited its development and the strategies of the institutions themselves. Using Levy's typology, the study reveals increasing internal differentiation within the sector—semi-elite universities, universities with religious affiliations, and universities oriented toward demand versus product—and a comparatively lower level of private participation than in other countries in the region.
