Análisis de las necesidades individuales de apoyo y orientación a estudiantes para el acceso y éxito en la universidad

Abstract

Introduction. In recent decades, college counselling has become increasingly important, especially in response to an increasingly diverse student intake profile and the regulatory changes in the educational system. As a result, a paradigm shift towards a more inclusive and proactive educational model has led to a rethinking of the role of university guidance. This process in Spain is framed within the European Higher Education Area, which promotes an educational approach focused on the student and his or her integral development. In this context, university guidance is defined as an integral system that covers the student's academic, professional and personal dimensions through the implementation of a set of actions. Such a system is designed to offer continuous, systematic, planned and structured support, which should arise from the specific needs of the student body. This approach to guidance is necessary to foster academic success and ensure the emotional and psychological well-being of the student body, preparing them to face the challenges of today's and tomorrow's world. Aim. This doctoral thesis aims to analyze the individual needs for support and guidance for the access and success of students in universities in order to detect areas of improvement in them. Method. A qualitative methodology was followed through content analysis. Study 1 and study 2 focused on the content analysis of the verification reports of undergraduate degree programs of Spanish public universities, with a total of 380 and 406 reports analyzed, respectively. Study 3 consists of the content analysis of 34 interviews with 41 experts from the guidance services of Spanish public universities. Conclusions. University guidance actions have evolved favorably towards a more personalized model focused on the academic success of the student. It has been observed that, while most guidance initiatives focus on addressing the academic dimension and are aimed primarily at incoming students and students in the first years of their education, there has been an evolution in support and guidance services through the incorporation of strategies that cover the personal dimension, such as psychological and emotional aspects. These services are crucial for students with disabilities, neurodevelopmental disorders, and other special educational needs, who require more specific considerations and accommodations to maximize their development and participation.