Abstract
This document analyzes the approaches and meanings through which the Universities and Polytechnic Schools in Ecuador have conceived and implemented the concepts of student well-being and formative accompaniment in higher education in Ecuador. Analyzed and understood as a set of tools, the relevance of the welfare approach helps, on one hand, to equate structural inequalities and, on the other hand, contribute to the scope of the purposes of university academic training. This approach tends to face student dropout while strengthening retention strategies during training courses, thus promoting greater terminal efficiency. Student well-being and training support as axes of higher education propose the challenge of incorporating support structures within educational models. This makes it possible to build the necessary conditions for the maximum development of students’ capacities. Well, it is not only a question of guaranteeing access to higher education, but, above all, has to do with enabling all students to continue studying and successfully complete their training processes.
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Vélez Verdugo, C., Araujo Silva, L. (2022). Approaches and Meanings: The Place of Student Well-Being and Formative Accompaniment in Higher Education in Ecuador. In: Zambrano Vizuete, M., Botto-Tobar, M., Diaz Cadena, A., Durakovic, B. (eds) Innovation and Research - A Driving Force for Socio-Econo-Technological Development. CI3 2021. Lecture Notes in Networks and Systems, vol 511. Springer, Cham. https://doi.org/10.1007/978-3-031-11438-0_15
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DOI: https://doi.org/10.1007/978-3-031-11438-0_15
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