Paridad de competencias independiente de la modalidad de estudio, una realidad del siglo XXI – Caso CEIPA, Business School

The following article presents the results of a research based on methods of comparative analysis, which show that virtual students can have the same level of achievement in the development of generic skills -critical writing, reading, second language and citizenship. – and specific competencies for the administrative sciences professions – project management, organization and finance management -, that the students of the face-to-face and Blended modality (semi-face-to-face). Through the statistical analysis of the Saber Pro professional skills tests, applied by the Ministry of National Education of Colombia, it was possible to determine the parity of professional competences, independent of the study modality to which the graduate studied in the educational institution. The study shows that in both groups of competences – generic and specific – the students of the CEIPA university institution do not show statistically significant differences in their graduates, according to their study modalities (Face-to-face, Blended or Virtual 100%).

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