Added value and generic competencies of higher education students in Colombia

Abstract

This article determines the added value for higher education institutions (HEIs) at the undergraduate and university level, in terms of generic competencies in Colombia during the period between 2012 and 2016. To do so, the methodological approach includes multilevel econometric models with longitudinal databases corresponding to standardized tests. The results show that private HEIs provide greater added value than official HEIs about quantitative reasoning, regardless of whether they are accredited or not, especially during the period 2014-2016; however, with regard to critical reading, there are no significant differences in the added value provided by different HEIs.