The Decline of Economics Programs in Bogotá: A Perspective from Dropout Rates and Educational Policies, 2000–2015

Abstract

The research addressed the decline of Economics programs between 2000 and 2015, focusing on student dropout rates and educational policies. A qualitative methodology with a hermeneutic-critical approach was applied, using semi-structured interviews with deans of Economics programs and economic analysts, as well as surveys administered to one hundred students from both public and private universities, whether accredited or not. The instruments were designed and validated based on categories such as dropout, educational policies, Economics programs, and the teaching of the discipline. The findings revealed multiple factors explaining the dropout phenomenon: inequalities within the economic system, an inflexible curricular structure, excessively mathematized instruction, and the lack of institutional policies promoting student retention. Additionally, the study identified a breakdown in the epistemological profile of the contemporary economist, which undermines the relevance and appeal of these programs. The research concludes that these elements significantly contribute to the deterioration of Economics programs in Bogotá, impacting the country's social and intellectual capital. This situation calls for a critical reassessment of educational policies and the training model for economists in today’s context.