Agricultural Economics and Agribusiness, perception of the professional academic profile of an accredited degree program

Abstract

Introduction. Higher education in Costa Rica faces challenges of relevance, quality, and equity linked to the labor market. Accreditation is presented as a key mechanism for continuous improvement, strengthening curricula, teaching, and infrastructure. Feedback from graduates and employers is essential to ensure updating, relevance, and academic excellence. Objetive. To compare the perceptions of graduates and employers of the professional academic profile of graduates of the accredited Agricultural Economics and Agribusiness program. Metodology. Data were obtained through surveys administered to employers and graduates of the School of Agricultural Economics and Agribusiness at the University of Costa Rica during the 2015 accreditation process, the first reaccreditation in 2019, and the second reaccreditation in 2023. Comparisons were made between the processes using the Kruskal-Wallis sum-of-ranks test and the Wilcoxon sum-of-ranks test with Holm correction. Comparisons between populations were made using the Wilcoxon test. Results. The results show stability in graduates' perceptions of the fulfillment of their employment needs, along with a gradual improvement in the assessment of their ability to respond to the market. Employers highlighted the adaptability and performance of graduates, as well as a significant improvement in values, knowledge, attitudes, and skills. Conclusions. The accreditation of a degree program involves a process of continuous improvement, which should promote comprehensive and multidisciplinary training that combines technical aspects with soft, communication, and analytical skills. This will enable professionals to adapt to technological, social, and economic changes.