Analysis of the Professional Internship Evaluation Instrument at the Orizaba Institute of Technology

• DOI: https://doi.org/10.22533/at.ed.2216622608049

• Palavras-chave: TecNM, Orizaba Institute of Technology, Professional Internships, Curricular Evaluation

• Keywords: TecNM, Orizaba Institute of Technology, Professional Internships, Curricular Evaluation

• Abstract: This article presents a critical, empirical analysis of the "Professional Residency" (internship) assessment instrument used by the National Technological Institute of Mexico (TecNM), using the Orizaba Institute of Technology (ITO) as a case study. A comparative analysis of the Business Management Engineering (IGE), Mechanical Engineering (IM), and Computer Systems Engineering (ISC) programs reveals a structural disconnect between faculty-imposed normative criteria (an academic-documentary approach) and labor market demands (an operational-functional approach). The results show that the IGE program exhibits the narrowest gap, owing to shared corporate terminology, whereas the ISC program faces the widest gap, as the emphasis on written report rigor obscures actual technical competence. The article concludes by proposing a shift toward agile, socio-formative rubrics.