Universities as providers of shadow education at upper-secondary education level: Market-driven preparatory courses for the Saber 11 exam in Colombia

Abstract This article examines the role of Colombian universities as institutional providers of fee-based test-preparatory courses for the Saber 11 examination, the national high-stakes upper-secondary exit exam used for admission to higher education. Drawing on the concept of promotional shadowing, the study conceptualizes university-led preparatory courses as hybrid initiatives that combine pedagogical support with market-oriented recruitment strategies. Using a Web Content Analysis of institutional websites, the research identifies ten universities offering fee-based programs that align directly with the skills assessed in the national exam. Findings reveal that universities frame these courses as comprehensive training in conceptual, methodological, and strategic skills, frequently invoking exam legitimacy and positioning tuition as an “investment value.” Courses are delivered through diverse modalities—face-to-face, synchronous online, and hybrid formats—ranging from 80 to 200 instructional hours, with mock examinations universally included. Payment systems are transactional, often contingent on minimum enrollments, and managed through strict deadlines that emphasize financial viability. Marketing strategies deploy aspirational slogans, accreditation seals, student imagery, faculty profiles, and social media integration to reinforce credibility and attract participants, while registration forms capture information on intended undergraduate programs, embedding test preparation within broader recruitment pipelines. The study demonstrates that universities have institutionalized preparatory courses as both pedagogical interventions and promotional instruments. By integrating fee-based exam training into extension units and framing it as an admissions pathway, universities operate as hybrid providers within the shadow education sector.