Egreso, políticas académicas y experiencias de estudiantes avanzados en la Facultad de Ingeniería de la UNLP

This article examines the meanings constructed by advanced students regarding academic policies related to university graduation at the Faculty of Engineering (FI) of the Universidad Nacional de La Plata (UNLP), Argentina, during the 2023–2025 period. Building on a broader research project, it investigates how these university actors perceive and relate to graduation policies within the context of their educational trajectories. The study draws on interviews, secondary statistical data, and documentary analysis. Findings suggest that academic graduation policies cannot be fully understood through their normative formulations alone; rather, they acquire diverse meanings as they are appropriated, reinterpreted, and problematized by students in the final stages of their degree programs. The interplay between institutional frameworks and student experiences underscores both the advancements achieved and the persistent tensions surrounding university graduation, highlighting the need for more comprehensive, inclusive, and context-sensitive strategies to support diverse educational paths.