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Academic curricula and plans´assessment allow us to determine the incidence and transcendence of the specific diverse areas of the professional profile, at short and long term. Hence, it is highly significant to keep a follow-up of graduates, as well as the results that back up an improvement in the teaching practice to be developed in the professional career.For the aforementioned reasons, we performed an observational, descriptive, prospective and longitudinal study over the follow-up of grad students over the past ten generations as well as changes in pedagogical referents in students who enrolled in 2012 and graduated in 2014 from the Masters in Teaching for Higher Education (MADEMS for its acronym in Spanish corresponding to Maestria en Docencia para la Educacion Media Superior) at UNAM (Universidad Nacional Autonoma de Mexico). Methodology comprised the application of two assessment tools; one structured ad hoc over grad students´ follow-up; and, another to identify pedagogical referents in five agents: learning, planning, methodology, assessment and teacher-student relationship. The results showed that MADEMS favorably influences students´ training and referents.

Trascendencia de un programa de posgrado en sus egresados