In 2005, the Autonomous Metropolitan University founded a new campus in Mexico City: Cuajimalpa. One of the tasks of this new academic unit was to incorporate newly created professional studies, including the Bachelor's Degree in Socio-Territorial Studies.

This curriculum aims to approach social, cultural, economic, and political issues from a territorial perspective. Unlike similar higher education programs, Socio-Territorial Studies offers interdisciplinary training that integrates different theoretical and methodological approaches with technical skills in the management of geographic information systems.

This work is based on the hypothesis that bachelor's degrees with new approaches face problems in defining and clarifying the limits and scope of an educational proposal.

It is essential to understand that the curriculum involves a field of study whose purpose is to explore the factors that revolve around the education provided by higher education institutions and the political, economic, and social conditions of each country.

Each curriculum, with its objectives, admission and graduation profiles, and each syllabus with its structure, subject selection, and references, is the result of multiple practices and interactions within and outside the university, which define what is important for students to learn.

The case of the curriculum for the Bachelor's Degree in Socio-Territorial Studies at the Cuajimalpa unit is that it was designed by a group of professors with high academic training in different social sciences, with consolidated professional and academic careers, but with little knowledge of education, particularly curriculum design.

After 20 years of existence, this curriculum has been revised only once and has yet to consolidate a clear and consistent vision that distinguishes it from similar programs at other higher education institutions.

With this approach, this paper aims to analyze the curriculum design of the Bachelor's Degree in Socio-Territorial Studies at this university.

To this end, the following was carried out:
1) a curriculum analysis of the study program and the supporting documents prepared by the group of proposing professors;
2) interviews with management and graduates, with the aim of developing an initial approach to the representation that students and graduates have constructed of their academic training.

The results highlight the following:
a) Lack of consistency in the systematic nature of the study programs, in accordance with the objectives of the curriculum;
b) Lack of advice in the curriculum design is evident at various points in the curriculum;
c) The main objective of the degree, which is to deepen the study of the territory, is blurred;
d) Graduates expressed the difficulty they encountered in presenting their professional profiles in the workplace.

Consequently, aspects are proposed that contribute to curriculum planning and design to cohesively strengthen the university education of this type of professional and for other educational proposals.

Keywords: Academic training, social representation, curriculum design.