El desempeño en el nivel doctoral de educación en cifras: Ausencia de información y sugerencias para su producción

Abstract

Since the mid-1990s, there has been an abrupt growth of doctoral enrollments and doctoral programs in Argentina and Latin America. However, completion rates at this education level are far from satisfying. Attrition rates in Social Sciences doctoral programs “are known” to be high, and higher in Social Sciences and Humanities (which will be later called “Soft Sciences”) than in STEM (which will be later called “Hard Sciences”) disciplines, although there are no valid and reliable data. In order to address this problem, we carried out an investigation with two objectives: (1) to measure performance (efficiency or productivity) in 18 doctoral programs in STEM disciplines, the Social Sciences, and Humanities at various universities in Buenos Aires city and the surrounding Metropolitan Area; and (2) to design a procedure for collecting valid and reliable information that would allow us to assess doctoral programs' performance. This measure was defined along two dimensions: completion rates (regular time rates and extra time rates) and average time-to-degree by cohort. We compiled data on individuals' academic tracks in each cohort from their enrollment to their completion or dropout by using paper-files and digitized databases provided by academic departments. Information was analyzed by program, by cohort, and by six grouped cohorts for 2001-2006. Substantive and methodological results were found. Among the substantive results, we discovered better performance in STEM disciplines than in the Social Sciences and Humanities. As to the methodological results, postgraduate statistical registering matrix was designed and a series of recommendations are presented for use by doctoral programs and graduate programs generally.

Doctores, incentivos de titulación e impacto en la investigación: un panorama general de los profesores con doctorado en el sistema de educación superior ecuatoriano

“…En 2005, Alemania graduó a 7000 doctores y solo el 6 % tuvo acceso a posiciones académicas. Una producción similar se da en Singapur, India y Egipto, así como en Argentina (Wainerman & Matovich, 2016) y España , lo que supone un desafío de empleabilidad. El caso ecuatoriano fue en contra de la baja de plazas en el mundo, lo que atrajo a un número considerable de extranjeros.…”

Seminario Virtual De Tesis Como Microcomunidad De Práctica Académica

“…Los estudiantes de posgrado enfrentan grandes desafíos para finalizar sus tesis (Barsky & Dávila, 2012;Peng, 2018;Sánchez, 2012;Simpson et al, 2016;Wainerman & Matovich, 2016;Wainerman, 2017), los cuales comprenden, entre otros, los relativos al proceso de escritura (Caffarella & Barnett, 2000;Castelló et al, 2010;Starke-Meyerring et al, 2014). Por este motivo, se han desarrollado diferentes iniciativas a fin de acompañar a los estudiantes en la producción textual propia del posgrado, entre las que se encuentran los seminarios o talleres de escritura en modalidad presencial o virtual (Carlino, 2009;Delyser, 2003;Dressler et al, 2019;Dysthe & Lillejord, 2012;Daza-Orozco, 2019;y, Norman-Acevedo, 2020).…”