Doctoral Education and Evaluation: A Comparative Study of Two Programs in Mexico
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Abstract
This article comparatively analyzes the evaluative configurations and formative strategies in two doctoral programs in Education in Mexico: one public and one private. Through qualitative triangulation that integrates documentary analysis, semi-structured interviews with academic coordinators at two time points (2005 and 2020), and historical analysis of public policies, the study examines how both programs have configured their formative strategies in response to different evaluative logics. The results reveal that the public doctorate articulated its formative project around the scientific capital of its faculty and oriented its pedagogical adjustments toward meeting criteria from the former CONACYT, such as terminal efficiency and academic productivity. In contrast, the private program structured internal self-evaluation mechanisms based on its institutional tradition, curricular flexibility, and relevance for the educational market, though recent convergence with internationalization and public knowledge dissemination discourses have been identified. The study concludes that graduate program evaluation in Mexico operates through multiple and differentiated logics, questioning the relevance of single accreditation models and suggesting more contextualized systems that recognize the institutional, regional, and disciplinary heterogeneity of doctoral programs.
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This work is licensed under a Creative Commons Attribution 4.0 International (https://creativecommons.org/licenses/by-nc-sa/4.0/deed.es).
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