Debates teóricos sobre los estados de excepción

An 82% of the 2,102 respondent students say that on enrolling for the doctorate they received appropriate counseling. A 57% said they received information in writing about expectations with regard to their academic progress.

With regard to formal development of skills in the program, the same 2,102 replied as follows: “Giving presentations to academic audiences” received the greatest number of preferences (1,082), closely followed by “Drafting articles for publication” (1,077). With respect to skills developed informally, “Teamwork” received most checks, with 1,083 preferences, followed by “Giving presentations to non-academic audiences” with 1,004.

The Figure allows appreciating several interesting aspects, such as those highlighted below: o The degree of formal training that doctorate students say they receive in terms of

“practicing undergraduate and graduate teaching” does not appear to be consistent with the relevance of the task, and clearly students seek solutions through other means. o Despite skills are of a very diverse type and degree of generality, “preparing work

interviews” and “project administration” seem to be needs that students are satisfying through informal means, given that little or no formal training is recorded.

1082 457 681 1077 639 714 278 821 483 378 87 786 1004 841 799 1083 953 909 828 953 973 423 234 641 580 226 380 435 915 453 666 751 1592 0 200 400 600 800 1000 1200 1400 1600 1800

Hacer presentaciones a audiencias académicas Hacer presentaciones a audiencias no académicas Escribir propuestas para acceder a fondos de apoyo

académico

Preparar artículos para publicación Trabajar en equipo Conducir investigación independiente Administrar proyectos Ética profesional en investigación Ejercer docencia de pregrado y postgrado Supervisar y evaluar estudiantes Preparar entrevistas de trabajo

Número de Alternativas Seleccionadas

32 Preparing work interviews

Supervising and assessing students

Practice undergraduate and graduate teaching Research professional ethics

Project administration Independent research Teamwork

Draft articles for publication

Draft proposals for access to academic support funds Give presentations to non-academic audiences Give presentations to academic audiences Number of selected alternatives

None (N=6873) Informal (N=9552) Formal (N=6697)

As to other type of activities carried out by students in their doctorate programs, 56% says they give undergraduate and graduate assistantship classes. In addition, half the students (50%) give talks as guests at undergraduate and graduate courses, and another half (50%) correct assessments. 7% 43% 17% 50% 56% 43% 50% 22% 13% 93% 57% 83% 50% 44% 57% 50% 78% 87% 0% 20% 40% 60% 80% 100%

Asesorar/"ser tutor de" un estudiante de educación secundaria

Asesorar/"ser tutor de" un estudiante de pregrado

Asesorar/"ser tutor de" un estudiante de postgrado

Corregir evaluaciones (pruebas, exámenes, tareas, etc.)

Hacer clases de ayudantía (pre o post – grado)

Guiar sesiones de laboratorio (pre o post – grado)

Dar charlas como invitado en cursos (pre o post –grado)

Dictar un curso que tiene un programa predefinido

Dictar un curso cuyo programa usted definió

Figure No. XX: Activities carried out by students within the doctoral program

Si No

Give a course for which you prepared the syllabus Give a course with a pre-defined syllabus

Give talks as guest for courses (undergraduate or graduate) Guide laboratory sessions (undergraduate or graduate) Give assistantship classes (undergraduate or graduate) Correct assessments (test, exams, homework, and so on) Mentor a post-graduate student

Mentor an undergraduate student Mentor a secondary education student

Yes No

However, high percentages of negative replies to activities such as giving courses, among others, are striking.

With regard to the form of assessment, 53% of the 2,102 respondents say they undergo an annual or more regular assessment, other than the grades received (e.g. a letter or a meeting with the thesis committee), about their academic progress. A great majority (94%) considers these instances useful.

In addition, 85% of students (2,102) have started research for their doctoral thesis. A 70% says in turn this research includes experimental work (N=1,795).

An 84% of the 1,795 respondents said they had received timely assessment of their research or their artistic or cultural creation. Of this 84%, 97% describes this assessment as useful.

Asked about the relationship with their mentor or counselor (using a Likert scale where 5 is close and 1 is distant), a 62% (out of a total 2,073 students) consider it close (5 score) and 21% give it a score of 4. In addition, 6% scores the relationship with a 2 or as outright distant (1 score). If the 12% that scored their relationship as neutral is added to this, then more than a fifth of students consider the relationship with their mentor as not close. Given the nature and importance of this relationship, it is an aspect recommended for further elaboration.

The same question, but about the doctoral program faculty, gives results that could be improved on. Only 22% (out of a total 2,073 respondents) considers their relationship with faculty as close. If those who scored this item with a 4 are added, the result is that 54% of respondents consider their relationship with faculty as close. This means that a group of approximately half the students considers their relationship with faculty as neutral or distant (33%, 7%, and 5% respectively, for scores of 3, 2, and 1). Given this is an andragogic relationship, closeness is essential for strengthening teaching and learning processes, and apparently here there are clear opportunities for improvement.

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As to solidarity among colleagues, 61% of the 2,073 respondent students say colleagues support each other (scores of 4 and 5 on the Likert scale, where 5 is they support a lot and 1 they do not support each other). Nevertheless, 28% say they only support moderately. A 7% answered with a score of 2, and 4% believe they do not support each other (answer 1).

On this same topic, respondent students were also asked about their degree of satisfaction with the doctoral program. The answers are shown in the following Figure.

Intellectual atmosphere at your institution Intellectual atmosphere in your program Curriculum of your program

Overall quality of your program

Your research experience in the program Supervision of your thesis

Teaching Dissatisfied

Moderately satisfied Very satisfied

As can be seen, the degree of dissatisfaction is very low, not dropping to 10% for any item. Likewise, for all items asked, more than half the students are very satisfied. It should be pointed out that 70% is very satisfied with the intellectual atmosphere at the institution, and 68% is very satisfied with the intellectual atmosphere in their program.

4% 7% 6% 5% 8% 5% 4% 37% 29% 30% 34% 38% 27% 26% 59% 64% 64% 61% 54% 68% 70% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% La docencia La supervisión de su tesis Su experiencia de investigación en el programa La calidad general de su programa El currículo de su programa El ambiente intelectual de su programa El ambiente intelectual de su institución

Figure No. XX: Degree of student satisfaction with their doctorate

Insatisfecho Moderadamente satisfecho Muy satisfecho

The only item that ‒within the good assessment‒ attracts a greater range of moderately satisfied answers and also a greater number of dissatisfied answers, is the program curriculum. This is an item to be looked into, since it refers to a core aspect.

All this good overall assessment of the program is consistent with the intended recommendation stated by the respondents (N=2,070). On a Likert scale of 1 to 5, where 5 is they would fully recommend the program and 1 is never, 81% answered 4 or 5. Only 17% say they would recommend the program with reservations (3 score) and 2% answered 2 and 1.

Students were also asked about the degree to which they had benefited from the intellectual atmosphere in the program and the institution where they study. A 70% and 62% respectively state they benefited a lot, which is consistent with the results presented previously.

Intellectual atmosphere at your institution Intellectual atmosphere in your program None

Some A lot

It should be pointed out that only 3% say they have not benefited at all from the intellectual atmosphere in the program, and only 4% has not benefited from the intellectual atmosphere at their institution.

In relation to the activities carried out by the doctorate program to promote social interaction, a 25% (out of a total of 2,073 students) is very satisfied, 55% is moderately satisfied, and 21% answers they are dissatisfied. This appears to be an area that poses a challenge for the programs. When asking students about their sense of belonging to the program, 58% (out of N=2,073) feel they belong a lot, 37% fell some belonging, and only 5% feel no belonging to the program. Due to the nature of the question, asking about a feeling of belonging, it is not possible to establish a

3% 4% 27% 34% 70% 62% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Ambiente intelectual de su programa Ambiente intelectual de su institución

Figure No. XX: Perceived benefits from the intellectual atmosphere

Nada Algo Mucho

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deeper analysis, but undoubtedly if there are 41% of students that do not feel any or only some belonging to their program, this is an area that should be looked into.

Lastly, respondents were asked to freely comment on their doctorate programs. A sample of the comments received express opinions on topics such as the following: quality teachers, with a lot of experience (comment repeated in various ways); good program (comment repeated in various ways); scarce pedagogical quality; many different contents; scarce training in the formulation of projects and drafting publications; lack of greater interaction with the group of faculty; problems with scholarships for students and the guides for thesis work, especially when there is

experimental work; lack of discussion and interaction among students and faculty; insufficient demand.