Research in Postgraduation: Is it an Area of Substantive Action to Improve at Universidad Nacional, Costa Rica?
DOI:
https://doi.org/10.15359/ree.28-2.18443Keywords:
postgraduate programs, postgraduate research, professor, science, students, university, Quality education, academic performanceAbstract
Objective. The aim of this paper is to describe the distinguishing features of the postgraduate programs at Universidad Nacional (UNA), Costa Rica. This is done by characterizing the main research actions aimed at promoting academic research in science, technology, art, culture, and education in these programs. All these programs correspond to the Postgraduate Studies System at UNA (SEPUNA in Spanish). Method. This quantitative cross-sectional study examines information from a population of 1,400 students and 597 professors who participated in these programs between 2018 and 2020. The survey was used as a research technique; applying two questionnaires, one aimed at the student population with 698 responses and another at the teaching staff, with 194 responses in total. Results. The results show that the research conducted in the postgraduate programs requires the formulation and strengthening of research lines and research groups; both students and faculty are marginally dedicated to postgraduate studies, with a focus on teaching; professors participate significantly in the supervision of Final Graduation Projects; and it is identified by students and faculty that library services are the greatest stimulus that the college carries out in its postgraduate programs, but that the sense of self-efficacy of the student body needs to be strengthened within the postgraduate programs studied. Conclusions. The SEP and the Vice-Rectorate for Research must take action to create a scenario with more incentives and more time for research as a basis for the implementation of research lines and groups of postgraduate programs.
References
Benítez-Corona, L. & Barrón-Tirado, M. C. (2018). Análisis cualitativo de resiliencia en estudiantes de posgrado. Revista Electrónica Educare, 22(1), 1-21. http://dx.doi.org/10.15359/ree.22-1.7
Bobbio, N. (1997). Os intelectuais e o poder. Editora UNESP.
Chavoya Peña, M. L. (2001). Organización del trabajo y culturas académicas. Estudio de dos grupos de investigadores de la Universidad de Guadalajara. Revista Mexicana de Investigación Educativa, 6(11), 79-93. https://www.redalyc.org/pdf/140/14001106.pdf
Cruzata-Martínez, A., Bellido García, R., Velázquez-Tejada, M., & Alhuay-Quispe, J. (2018). La tutoría como estrategia pedagógica para el desarrollo de competencias de investigación en posgrado. Propósitos y Representaciones, 6(2), 09-62. https://revistas.usil.edu.pe/index.php/pyr/article/view/252
Cury, C. R. J. (2010). O debate sobre a pesquisa e a avaliação da pós-graduação em educação. Revista Brasileira de Educação, 15(43), 162-165. https://doi.org/10.1590/S1413-24782010000100011
Dorta-Contreras, A. J. (2016). Colaboración internacional y visibilidad de la producción científica por las métricas alternativas. Revista Habanera de Ciencias Médicas, 15(6), 859-863. http://scielo.sld.cu/pdf/rhcm/v15n6/rhcm01616.pdf
Friedrich, H. & Mac Kinnon, J. (2015). Formative postgraduate assessment: A comparative case study using a university in the USA and one in South Africa. Innovations in Education and Teaching International, 52(6), 653-662. https://doi.org/10.1080/14703297.2014.981834
Gibbons, M., Limoges, C., Nowotny, H., Schwartzman, S., Scott, P., & Trow, M. (1994). The new production of knowledge: The dynamics of science and research in contemporary societies. Sage Publications.
Green, B. (2005). Unfinished business: Subjectivity and supervision. Higher Education Research and Development, 24(2), 151-163. https://doi.org/10.1080/07294360500062953
Hernández Sampieri, R., Fernández Collado, C., & Baptista Lucio, P. (2014). Metodología de la investigación (6.ª ed.). Interamericana Editores.
Jiménez Umaña, L. (2005). La evaluación de los posgrados en las universidades estatales costarricenses: La experiencia del CONARE en los últimos 20 años. OPES, Consejo Nacional de Rectores. https://repositorio.conare.ac.cr/bitstream/handle/20.500.12337/2379/evaluacion%20de%20posgrados%20v2.pdf?sequence=1&isAllowed=y
León González, J. L., Socorro Castro, A. R., Cáceres, Mesa M. L., & Pérez Maya, C. J. (2020). Producción científica en América Latina y el Caribe en el período 1996-2019. Revista Cubana de Medicina Militar, 49(3). 1-10. https://revmedmilitar.sld.cu/index.php/mil/article/view/573/554
Lovitts, B. E. (2005). How to grade a dissertation. Academe, 91(6), 18-23. https://www.ittc.ku.edu/~frost/How_to_grade_disseration_Academe_Article.pdf
Menand, L., Reitter, P., & Wellnon, C. (Eds.). (2017). The rise of the research university: A sourcebook. University of Chicago Press. https://doi.org/10.7208/chicago/9780226414850.001.0001
Menandro, P. R. M. (2003). Linha de pesquisa: Possibilidades de definição e tipos de utilização do conceito. Revista de Administração Contemporânea, 7(2), 177-182. https://doi.org/10.1590/S1415-65552003000200011
Montes-de-Oca-O’Reilly, A. (2019). Dificultades para la transversalización de la perspectiva de género en una institución de educación superior. Revista Latinoamericana de Educación Inclusiva, 13(1), 105-125. http://dx.doi.org/10.4067/S0718-73782019000100105
Moreira, M. L. & Velho, L. (2008). Pós-graduação no Brasil: da concepção” ofertista linear” para” novos modos de produção do conhecimento” implicações para avaliação. Avaliação: Revista da Avaliação da Educação Superior (Campinas), 13(3), 625-645. https://doi.org/10.1590/S1414-40772008000300002
Multon, K. D., Brown, S. D., & Lent, R. W. (1991). Relation of self-efficacy beliefs to academic outcomes: A meta-analytic investigation. Journal of counseling psychology, 38(1), 30-38. https://doi.org/10.1037/0022-0167.38.1.30
Revilla, D. (2017). Expectativas y tensiones en la asesoría de tesis en la Facultad de Educación de la Pontificia Universidad. Revista de Docencia Universitaria (REDU). 15(1), 277-303. https://doi.org/10.4995/redu.2017.6057
Rey Rocha, J., Martín Sampere, M. J., & Garzón García, B. (2006). Consolidación y cohesión de los equipos de investigación del CSIC y su influencia sobre la actividad investigadora y el rendimiento de sus componentes. Área de Biología y Biomedicina. http://hdl.handle.net/10261/2995
Reyes Cruz, M. del R., & Gutiérrez Arceo, J. M. (2015) Sentido de autoeficacia en investigación de estudiantes de posgrado. Sinéctica. (45), 1-15. https://www.scielo.org.mx/pdf/sine/n45/n45a11.pdf
Sahai, H. (1988). What is a Census? International Journal of Mathematical Education in Science and Technology, 19(1), 119-124. https://www.tandfonline.com/doi/abs/10.1080/0020739880190114
Scott, J. (2020). Recruiting international postgraduate researchers: Challenges and strategic alternatives. Asia Pacific Journal of Marketing and Logistics, 32(1), 281-298. https://www.emerald.com/insight/content/doi/10.1108/APJML-01-2018-0011/full/html
Stokes, D. E. (2005). Pasteur’s quadrant. Basic science and technological innovation. Brookings Institution Press.
The South African Qualifications Authority. (2012). Level descriptors for the South African National Qualifications Framework. https://www.saqa.org.za/level-descriptors-for-the-south-african-national-qualifications-framework/
Universidad Nacional (UNA). (2016). Políticas de investigación de la Universidad Nacional. Congreso de Investigación. https://documentos.una.ac.cr/bitstream/handle/unadocs/6637/Pol%C3%ADticas%20de%20investigaci%C3%B3n%20FINAL%20211016.pdf?sequence=1&isAllowed=y
Universidad Nacional (UNA). (2021, diciembre 10). Reglamento del Sistema de Estudios de Posgrado de la Universidad Nacional. UNA-GACETA N.°, pp. 1-161. https://documentos.una.ac.cr/handle/unadocs/14237
Universidad Nacional Autónoma de México. UNAM. (2005). Perfil de competencias del tutor de posgrado de la UNAM. https://auip.org/images/stories/DATOS/PublicacionesOnLine/seminario_taller_santo_domingo/PerfilCompetencias.pdf
Wijk, H., Ponzer, S., Heikkilä, K., Kihlström, L., & Nordquist, J. (2019). Factors influencing effectiveness in postgraduate medical education – a qualitative study of experiences of the responsible clinical consultants. BMC medical education, 19(3), 1-9. https://link.springer.com/article/10.1186/s12909-018-1433-6
Wisker, G., Exley, K., Antoniou, M., & Ridley, P. (2008). Working one-to-one with students. Supervising, coaching, mentoring and personal tutoring. Routledge.
Downloads
Published
How to Cite
Issue
Section
Categories
License
Copyright (c) 2024 Carlos Alberto Montero-Corrales, Mónica Granados-Quesada, Damaris Castro-García
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 Unported License.
1. In case the submitted paper is accepted for publication, the author(s) FREELY, COSTLESS, EXCLUSIVELY AND FOR AN INDEFINITE TERM transfer copyrights and patrimonial rights to Universidad Nacional (UNA, Costa Rica). For more details check the Originality Statement and Copyright Transfer Agreement
2. REUTILIZATION RIGHTS: UNA authorizes authors to use, for any purpose (among them selfarchiving or autoarchiving) and to publish in the Internet in any electronic site, the paper´'s final version, both approved and published (post print), as long as it is done with a non commercial purpose, does not generate derivates without previous consentment and recognizes both publisher's name and authorship.
3. The submission and possible publication of the paper in the Educare Electronic Journal is ruled by the Journal’s editorial policies, the institutional rules of Universidad Nacional and the laws of the Republic of Costa Rica. Additionally, any possible difference of opinion or future dispute shall be settled in accordance with the mechanisms of Alternative Dispute Resolution and the Costa Rican Jurisdiction.
4. In all cases, it is understood that the opinions issued are those of the authors and do not necessarily reflect the position and opinion of Educare, CIDE or Universidad Nacional, Costa Rica. It is also understood that, in the exercise of academic freedom, the authors have carried out a rogorous scientific-academic process of research, reflection and argumentation thar lays within the thematic scope of interest of the Journal.
5. The papers published by Educare Electronic Journal use a Creative Commons License:
The articles published by Educare Electronic Journal can be shared with a Creative Commons License: 
