The evaluation of scientific graduate programs in Bolivia
DOI:
https://doi.org/10.61203/2347-0658.v13.n1.44217Keywords:
Research evaluation, graduate programs, higher education, BoliviaAbstract
Since their beginnings in the mid-1980s, graduate programs in Bolivian public universities have had a more formative and professionalizing approach rather than a research orientation, with the exception of a few programs supported by international university cooperation, labeled as “scientific graduate programs”. However, a handful of those programs have been subject to evaluation, whose understanding could provide significant clues for structuring similar programs, or for the innovation of traditional graduate programs aimed mostly at content delivery. Focusing on the evaluation of six scientific graduate programs supported by international cooperation in a Bolivian public university, this article aims to analyze the instruments, the process, and the results of the evaluation of these programs. To achieve this objective, a methodology of documentary review and interviews of key actors involved is used. We argue that the evaluation of these programs is part of an attempt to innovate the graduate level of training, promoted by an alliance of local and international actors, but that they do not succeed in rooting this practice in the local academic graduate culture. The results suggest that the evaluation instruments were an incomplete adaptation of instruments designed for other academic contexts, that the process responds more to administrative requirements of the funding agency, and the results did not have the impact of transforming the local graduate culture. Considering that the evaluation of graduate programs is an emerging field of study, we conclude calling for further research on this subject matter, by considering similar evaluation experiences.
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