Dificultades en la Culminación de Tesis Doctorales: Voces del Estudiantado
DOI:
https://doi.org/10.5377/rtu.v11i31.14289Palabras clave:
asesoría, dificultades, doctorado, investigación, requisitos, tesisResumen
Este artículo refleja los resultados del estudio conducido con estudiantes de doctorado sobre las dificultades que enfrentadas durante la escritura de su tesis doctoral. Tiene como propósito conocer, desde la perspectiva del estudiantado, las dificultades que enfrentan a lo largo de este proceso. Es un estudio cualitativo que emplea un cuestionario de preguntas abiertas como herramienta para la recogida de información. Existe evidencia para sostener que la mayor dificultad que enfrentan es articular familia, trabajo y tesis y que el empleo es determinante para el sustento de la familia y pago de estudios resultando más fácil abandonar la tesis.
Descargas
Citas
Acker, S. (2001) The hidden curriculum in dissertation advising In E. Margolis (Ed.) The hidden curriculum in higher education, pp. 61–77, New York Routledge.
Agudelo, N. C. (2004). Las líneas de investigación y la formación de investigadores: una mirada desde la administración y sus procesos formativos. Revista ieRed: revista electrónica de la red de investigación educativa, Vol.1, No. 1, p. 11. Consultado en octubre 2018 en https://dialnet.unirioja.es/servlet/articulo?codigo=2004902.
Ahern, K. & Manathunga, C., (2004). Clutch-Starting Stalled Research Students, Innovative Higher Education, Vol. 28. pp. 237-254.
Ali, A., & Kohun, F. (2006). Dealing with isolation feelings in IS doctoral programs. International Journal of Doctoral Studies, Vol. 1, No. 1, pp. 21-33.
Ali, A., Kohun, F., & Levy, Y. (2007). Dealing with Social Isolation to Minimize Doctoral Attrition- A Four Stage Framework. International Journal of Doctoral Studies, Vol. 2, No. 1, pp. 33-49.
Amundsen, C., Weston, C., & McAlpine, L. (2008). Concept mapping to support university academics’ analysis of course content. Studies in higher education, Vol. 33, No. 6, pp. 633-652.
Andresen, L. (2000). Teaching development in higher education as scholarly practice: A reply to Rowland et al. ‘Turning academics into teachers?’. Teaching in Higher Education, Vol. 5, pp. 23–31.
Buela-Casal, G., Bermúdez, M., Sierra, J., Quevedo-Blasco, R., Castro, Á., & Guillén-Riquelme, A. (2011). Ranking de 2010 en producción y productividad en investigación de las universidades públicas españolas. Psicothema, Vol. 23, No. 4, pp. 227-236.
Carlino, P. (2012), Helping Doctoral Students of Education to Face Writing and Emotional Challenges in Identity Transition. En Castello, M. y Donahue, C. University writing: Selves and Texts in Academic Societies. London (Reino Unido): Emerald Group Publishing.
Carlín, R., Cadena, M. & Ramírez A. (2016). La tesis doctoral como espacio de desarrollo académico, profesional y personal: Creencias de investigadoras. Opción: Revista de Ciencias Humanas y Sociales, Vol. 13, pp. 1001-1027.
Castro, Á., Guillén-Riquelme, A., Quevedo-Blasco, R., Bermúdez, M., & Buela-Casal, G. (2012). Doctoral Schools in Spain: Suggestions of Professors for their Implementation//Las Escuelas Doctorales en España: sugerencias para su implantación a partir de la opinión de profesores funcionarios. Revista de Psicodidáctica, Vol. 17, No. 1, pp. 119-217.
Glaser, B. & Strauss, A. (1967). The discovery of grounded theory. Chicago: Aldine Press.
Golde, C. (2000). Should I Stay or Should I Go? Student Descriptions of the Doctoral Attrition Process. The Review of Higher Education, Vol. 23, No. 2, pp. 199-227. doi:10.1353/rhe.2000.0004.
Green, P., & Usher, R. (2003). Fast supervision: Changing supervisory practice in changing times. Studies in Continuing Education, Vol. 25, No. 1, pp. 37-50.
Guba, E. & Lincoln, Y., (1982). Epistemological and methodological bases of naturalistic inquiry. ECTJ 30, pp. 233–252 https://doi.org/10.1007/BF02765185
Jiranek, V. (2010), Potential Predictors of Timely Completion among Dissertation Research Students at an Australian Faculty of Sciences, International Journal of Doctoral Studies, Vol. 5, pp. 1-13.
Kruppa, R., & Meda, A. K. (2005). Group Dynamics in the Formation of a PhD Cohort: A Reflection in Experiencing While Learning Organizational Development Theory. Organization Development Journal, Vol. 23, Issue 1, pp. 56-67.
LeCompte, M. (1995). Un matrimonio conveniente: diseño de investigación cualitativa y estándares para la evaluación de programas. RELIEVE-Revista Electrónica de Investigación y Evaluación Educativa, Vol. 1, No.1, pp. 1-13. Consultado en http://www.uv.es/RELIEVE/v1/RELIEVEv1n1.htm
Lovitts, B. & Nelson, C. (2000). The hidden crisis in graduate education: Attrition from Ph. D. programs. Academe, Vol. 86, No. 6, pp. 44-50.
Lovitts, B., (2001). Leaving the ivory tower: The causes and consequences of departure from doctoral study. Lanham, MD: Rowman & Littlefield.
Manathunga, C. (2005). Early warning signs in postgraduate research education: A different approach to timely completions, Teaching in Higher Education, Vol. 10, pp. 219–233.
Matsuda, P. & Tardy, C. (2007). Voice in academic writing: The rhetorical construction of author identity in blind manuscript review. English for Specific Purposes, No. 26, Vol. 2, pp. 235-249. https://doi.org/10.1016/j.esp.2006.10.001
Meyer, J., Shanahan, M., & Laugksch, R. (2005). Students' Conceptions of Research. I: A qualitative and quantitative analysis. Scandinavian Journal of Educational Research, Vol. 49, No. 3, pp.225-244.
Prior, P. & Bilbro, R. (2012). Academic enculturation: Developing literate practices and disciplinary identities. University writing: Selves and texts in academic societies, pp. 19-31.
Rodwell, J., & Neumann, R. (2008). Predictors of timely doctoral student completions by type of attendance: the utility of a pragmatic approach. Journal of Higher Education Policy and Management, Vol. 30, No. 1, pp. 65-76.
Sinclair, M. (2004) The Pedagogy of ‘Good’ PhD Supervision: A National Cross-Disciplinary Investigation of PhD Supervision, Faculty of Education and Creative Arts, Central Queensland University, Cramberra, Australia.
Stake, R. (1978). The case study method in social inquiry. Educational researcher, Vol. 7, No. 2, pp. 5-8.
Tardy, Ch. and Matsuda P. (2009). The Construction of Author Voice, Written Communication, Vol. 26, No. 1, January, pp. 32-52.
Tinto, V. (2003). Learning better together: The impact of learning communities on student success. Higher Education monograph series, Vol. 1, No. 8, pp. 1-8.
Yin, R. (1998). The abridged version of case study research. Handbook of applied social research methods, Vol. 2, pp. 229-259.
Descargas
Publicado
Cómo citar
Número
Sección
Licencia
Derechos de autor 2022 Universidad Nacional Autónoma de Nicaragua, Managua (UNAN-Managua)
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.
The authors who publish in this journal agree to the following terms.
- The author or authors of the articles, essays or research grant the National Autonomous University of Nicaragua, Managua (UNAN-Managua) the editing rights (copyright) of the submitted work, therefore the University has the exclusive right to publish the article for the entire copyright period.
- These copyrights/authors authorize Torreón Universitario Magazine and the University to edit and disseminate/publish the article in said Magazine, including printed and electronic reproduction, storage, retrieval and any other type of publication, and sources of secondary information as services. of summaries and databases, they also empower it to protect the article against unauthorized use for dissemination by printed or electronic media (PDF, HTML, EPUB, XML or others).
License for use of content
The magazine uses the Creative Commons Attribution-NonCommercial-NoDerivs 4.0 International License.
Under this statement:
This journal is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. It can be copied, distributed and transmitted publicly as long as the author and source are cited (Revista Torreón Universitario), it should not be modified or used for any commercial purpose. The full license can be found at http://creativecommons.org/licenses/by-nc-nd/4.0/.