Formação em pesquisa e supervisão em programas de doutorados
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Dec 6, 2017
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Alejandro Proestakis-Maturana
http://orcid.org/0000-0002-1068-9759
Walter Terrazas-Núñez
http://orcid.org/0000-0002-5307-0403
http://orcid.org/0000-0002-1068-9759
Walter Terrazas-Núñez
http://orcid.org/0000-0002-5307-0403
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Resumo
O aumento em oferta e matrículas de programas de doutorado é um fenômeno global que demanda atenção direta dos envolvidos. Este artigo de pesquisa teve por objetivo compreender as percepções que tem a universidade sobre os processos de formação em pesquisa e a supervisão em programas de doutorado. Interpretaram-se os discursos de diretores, supervisores e estudantes de programas de doutorado. Obtém-se como principais resultados que a formação em pesquisa e os processos de supervisão têm um forte componente motivacional e emocional, e que existem normas explícitas e implícitas do contexto científico que permeiam a formação dos futuros investigadores.
Keywords
References
Armstrong, Steven J.; Allinson, Christopher W. & Hayes, John (2004). The Effects of Cognitive Style on Research Supervision: A Study of Student-Supervisor Dyads in Management Education. Academy of Management Learning & Education, 3 (1), 41-63. Disponible en: http://www.jstor.org/stable/40214230
Becher, Tony (1993). Las disciplinas y la identidad de los académicos. Pensamiento Universitario, 1 (1). 56-77. Disponible en: http://inter27.unsl.edu.ar/rapes/?action=detalle&from=todos&id=441
Berg, Bruce L. (2001). Qualitative Research Methods for the Social Sciences. 4th ed. Boston, Massachusetts: Allyn & Bacon.
Boud, David & Lee, Alison (eds.) (2008). Changing Practices of Doctoral Education. London: Routledge.
Braun, Virginia & Clarke, Victoria (2006). Using Thematic Analysis in Psychology. Qualitative Research in Psychology, 3 (2), 77-101. DOI:10.1191/1478088706qp063oa
Brew, Angela (2001). Conceptions of Research: A Phenomenographic Study. Studies in Higher Education , 26 (3), 271-285. DOI:10.1080/03075070120076255
Brooks, Rachelle L. & Heiland, Donna (2007). Accountability, Assessment and Doctoral Education: Recommendations for Moving Forward. European Journal of Education, 42 (3), 351-362. DOI: 10.1111/j.1465-3435.2007.00311.x
Bruce, Christine & Stoodley, Ian (2013) Experiencing Higher Degree Research Supervision as Teaching. Studies in Higher Education, 38 (2), 226-241. DOI: 10.1080/03075079.2011.576338
Bruce, Christine; Stoodley, Ian & Pham, Binh (2009). Doctoral Student's Experience of Information Technology Research. Studies in Higher Education, 34 (2), 203-222. Disponible en: http://www.chrismills.com.au/files/335PDF/doctoral%20student%20technology%20research.pdf
Council of Graduate Schools, CGS, PhD Completion Program (2010). PhD Completion and Attrition: Findings from Exit Surveys of PhD Completers. Monograph. Released Sept. 2009.
Deem, Rosemary (2006). Conceptions of Contemporary European Universities: To Do Research Or Not To Do Research? European Journal of Education, 41 (2), 281-304. DOI: 10.1111/j.1465-3435.2006.00260.x
Deuchar, Ross (2008). Facilitator, Director or Critical Friend?: Contradiction and Congruence in Doctoral Supervision Styles. Teaching in Higher Education, 13 (4), 489-500. DOI: 10.1080/13562510802193905
Edwards, Brian (2002). Postgraduate Supervision: Is Having a PhD Enough? A paper presented at the Australian Association for Research in Education Conference Problematic Futures: Educational Research in an Era of... Uncertainty. Brisbane, Australia 1- 5, December, 2002. Disponible en: https://www.aare.edu.au/data/publications/2002/edw02382.pdf
Gaeta, Giuseppe Lucio (2013). Was it Worth It?: An Empirical Analysis of Over-Education among PhD Recipients in Italy. c.MET Working paper 02/2013. Disponible en: http://193.205.129.80/repec/cme/wpaper/cmetwp_02_2013.pdf
Gardner, Susan K. (2009). Student and Faculty Attributions of Attrition in High and Low-Completing Doctoral Programs in the United States. Higher Education, 58 (1), 97-112. DOI: 10.1007/s10734~008-9184-7
Green, Bill & Lee, Alison (1999). Educational Research, Disciplinarity and Postgraduate Pedagogy: On the Subject of Supervision. Review of Australian Research in Education, 5, 95-111.
Gunnarsson, Ronny K.; Jonasson, Grethe & Billhult, Annika (2013). The Experience of Disagreement between Students and Supervisors in PhD Education: A Qualitative Study. BioMedCentral, BMC Medical Education, 13, 134. DOI: 10.1186/1472-6920-13-134. Disponible en: https://www.researchgate.net/publication/257202573_The_experience_of_disagreement_between_students_and_supervisors_in_PhD_education_A_qualitative_study
Halaweh, Mohanad; Fidler, Christine & McRobb, Steve (2008). Integrating the Grounded Theory Method and Case Study Research Methodology within IS Research: A Possible Road Map. En ICIS 2008 Proceedings, Twenty Ninth International Conference on Information Systems, Paris France, 14-17 December 2008, 242-253. Atlanta, Georgia: International Conference on Information Systems.
Kärner, Anita & Puura, Väino (2008). Doctoral Education in Transition to Knowledge-based Society. Trames , 12 (1), 95-109. DOI: 10.3176/tr.2008.1.06. Disponible en: http://www.kirj.ee/public/trames_pdf/2008/issue_1/trames-2008-1-6.pdf
Kehm, Barbara M. (2006). Doctoral Education in Europe and North America: A Comparative Analysis. En Ulrich Teichler (ed.). The Formative Years of Scholars, 67-78. Portland Press: London, Series WennerGren International Series (83). Disponible en: http://www.portlandpress.com/pp/books/online/fyos/083/0067/0830067.pdf, http://www.portlandpress.com/pp/books/online/fyos/083/default.htm
Kiley, Margaret (2011). Developments in Research Supervisor Training: Causes and Responses. Studies in Higher Education, 36 (5), 585-599. DOI: 10.1080/03075079.2011.594595
Kiley, Margaret & Wisker, Gina (2009). Threshold Concepts in Research Education and Evidence of Threshold Crossing. Higher Education Research and Development, 28 (4), 431-441. DOI: 10.1080/07294360903067930
Kleijn, Renske A. M.; Mainhard, M. Tim; Meijer, Paulien C.; Pilot, Albert & Brekelmans, Mieke (2010). Master's Thesis Supervision: Relations between Perceptions of the Supervisor–Student Relationship, Final Grade, Perceived Supervisor Contribution to Learning and Student Satisfaction. Studies in Higher Education, 37 (8), 925-939. DOI:10.1080/03075079.2011.556717
Krauskopf, Manuel (2003). Indicadores cuantitativos de los doctorados conferidos en el país. ¿Falta de atención o expresión de subdesarrollo? Revista Calidad en la Educación, 18, 47-59. Disponible en: https://www.researchgate.net/publication/267789804_INDICADORES_CUANTITATIVOS_DE_LOS_DOCTORADOS_CONFERIDOS_ EN_EL_PAIS_FALTA_DE_ATENCION_O_EXPRESION_DE_SUBDESARROLLO
Lepp, Liina; Remmik, Marvi; Karm, Mari & Leijen, Äli (2013). Supervisor' Conceptions of Doctoral Studies. Trames, 17 (4), 401-415. DOI:10.3176/tr.2013.4.06. Disponible en: http://www.kirj.ee/public/trames_pdf/2013/issue_4/Trames-2013-4-401-415.pdf
Lincoln, Yvonna S. & Guba, Egon G. (1985). Naturalistic Inquiry. Beverly Hills, California: Sage.
Litalien, David & Guay, Frédéric (2015). Dropout Intentions in PhD Studies: A Comprehensive Model Bases on Interpersonal Relationships and Motivational Resources. Contemporary Educational Psychology, 41, 218-231. DOI: http://dx.doi.org/10.1016/j.cedpsych.2015.03.004
Manathunga, Catherine; Lant, Paul & Mellick, George (2006). Imagining an Interdisciplinary Doctoral Pedagogy. Teaching in Higher Education, 11 (3), 365-379. DOI: 10.1080/13562510600680954
McAlpine, Lynn & Norton, Judith (2006). Reframing Our Approach to Doctoral Programs: An Integrative Framework for Action and Research. Higher Education Research and Development, 25 (1), 3-17. DOI:10.1080/07294360500453012
Nettles, Michael T. & Millett, Catherine M. (2006). Three Magic Letters: Getting to PhD. Baltimore, Maryland: Johns Hopkins University Press.
Nulty, Duncan; Kiley, Margaret & Meyers, Noel (2009). Promoting and Recognising Excellence in the Supervision of Research Students: An Evidence-Based Framework. Assessment & Evaluation in Higher Education, 34 (6). DOI:10.1080/02602930802474193
Organisation for Economic Co-operation and Development, OECD (2013). Students Enrolled by Type of Institution [Statistic tables]. Disponible en: http://stats.oecd.org
Pearson, Margot & Kayrooz, Carole (2004). Enabling Critical Reflection on Research Supervisory Practice. The International Journal for Academic Development, 9 (1), 99-116. DOI: 10.1080/1360144042000296107
Renzulli, Joseph S.; Koehler, Jennifer L. & Fogarty, Elizabeth A. (2006). Operation Houndstooth Intervention Theory: Social Capital in Today's Schools. Gifted Child Today, 29 (1), 14-24. Disponible en: http://gifted.uconn.edu/wp-content/uploads/sites/961/2015/09/Social_Capital_in_Todays_Schools.pdf
Sadlak, Jan (2004). Doctoral Studies and Qualifications in Europe and the United States: Status and Prospects. Bucharest: United Nations Educational, Scientific and Cultural Organization, Centre Européen pour l'Enseignement Supérieur/European Centre for Higher Education, UNESCO-CEPES. Disponible en: http://unesdoc.unesco.org/images/0013/001364/136456e.pdf
Schreier, Margrit (2012). Qualitative Content Analysis in Practice. Thousand Oaks, California: Sage.
Taylor, Stan & Beasley, Nigel (2005). A Handbook for Doctoral Supervisors. London: Routledge Falmer.
Titus, Sandra L. & Ballou, Janice M. (2013). Ensuring PhD Development of Responsible Conduct of Research Behaviors: Who's Responsible? Science and Engineering Ethics, 20 (1), 221-235. DOI: 10.1007/s11948-013-9437-4
Wright, April; Murray, Jane P. & Geale, Patricia (2007). A Phenomenographic Study of What it Means to Supervise Doctoral Students. Academy of Management Learning and Education, 6 (4), 458-474. DOI:10.5465/amle.2007.27694946
Becher, Tony (1993). Las disciplinas y la identidad de los académicos. Pensamiento Universitario, 1 (1). 56-77. Disponible en: http://inter27.unsl.edu.ar/rapes/?action=detalle&from=todos&id=441
Berg, Bruce L. (2001). Qualitative Research Methods for the Social Sciences. 4th ed. Boston, Massachusetts: Allyn & Bacon.
Boud, David & Lee, Alison (eds.) (2008). Changing Practices of Doctoral Education. London: Routledge.
Braun, Virginia & Clarke, Victoria (2006). Using Thematic Analysis in Psychology. Qualitative Research in Psychology, 3 (2), 77-101. DOI:10.1191/1478088706qp063oa
Brew, Angela (2001). Conceptions of Research: A Phenomenographic Study. Studies in Higher Education , 26 (3), 271-285. DOI:10.1080/03075070120076255
Brooks, Rachelle L. & Heiland, Donna (2007). Accountability, Assessment and Doctoral Education: Recommendations for Moving Forward. European Journal of Education, 42 (3), 351-362. DOI: 10.1111/j.1465-3435.2007.00311.x
Bruce, Christine & Stoodley, Ian (2013) Experiencing Higher Degree Research Supervision as Teaching. Studies in Higher Education, 38 (2), 226-241. DOI: 10.1080/03075079.2011.576338
Bruce, Christine; Stoodley, Ian & Pham, Binh (2009). Doctoral Student's Experience of Information Technology Research. Studies in Higher Education, 34 (2), 203-222. Disponible en: http://www.chrismills.com.au/files/335PDF/doctoral%20student%20technology%20research.pdf
Council of Graduate Schools, CGS, PhD Completion Program (2010). PhD Completion and Attrition: Findings from Exit Surveys of PhD Completers. Monograph. Released Sept. 2009.
Deem, Rosemary (2006). Conceptions of Contemporary European Universities: To Do Research Or Not To Do Research? European Journal of Education, 41 (2), 281-304. DOI: 10.1111/j.1465-3435.2006.00260.x
Deuchar, Ross (2008). Facilitator, Director or Critical Friend?: Contradiction and Congruence in Doctoral Supervision Styles. Teaching in Higher Education, 13 (4), 489-500. DOI: 10.1080/13562510802193905
Edwards, Brian (2002). Postgraduate Supervision: Is Having a PhD Enough? A paper presented at the Australian Association for Research in Education Conference Problematic Futures: Educational Research in an Era of... Uncertainty. Brisbane, Australia 1- 5, December, 2002. Disponible en: https://www.aare.edu.au/data/publications/2002/edw02382.pdf
Gaeta, Giuseppe Lucio (2013). Was it Worth It?: An Empirical Analysis of Over-Education among PhD Recipients in Italy. c.MET Working paper 02/2013. Disponible en: http://193.205.129.80/repec/cme/wpaper/cmetwp_02_2013.pdf
Gardner, Susan K. (2009). Student and Faculty Attributions of Attrition in High and Low-Completing Doctoral Programs in the United States. Higher Education, 58 (1), 97-112. DOI: 10.1007/s10734~008-9184-7
Green, Bill & Lee, Alison (1999). Educational Research, Disciplinarity and Postgraduate Pedagogy: On the Subject of Supervision. Review of Australian Research in Education, 5, 95-111.
Gunnarsson, Ronny K.; Jonasson, Grethe & Billhult, Annika (2013). The Experience of Disagreement between Students and Supervisors in PhD Education: A Qualitative Study. BioMedCentral, BMC Medical Education, 13, 134. DOI: 10.1186/1472-6920-13-134. Disponible en: https://www.researchgate.net/publication/257202573_The_experience_of_disagreement_between_students_and_supervisors_in_PhD_education_A_qualitative_study
Halaweh, Mohanad; Fidler, Christine & McRobb, Steve (2008). Integrating the Grounded Theory Method and Case Study Research Methodology within IS Research: A Possible Road Map. En ICIS 2008 Proceedings, Twenty Ninth International Conference on Information Systems, Paris France, 14-17 December 2008, 242-253. Atlanta, Georgia: International Conference on Information Systems.
Kärner, Anita & Puura, Väino (2008). Doctoral Education in Transition to Knowledge-based Society. Trames , 12 (1), 95-109. DOI: 10.3176/tr.2008.1.06. Disponible en: http://www.kirj.ee/public/trames_pdf/2008/issue_1/trames-2008-1-6.pdf
Kehm, Barbara M. (2006). Doctoral Education in Europe and North America: A Comparative Analysis. En Ulrich Teichler (ed.). The Formative Years of Scholars, 67-78. Portland Press: London, Series WennerGren International Series (83). Disponible en: http://www.portlandpress.com/pp/books/online/fyos/083/0067/0830067.pdf, http://www.portlandpress.com/pp/books/online/fyos/083/default.htm
Kiley, Margaret (2011). Developments in Research Supervisor Training: Causes and Responses. Studies in Higher Education, 36 (5), 585-599. DOI: 10.1080/03075079.2011.594595
Kiley, Margaret & Wisker, Gina (2009). Threshold Concepts in Research Education and Evidence of Threshold Crossing. Higher Education Research and Development, 28 (4), 431-441. DOI: 10.1080/07294360903067930
Kleijn, Renske A. M.; Mainhard, M. Tim; Meijer, Paulien C.; Pilot, Albert & Brekelmans, Mieke (2010). Master's Thesis Supervision: Relations between Perceptions of the Supervisor–Student Relationship, Final Grade, Perceived Supervisor Contribution to Learning and Student Satisfaction. Studies in Higher Education, 37 (8), 925-939. DOI:10.1080/03075079.2011.556717
Krauskopf, Manuel (2003). Indicadores cuantitativos de los doctorados conferidos en el país. ¿Falta de atención o expresión de subdesarrollo? Revista Calidad en la Educación, 18, 47-59. Disponible en: https://www.researchgate.net/publication/267789804_INDICADORES_CUANTITATIVOS_DE_LOS_DOCTORADOS_CONFERIDOS_ EN_EL_PAIS_FALTA_DE_ATENCION_O_EXPRESION_DE_SUBDESARROLLO
Lepp, Liina; Remmik, Marvi; Karm, Mari & Leijen, Äli (2013). Supervisor' Conceptions of Doctoral Studies. Trames, 17 (4), 401-415. DOI:10.3176/tr.2013.4.06. Disponible en: http://www.kirj.ee/public/trames_pdf/2013/issue_4/Trames-2013-4-401-415.pdf
Lincoln, Yvonna S. & Guba, Egon G. (1985). Naturalistic Inquiry. Beverly Hills, California: Sage.
Litalien, David & Guay, Frédéric (2015). Dropout Intentions in PhD Studies: A Comprehensive Model Bases on Interpersonal Relationships and Motivational Resources. Contemporary Educational Psychology, 41, 218-231. DOI: http://dx.doi.org/10.1016/j.cedpsych.2015.03.004
Manathunga, Catherine; Lant, Paul & Mellick, George (2006). Imagining an Interdisciplinary Doctoral Pedagogy. Teaching in Higher Education, 11 (3), 365-379. DOI: 10.1080/13562510600680954
McAlpine, Lynn & Norton, Judith (2006). Reframing Our Approach to Doctoral Programs: An Integrative Framework for Action and Research. Higher Education Research and Development, 25 (1), 3-17. DOI:10.1080/07294360500453012
Nettles, Michael T. & Millett, Catherine M. (2006). Three Magic Letters: Getting to PhD. Baltimore, Maryland: Johns Hopkins University Press.
Nulty, Duncan; Kiley, Margaret & Meyers, Noel (2009). Promoting and Recognising Excellence in the Supervision of Research Students: An Evidence-Based Framework. Assessment & Evaluation in Higher Education, 34 (6). DOI:10.1080/02602930802474193
Organisation for Economic Co-operation and Development, OECD (2013). Students Enrolled by Type of Institution [Statistic tables]. Disponible en: http://stats.oecd.org
Pearson, Margot & Kayrooz, Carole (2004). Enabling Critical Reflection on Research Supervisory Practice. The International Journal for Academic Development, 9 (1), 99-116. DOI: 10.1080/1360144042000296107
Renzulli, Joseph S.; Koehler, Jennifer L. & Fogarty, Elizabeth A. (2006). Operation Houndstooth Intervention Theory: Social Capital in Today's Schools. Gifted Child Today, 29 (1), 14-24. Disponible en: http://gifted.uconn.edu/wp-content/uploads/sites/961/2015/09/Social_Capital_in_Todays_Schools.pdf
Sadlak, Jan (2004). Doctoral Studies and Qualifications in Europe and the United States: Status and Prospects. Bucharest: United Nations Educational, Scientific and Cultural Organization, Centre Européen pour l'Enseignement Supérieur/European Centre for Higher Education, UNESCO-CEPES. Disponible en: http://unesdoc.unesco.org/images/0013/001364/136456e.pdf
Schreier, Margrit (2012). Qualitative Content Analysis in Practice. Thousand Oaks, California: Sage.
Taylor, Stan & Beasley, Nigel (2005). A Handbook for Doctoral Supervisors. London: Routledge Falmer.
Titus, Sandra L. & Ballou, Janice M. (2013). Ensuring PhD Development of Responsible Conduct of Research Behaviors: Who's Responsible? Science and Engineering Ethics, 20 (1), 221-235. DOI: 10.1007/s11948-013-9437-4
Wright, April; Murray, Jane P. & Geale, Patricia (2007). A Phenomenographic Study of What it Means to Supervise Doctoral Students. Academy of Management Learning and Education, 6 (4), 458-474. DOI:10.5465/amle.2007.27694946
Como Citar
Proestakis-Maturana, A., & Terrazas-Núñez, W. (2017). Formação em pesquisa e supervisão em programas de doutorados. Revista Internacional De Pesquisa Em Educacao, 10(20), 85–104. https://doi.org/10.11144/Javeriana.m10-20.fisp
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