The evolving role of research in Mexican graduate programs in the field of education: A case study of six selected programs (1980-1992)

The purpose of this study was to analyze the evolving role of research in Mexican graduate programs in the field of education. It summarized how faculty, students, and alumni perceive the development of research within their graduate programs, what strategies they employ for research training, and their research goals under diverse conditions.;The data revealed that only two of the programs studied were focused on the preparation of researchers, the other four programs were more directed toward the professionalization of higher education personnel.;The results supported the following conclusions: First, research was considered by most of the participants as a tool. They considered that research has an important role within the formation of educators as professionals. Second, research is an essential component of graduate education, but not an end in itself. This study demonstrated that research training is something that is influenced by many factors within each academic program. Third, there is not a cause-effect relationship between research and the quality of the programs studied. Research training should be kept as part the curriculum, while other academic activities respond to practical needs for professional preparation.;Seven recommendations for future research were included. The first four regarding to Mexican graduate education and the other three for future research in general. They were: (1) To extend the use of program assessment methods. (2) To look for new forms of organization and educational strategies to secure higher academic efficiency and quality. (3) To balance faculty's teaching and research responsibilities. (4) To reinforce institutional research programs. (5) To promote a better definition of research within graduate education. (6) To identify viable alternatives that might support research costs. (7) To clarify the connections between research policies and research outcomes. The overall conclusion was that a broader understanding of quality in assessing graduate programs was helpful.;The methodology was predominantly qualitative, grounded on the Constant Comparative Method (Glaser, 1967) and the Strauss and Corbin's model (1990). The programs were selected according their dominant orientation, educational sector, and location. Interviews were conducted with 9 administrators, and 25 faculty members, 80 students, and 52 graduates were also surveyed. The results were compared by groups and institutions.