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Student Experience Survey – Project

Project: Student experience in postgraduate studies: trajectories of students, graduates and evaluation of results and impacts

Ana Maria Alves Carneiro da Silva (Coordinator)

  • Function: Researcher
  • Workplace: Unicamp Public Policy Studies Center
  • Address: University City “ZEFERINO VAZ” Albert Einstein Avenue, 1300, Campinas – SP – Brazil; ZIP Code 13083-852
  • Email: anamaria@nepp.unicamp.br
  • Contact phone: 19 35212491
  • Curriculum lattes: http://lattes.cnpq.br/9302537730701238

Adriana Bin (researcher)

Cristiano Morini (researcher)

Luciane Graziele Ferrero

Daniela Atães de Oliveira

Gabriela Marino Silva

Marko Synesio Alves Monteiro

Kadigia Faccin

  • Function: Coordinator of the Postgraduate Program in Administration

/ Permanent Professor of PPGA

  • Workplace: Unisinos Porto Alegre – School of Management and Business
  • Address: 1600 Nilo Peçanha Street – Boa Vista – Porto Alegre, RS – ZIP Code 91330-002
  • Email: kadigiaf@unisinos.br
  • Contact phone: (51) 35911122 / Extension 1566
  • Curriculum lattes: http://lattes.cnpq.br/9096213182112205

Paola Rücker Schaeffer

  • Function: CNPq Junior Postdoctoral Fellow
  • Workplace: Unisinos Porto Alegre – School of Management and Business
  • Address: 1600 Nilo Peçanha Street – Boa Vista – Porto Alegre, RS – ZIP Code 91330-002
  • Email: paolaschaeffernh@hotmail.com
  • Contact phone: (51) 99269-5310
  • Curriculum lattes: http://lattes.cnpq.br/8072626942858856

Cristiane Machado (Teacher)

  • Function: Teacher
  • Workplace: Faculty of Education
  • Address: : Bertrand Russell Ave., 801 – Zeferino Vaz University City, Campinas – SP – Brazil. ZIP Code 13083-865
  • Email: crimacha@unicamp.br
  • Contact phone: (19) 981077898
  • Curriculum lattes: http://lattes.cnpq.br/3315021462751774

Soely Aparecida Jorge Polydoro (Teacher)

  • Function: Teacher
  • Workplace: Faculty of Education
  • Address: : Bertrand Russell Ave., 801 – Zeferino Vaz University City, Campinas – SP – Brazil. ZIP Code 13083-865
  • Email: polydoro@unicamp.br

Helena de Assis Mota (Student)

  • Function: PhD in Education
  • Workplace: Education University
  • Address: Bertrand Russell Ave., 801 – Zeferino Vaz University City, Campinas – SP – Brazil. Postal Code 13083-865
  • Email: helenassis@gmail.com
  • Contact phone: (19) 98243-5993
  • Curriculum lattes: http://lattes.cnpq.br/8469847583437503

Name: Aline Renée Coscione (teacher)

  • Function: Coordinator of the Postgraduate Program in Tropical and Subtropical Agriculture / Permanent Professor at PPG-IAC
  • Workplace: Agronomic Institute
  • Address: Campinas, SP, Brazil
  • Email: aline.coscione@sp.gov.br
  • Contact phone: 19 2137 0711
  • Curriculum lattes: http://lattes.cnpq.br/1566386847094104

ABSTRACT

There is a small body of literature on the evolution of postgraduate programs in Brazil (Ikeda, Campomar & Veludo-de-Oliveira, 2005; Cirani, Silva & Campanario, 2012) as well as their evaluation dimensions. Silva & Bardagi (2015) conducted a survey of Brazilian studies on stricto sensu postgraduate students from 1995 to 2015, showing that less than 10% devoted themselves to analyzing the profile of postgraduate students. Postgraduate studies can mean the search for higher qualifications required by the market, an extension of education or even an alternative to unemployment. Students have different trajectories, from those who join undergraduate and postgraduate studies to those who enter postgraduate studies after entering the job market or even after many years of professional career. In addition to the motivation to advance knowledge, understanding the profile of students and their level of satisfaction represent important elements for the management of postgraduate programs. The objective of this research is to develop and apply a methodology to evaluate the student experience in postgraduate studies and its effects on the trajectories of graduates. The methodology called “Evaluation of the experience of postgraduate students and trajectories of graduates (AEPTE)” has been developed since 2017, with its initial application in the Graduate Program in Administration at Unicamp (Student trajectories of the Graduate Program in Administration at Unicamp: evaluation of results and impacts – CAAE: 78313417.2.0000.5404). Primary data collection instruments were developed and applied, secondary data were collected from the university's academic records, and the results were analyzed and presented to the program community. This new project (approved with CAAE: 56641522.8.0000.8142) seeks to expand the scope of the original project by including new programs in the area of ​​administration and other areas of knowledge: interdisciplinary, agricultural sciences, geosciences, geography, nutrition, production engineering, agronomy and education. In addition, three of these programs approved racial quotas: one in 2016 and two others in 2021. This will allow analyses of the ethnic-racial composition of students, their perceptions about diversity and trajectories, considering the practice of reserving places. The research therefore seeks to monitor some postgraduate courses stricto sensu from Unicamp and Unisinos and their students, from the beginning of the course, in a longitudinal manner, and explore issues such as the profile of students who seek out the programs and those who manage to enter, their expectations, their study trajectories and professional trajectories.

INTRODUCTION

Studies on higher education are considered a well-established area of ​​knowledge. There are many strands of studies in this area, with emphasis on “equality of opportunities, social inequalities, stratification and diversity, investments in social policies, strategic decisions regarding the training of professional staff and the development of science, technology and innovation in the globalized world” as pointed out by Neves, Sampaio & Heringer (2018, p. 33).

Recent changes in the scope and assessment indicators of postgraduate programs by CAPES (the regulatory body for postgraduate studies in Brazil, linked to the Ministry of Education) follow this same line, since in addition to considering academic and scientific production, aspects related to the development of skills among students, professional integration of graduates and broader economic and social impacts have been increasingly incorporated. The work of McManus and Neves (2021), although using data from the four-year assessment of postgraduate programs in Brazil between 2013 and 2016, already hints at this trajectory of measuring the relationship between postgraduate studies and society, greatly reinforcing the difference between areas of knowledge.

When discussing the profile and motivation of graduate students in the Brazilian context, Silva and Bardagi (2015) and Artes (ARTES, 2013) highlight that these students are increasingly younger (with direct transitions between undergraduate and graduate studies being common), with medium to high family incomes and a greater predominance of women. To a certain extent, this is the result of these individuals seeking more qualifications to work in a very competitive job market (i.e., seeking a longer “moratorium” as the authors put it) or even the possibility of obtaining a remuneration (with a scholarship), and not necessarily a career choice with a view to teaching and research training (SILVA; BARDAGI, 2015).

Information on the sociodemographic profile of graduate students is scarce, as the data are not part of the higher education census and the CNPq (funding agency of the Ministry of Science, Technology and Innovation) and CAPES databases have little information on the main sociodemographic characteristics. Artes (2013), using data from the 2001 and 2010 Demographic Censuses, points out that there was a 200% increase in access by black people (black and brown) to graduate studies. However, while black people already represented 50% of the general population, they represented only 25% of graduate students. According to Venturini and Feres Júnior (2020), affirmative actions have been established at least since 2002 in order to combat inequalities in access to graduate studies. This occurred concurrently with the establishment of affirmative action in undergraduate courses, resulting in at least 747 affirmative action programs in public universities aimed primarily at black, mixed-race, indigenous and disabled people.

In this sense, this project aims to contribute to advancing knowledge about the student experience in graduate programs and its effects on the professional and educational trajectories of graduates. In addition, it seeks to support the management and evaluation process of eight graduate programs at the State University of Campinas (Unicamp), four of which are from the Institute of Geosciences, three from the School of Applied Sciences and one from the School of Education; one from the University of Vale do Rio dos Sinos (Unisinos); and one from the Agronomic Institute (IAC), also considering recent policies for implementing racial quotas. In this way, the aim is to gain a broader understanding of the students' experience, their perceptions about diversity, and their academic and professional trajectories.

To do this, we will take as a basis the guidelines of the PPGs presented below, contextualizing them in their areas of knowledge.

Postgraduate studies in the area of ​​Administration began in 1967 with the creation of the master's degree by the Getúlio Vargas Foundation in Rio de Janeiro. The first doctoral programs were created in the 1970s (CIRANI; SILVA; CAMPANARIO, 2012). The large area of ​​public and business administration, accounting sciences and tourism was one of the largest in terms of the number of courses in 2020, according to data from GEOCAPES, with 189 programs. The area showed dizzying growth mainly due to the establishment of professional master's degrees, which in the area of ​​administration increased from 3 in 1998 to 72 in 2020, most of which were offered by private higher education institutions. Another factor was the increase in the number of undergraduate graduates in administration courses.

The Unisinos Postgraduate Program in Administration began with a master's degree in 2000 and a doctorate in 2006. According to the regulations1, the objectives of the Postgraduate Program in Administration are: “a) to promote research, teaching and guidance, in stricto sensu postgraduate studies, in its area of ​​concentration and within the scope of the research lines;

  1. provide and promote the mastery of theoretical and applied knowledge in the area of ​​concentration;
  2. stimulate interest in studying and researching in their area of ​​concentration, through actions coordinated with other undergraduate or postgraduate programs, internal and external, and/or exchanges with other institutions or with professors from other institutions;
  3. promote integration between teaching, research and extension; e) consolidate the qualification of human resources through the development of a conceptual and practical instrument, aiming at the training of teachers, researchers and professionals who work in public and private organizations in significant themes of Contemporary Administration; e) establish itself as a qualified center of scientific and technological research, training and dissemination of knowledge in the Area of ​​Concentration, through the establishment of a permanent relationship with interlocutors internal and external to the Institution and the formulation of cooperation projects with national and international institutions”.

In the area of ​​Geosciences, the first postgraduate programs were created in the 1970s. More than 50 years after the beginning of activities, the number of programs reached 58 in 2018, having experienced a greater increase in the last decade. They are distributed in five subareas of knowledge: Atmospheric Sciences (Meteorology and Climatology), Geodetic Sciences (Geodesy, Cartography and Remote Sensing), Geophysical Sciences (Global and Applied Geophysics), Geological Sciences and Oceanographic Sciences (Physical, Chemical and Geological Oceanography). The Postgraduate Program in Geosciences (PPGG) at Unicamp was created in 1983 at the master's level, and in 1994 at the doctoral level. Its objectives are: a) to stimulate the carrying out of basic and applied research with a focus on Geology and Natural Resources; b) prepare teachers and researchers for teaching and research on this topic in universities and research organizations; and c) train professionals to search for, evaluate, plan and manage natural resources with a view to optimizing their use.

Also in the 1970s, postgraduate studies in Geography began in Brazil. With only 11 programs until the mid-1990s, it has experienced significant growth over the decades, currently totaling 76 programs with academic master's and doctoral courses and professional master's degrees. At Unicamp, the creation of the Postgraduate Program in Geography (PPGGeo) dates back to 2002, at the master's and doctoral levels. Its objectives include: a) to carry out

1 Available at: https://www.unisinos.br/pos/images/modulos/estrito/regimento-interno/administracao/regimento-administracao-2019.pdf 

research and present results on the history and epistemology of Geography; b) understand territorial processes and phenomena arising from the articulations between different scales and determinations; d) deepen the understanding of the mediation of national territories in the global/local relationship, including themes such as national sovereignty and fragmentation of political-administrative units; e) Seek new foundations for the region, the new roles of borders and technical networks, as well as the new connections in the constitution of the place; f) Conduct studies on the Geography of Brazil seeking to highlight regional differences and the process of integration of the Brazilian territory; g) Develop and use spatial analysis techniques, with support from Digital Cartography, Remote Sensing, Geographic Information Systems (GIS) and Global Navigation Satellite Systems (GNSS) technologies, among others, in solving geographic problems and their application in territorial, environmental, regional and urban planning and management; h) Deepen knowledge about new approaches between geosystems and anthropic systems, contextualizing them spatially at different scales of approach in the territory; i) Value the study of the impacts resulting from the use and occupation of lands to seek ways of rehabilitation, preservation and conservation of the landscape, based on systemic models of approaching space, integrating society, nature and landscape resources; j) Deepen knowledge about the inseparability between the constituent elements of the natural space and the geographic space, seeking new ways of cartographic representation of this relationship; k) Study and understand the teaching-learning processes of Geography Education, its technologies, languages, as well as the educational and curricular policies that impact school geography.

The area of ​​nutrition was included in the CAPES assessment until 2010 in the area of ​​Medicine II, being a basic subarea. In 2011, it became an area of ​​its own and today has 36 programs. The Postgraduate Program in Nutrition and Sports Sciences and Metabolism (PPG-CNEM) had its master's degree implemented in 2011 and its doctorate in 2013. According to the website2, "the program seeks to provide solid training for highly qualified human resources who are multipliers of teaching and research, through the use of the scientific method. Furthermore, they must have intellectual independence and a commitment to scientific dissemination and be able to act as critical citizens who are aware of their role as health professionals."

Postgraduate studies in engineering in Brazil were launched in 1961 at the Instituto Tecnológico de Aeronáutica (ITA) (ALMEIDA; BORGES, 2007) with a master's degree program in the fields of Aeronautical, Electronic and Mechanical Engineering, Physics and Mathematics. In 2020, the Engineering III area had 128 programs, mainly including production and mechanical engineering courses. The Postgraduate Program in Production and Manufacturing Engineering at Unicamp (master's degree) was created in 2013 and has the “main objective of contributing to the development of the area of ​​Production and Manufacturing Engineering, especially with regard to i) the training of highly qualified human resources and ii) the development of cutting-edge scientific research in the area. Graduates of the PPGEPM must be able to work in research, development and innovation in professional and academic segments”3.

The PPGE/FE/Unicamp began in August 1975, three years after the installation of the Faculty of Education, with the master's level and in 1980 the doctoral course was created. The Program underwent some restructuring in relation to the areas of concentration and lines of research,

2 Available at: https://www.fca.unicamp.br/portal/pt-br/posgrad/posgrad-programs/posgrad-courses- cnem/1928-o-programa-cnem.html

3 Source: https://www.fca.unicamp.br/portal/pt-br/posgrad/posgrad-programs/posgrad-courses-epm/287- program-commission.html

until 2014, 10 lines of research were structured. The PPGE has relevant brands in the national scenario with a prominent role in the development of Brazilian and Latin American educational thought, having contributed to the advancement and consolidation of research in the educational field, proposing policies and courses, with the participation of professors from various instances, at regional, national and international levels. Among other important facts, there was in FE, supported by PPGE, the creation of the Brazilian Conference on Education (1978-1986), a space for debates on the LDB Law 9394/1996. The PPGE has consolidated itself as the largest postgraduate program at Unicamp and, certainly (along with PPGE at FEUSP) also as the largest in the Education Area in Brazil and Latin America. In 2018, PPGE registered 117 accredited professors, 104 of whom were Permanent and 13 Collaborators; and 594 students, 343 of whom are PhD students and 251 are Master's students. To date, 2.108 Master's dissertations and 1.687 Doctoral theses have been defended.

In the area of ​​Agricultural Sciences, the first postgraduate programs date back to the mid-1960s at ESALQ/USP and UFRGS. The institution currently has 205 Academic Programs and 20 Professional Programs. This study included the Tropical and Subtropical Agriculture Program of the IAC, with Master's degrees since 1999 and PhD degrees since 2009. It was the first Scientific Research Institute in the State of São Paulo, not linked to the university system, to create an autonomous “stricto-sensu” postgraduate course. The program comprises three areas of concentration: Agro-environmental Resource Management, Plant Genetic Improvement and Agricultural Production Technology. The course is intended to train researchers, teachers and specialized professionals, with training focused on applied research, with the generation of specific technology, with a focus on updating and improving scientific and technological aspects of the agronomic area.

The other three PPGs in this study are accredited by CAPES in the large Multidisciplinary area, one of which is Teaching and the other two in Interdisciplinary. In the Teaching Area, the programs aim to conduct research on the process of knowledge mediation, considering the multiple factors that interfere in it, both in formal and non-formal spaces. Currently, the area consists of 181 programs, which include 218 courses, 39 of which are doctoral and 80 academic master's degrees, 95 professional master's degrees and four professional doctorates.

In this context, the Postgraduate Program in Teaching and History of Earth Sciences (PEHCT) was created at Unicamp in 2004. It is a pioneer in the area of ​​Geoscience Education on the national scene, connecting the areas of Geosciences and Teaching. The fundamental objective of the program is to train professionals to develop research in fields related to the lines of research in Geoscience Teaching Methodology and History of Geosciences, considering pedagogical issues in the transmission of knowledge at various levels of education and in non-formal education.

Still within the Multidisciplinary Area, the Interdisciplinary Area was founded in 1999 and currently comprises 368 postgraduate programs. The introduction of programs in the interdisciplinary field aims to respond to problems of varying nature and complexity that are characteristic of the contemporary world, often resulting from the advancement of scientific and technological knowledge. From this perspective, the Postgraduate Program in Science and Technology Policy (PPG-PCT) was created at Unicamp in 1987, at the master's level, and at the doctorate level in 1994. The program is dedicated to teaching, research and extension in the area of ​​Science, Technology and Innovation (ST&I), and aims to develop capabilities for the development and management of public policies and business strategies in ST&I.

Finally, in the interdisciplinary area, the Interdisciplinary Postgraduate Program in Applied Human and Social Sciences (ICHSA), master's level, was created in 2013 at FCA to train “an academic professional prepared to work in the interdisciplinary field based on a solid theoretical-epistemological and instrumental training in the applied human and social sciences. It therefore trains a professional capable of: (1) constructing interdisciplinary research stimulated by concrete problems of the contemporary world; (2) handling and using diverse theoretical-methodological resources to construct original perspectives of analysis; (3) and contributing to the scientifically informed treatment of these problems”4.

JUSTIFICATION AND SOCIAL RELEVANCE

The justification and relevance of the research are based on three main factors. First, this is an area with little research conducted in Brazil. There is a vast literature on postgraduate studies in the country, and “most of the studies focus on discussions of public higher education policies, program structure, course implementation, mapping of graduation rates, and course evaluation” (SILVA; BARDAGI, 2015). These studies entered the agenda of higher education institutions as a consequence of the search to evaluate the quality of training processes at all levels of education, which in turn were driven by the demand for technological innovations and qualified researchers and by the dissemination of the assessment culture (HORTALE et al., 2014). There are relatively few studies that focus on the student experience during the course, the success factors for completing the course, and the student trajectories after completion. The few that exist generally deal with only one program or programs in the same area of ​​knowledge. The expansion of the scope proposed here, in relation to the original project, aims to deal with this gap by including programs from various areas of knowledge.

The second factor is the volume of public resources spent on the postgraduate system in Brazil and the search for efficiency in their use. Therefore, it is reasonable to investigate whether stricto sensu postgraduate programs are achieving their objectives (BRASS; AKABAS, 2010). According to Hortale et al. (HORTALE et al., 2014), although the continuous development of new professional skills is included in the agenda of postgraduate training institutions, systematic studies of training processes in this area are not carried out, “whether to discuss successful experiences for the construction of strategies for scientific development, or to subsidize the strengthening of stricto sensu postgraduate programs”. This situation is no different in the context of Unicamp and Unisinos, with the exception of this project initiative. It is important to know the profile of students and their expectations in order to monitor whether the training offered meets the expectations of students and also the proposal of the postgraduate program.

4 Source: http://www.fca.unicamp.br/portal/pt-br/posgrad/posgrad-programas/posgrad-cursos-ichsa.html

Finally, due to the recent adoption of affirmative actions aimed at reducing Brazil's historical inequalities in higher education, the project will include an analysis of the ethnic-racial composition of students, their perceptions about diversity, and their trajectories. The PPGE had its first selection process with racial, indigenous, and disabled quotas in 2017, complying with the provisions of a Commission created for this purpose in 2016. The PPG-PCT and PPGG approved racial quotas for the 2022 admissions selection process and reserved scholarships. In addition, the PPG-EHCT approved reserved scholarships for candidates who self-declare as indigenous or black and who prove a per capita family income of less than two minimum wages. Until the last announcement for admission in 2022, the other programs did not include affirmative actions. This configuration will allow comparisons considering the practice of reserved places.

The third factor that justifies the study is to provide support for the management of the programs, information that can later be extended to other graduate programs at Unicamp and other institutions, especially regarding the practice of reserving ethnic-racial places. The research may also provide information on the social impact of the program and the international integration of its graduates, two sets of indicators that are part of the periodic evaluation of graduate programs by CAPES.

OBJECTIVES

The general objective of the research is to develop and apply a methodology to evaluate the student experience in postgraduate studies and its effects on the trajectories of graduates.

Secondary objectives are:

    1. Adapt primary data collection instruments to the ten postgraduate programs;
    2. Develop the alumni questionnaire;
    3. Analyze the demand profile in comparison with that of new entrants;
    4. Analyze students’ perceptions of campus climate and diversity;
    5. Support program management;
    6. Support the CAPES four-year evaluation of the Programs;
    7. Analyze course completion time and associated factors;
    8. Characterize the professional trajectory of program graduates and identify trends that affect their trajectories.

HYPOTHESES

As this is exploratory research, no hypotheses were formulated, and the research will be guided by the following questions:

  • What is the profile of candidates and new entrants?
  • What are your expectations regarding the course?
  • What is the experience like for master's and doctoral students during the course?
  • What are students' perceptions about diversity?
  • What professional and educational paths do graduates follow?
  • Are the objectives of the PPGs being achieved?

LOCATION OF RESEARCH

The research will be carried out in the following locations:

  1. On the premises of the Faculty of Applied Sciences, on the Limeira campus, and of the Institute of Geosciences and Faculty of Education, on the Barão Geraldo campus, of Unicamp; on the Porto Alegre campus of Unisinos and at the headquarters of the IAC in Campinas, to carry out activities to discuss the evaluation methodology and results in workshops with professors, students, Unicamp managers and specialists. In-person data collection with students may also be carried out at these locations during the course. These activities may be carried out remotely;
  2. At the Public Policy Studies Center on the Barão Geraldo campus of Unicamp in Campinas, to develop the methodology for evaluating and analyzing data;
  3. Remotely through electronic questionnaires to collect primary data from students before, during and after completing their master's and doctoral courses;
  4. In the secure rooms of IBGE in Rio de Janeiro and INEP in Brasília for the collection and analysis of supplementary data.

POPULATION TO BE STUDIED

The population to be studied will be composed of the universe of candidates from the selection processes and regular students from ten Stricto Sensu Graduate Programs. The sample will be formed by those registered and enrolled who, when invited to answer the questionnaires, express interest and participation. The sample will be composed of three large groups: currently enrolled students, candidates registered but not approved in the next four selection processes, and students enrolled in the next four selection processes.

Table 1 below shows the number of enrolled students, new students and unsuccessful candidates for the selected Postgraduate Programs, taking the year 2020 as a reference. The estimate of the number of enrolled candidates not selected was made by taking the number of new students and multiplying it by an annual factor of 2,5, extracting the candidates who were selected and enrolled.

Based on these data, it is possible to estimate a universe of 612 enrolled in master's courses, 732 enrolled in doctoral courses, 912 new entrants to master's courses, 792 new entrants to doctoral courses, 1660 registered candidates not selected in master's courses and 1420 registered candidates not selected in doctoral courses, for a total of 6128 individuals over 5 years (Table 2).

These postgraduate programs were selected based on the expression of interest of their coordinators, based on the presentation of the results of the research carried out since 2017.

Table 1 – Enrolled, incoming, graduating students and unsuccessful candidates in the selected Postgraduate Programs, 2020

Graduate programEnrolled studentsAnnual Estimate of NewcomersAnnual estimate of candidates notapprovedAnnual completion estimatetes
MDMDMDMD
Administration/Unisinos456120103015169
Tropical and Subtropical Agriculture/IAC25202010202155
Geosciences/Unicamp7466212132321711
Geography/Unicamp508921153223129
Nutrition and Sports Sciences and Metabolism/Unicamp545516202430131
Production and Manufacturing Engineering/Unicamp99—44—66—16—
Teaching and History of Earth Sciences/Unicamp33501392014107
Scientific and Technological Policy/Unicamp29711313202065
Interdisciplinary in Human and Applied Social Sciences/Unicamp38—10—15—11—
Education University16532050100751507539

Source: Unicamp Statistical Yearbook 2021, base 2020. Unisinos: enrolled students – Geocapes; incoming students – Selection Process announcement for the 2022/1 Academic Period.

Table 2 – Estimate of student universe groups

Group20222023202420252026Total
MDMDMDMDMDMD
Enrolled students612732        612732
incoming students  228198228198228198228198912792
Unapproved candidates33228433228433228433228433228416601420
Total944101656048256048256048256048231842944

RESEARCH METHODOLOGY

​​​​​​​Research design

The research aims to continue developing a methodology for evaluating the experience of students in the selection process and during the completion of master's and doctoral courses and of graduates. The development of the methodology will be carried out in the Postgraduate Programs of the Faculty of Applied Sciences, the Faculty of Education and the Institute of 

Geosciences at Unicamp, the Postgraduate Program in Administration at Unisinos and the Postgraduate Program in Tropical and Subtropical Agriculture at IAC. The case study will have a longitudinal design to follow the cohorts composed of the classes of registered and enrolled students by year of entry into each program (master's and doctorate).

The participation of registered and non-registered candidates will take place in quasi-experimental studies within the research with a view to comparing study and professional trajectories at certain points in the research. The research will use primary and secondary data. Regarding primary data, questionnaires will be applied at key moments in the training, namely:

  1. Application questionnaire: to be applied at the time of application for the selection process each year with all candidates;
  2. Mid-term questionnaire: to be administered one and a half years after entering the program to all regular students;
  3. Exit questionnaire: to be applied at the time of completion or upon dismissal for another reason to all regular students;
  4. Questionnaire for alumni: to be applied to all students who graduated in the period prior to the CAPES four-year assessment and, from then on, every four years until the students turn 75.

The instruments cover the following dimensions:

  1. Application questionnaire: socioeconomic characteristics; professional and educational background; expectations regarding the program and issues related to diversity;
  2. Mid-term questionnaire: satisfaction with the program; mentoring; development of professional skills/teaching/research; development of core and transferable skills; dissertation/thesis; obstacles to completion; mental health and well-being; pandemic; diversity and inclusion;
  3. Exit questionnaire: satisfaction with the program; guidance; development of professional/teaching/research skills; development of fundamental and transferable skills and updating of sociodemographic characterization.
  4. Questionnaire for alumni: evaluation of the course taken; professional activity; other qualifications/studies; relationship between professional activity and the course taken; average monthly income; professional satisfaction; international integration and issues related to diversity.

To date, the Application, Mid-Term and Exit questionnaires have been developed and applied in the Unicamp Graduate Program in Administration. These questionnaires will be adapted for use in new programs. The questionnaire for alumni will be developed during the period of this project.

5 This design of following cohorts over a long period of time is based on the design of the Survey of Doctorate Recipients of the National Science Foundation in the United States. This questionnaire is administered to a sample of the annual census of all individuals who earn a doctorate in American educational institutions (Survey of Earned Doctorates), following their professional career from the moment they obtain their degree until they reach the age of 75.

6 These questionnaires were developed in the project Student trajectories of the Postgraduate Program in Administration at Unicamp: evaluation of results and impacts (CAAE: 78313417.2.0000.5404). It should be noted that the data identified from this project (CAAE: 78313417.2.0000.5404) will be treated separately from the project proposed here.

In the case of new programs, which are currently being included in the survey, an adapted version of the mid-term questionnaire will be administered to all enrolled students. From then on, the questionnaires will be administered at the scheduled times following the new students.

The table below shows an example of the application moments considering students already enrolled and those who participate in the selection processes for 2023.

Table 1 – Example of questionnaire application times

ClassRegistration questionnaireQuiz Half TermExit questionnairedeAlumni questionnaireto
Enrolled students November 2022deWhen exit occursaDecember 2025
Candidates for the 2023 ProcessOctober to December 2022 (depending on program schedule)finger———
Class 2023—August 2024From December 2024 (depending on the timing of the defenses)December 2025

Note: *A questionnaire adapted only to enrolled students will be applied.

In addition, it is intended to conduct individual interviews or focus groups with groups of students to explore in a more in-depth qualitative way the aspects of the exit questionnaire. It is emphasized that the use of interviews or focus groups should serve to aggregate qualitative information that should assist in the interpretation of the questionnaire data.

Regarding secondary data, these will come from:

    1. Administrative records from Unicamp, Unisinos and IAC to understand the population in each category and the enrollment status of students and, thus, prepare primary data collections. They will also be used to analyze dropout rates, completion time, among other analyses;
    2. Public information made available on academic and professional platforms to complement the collection of primary data regarding study and professional trajectories, in cases of non-response;
    3. Data linked and available in the secure rooms of IBGE and INEP to complement the collection of primary data in relation to professional trajectories, including registered and non-registered candidates.

​​​​​​​​​​​​​​Steps

There are two major blocks of procedures in assessing student experience and career trajectories. The first is the design of the assessment methodology and the second is its implementation over the years in the various cohorts of students.

​​​​​​​​​​​​​​​Improving the evaluation methodology

The improvement of the AEPTE evaluation methodology will be carried out through the following activities, which will take place during the first year of the project:

  1. Updating the literature review on postgraduate students and professional trajectories to include new areas;
  2. Analysis of the objectives and documentation of the PPGs, as well as the documentation of the respective CAPES assessment areas;
  3. Review, adaptation and pre-testing of questionnaires that have already been developed;
  4. Development of the alumni questionnaire;
  5. Development of routines for obtaining, organizing and analyzing primary and secondary data in relation to new programs included in the project scope;
  6. Progress in the institutionalization of evaluation in program routines.

Carrying out the assessment with cohort monitoring

The assessment will be carried out over the years with the cumulative entry of cohorts.

  • Collection of primary data through questionnaires, interviews and focus groups;
  • Collection of secondary data and organization of databases;
  • Analysis and discussion of data;
  • Presentation and validation of evaluation results.

SCHEDULE

The following is the research schedule in semesters. The development period of this research project will be 5 years. This is the period that covers the development of the methodology and its application in the first cohorts. After this period, the longitudinal study will continue to be carried out by the coordination of the postgraduate program.

Activity20222023202420252026
2 º1 º2 º1 º2 º1 º2 º1 º2 º
Update of the bibliographic reviewX        
Review and application of questionnaires already developed for new programsX        
Application of registration questionnaires in the new selection processesX X X X X
Application of the Mid-Term and Exit QuestionnairesX X X X X
Obtaining, organizing and analyzing administrative records from Unicamp and UnisinosXXXXXXXXX
Analysis of secondary data and questionnairesXXXXXXXXX
Activity20222023202420252026
2 º1 º2 º1 º2 º1 º2 º1 º2 º
Discussion of results with the program communityXXXXXXXXX
Interviews or focus groups with students and graduates   X     
Consolidated analysis of the demand profile in comparison with that of entrants     X   
Systematization of the methodology for institutionalization in selected programsXX       
Development of the questionnaire for alumni     X   
Application of the alumni questionnaire      X  
Use of secure rooms at IBGE and INEP with interconnected data for analysis of professional trajectories     X   
Complementing professional trajectory data with queries to digital platforms     X   
Consolidated analysis of success/failure indicators in course completion and associated factors      XX 
Consolidated analysis of the professional trajectories of graduates from the programs      XX 
Systematization of the evaluation methodology for use by other stricto sensu postgraduate programsXX       

The schedule will be compatible with the date of approval of the project at the CEP.

BUDGET

Below is a description of the budget for the research.

  • Software for applying questionnaires online: SurveyMonkey. 5-year subscription: R$12.400,00.
  • Flights to Brasilia and Porto Alegre: R$4.000,00
  • Daily rates for trips to Brasilia and Porto Alegre: R$4.400,00

Total: BRL 20.800,00

The research will initially be financed with the company's own resources, while external funding is sought.

  1. ETHICAL GUARANTEES FOR RESEARCH PARTICIPANTS

The participant is assured that his/her identity will be kept confidential and no information will be given to anyone other than the research team.

When publishing the results of this study, the names of the participants will not be mentioned without permission. There will be no penalty or loss of any kind if the participant does not agree to participate or withdraws his/her authorization.

Furthermore:

  • Access to data will only be carried out by researchers, who are fully informed about the reliability requirements;
  • There is a commitment to the privacy and confidentiality of the data used, fully preserving the anonymity and image of the participant as well as their non-stigmatization;
  • Information will not be used to the detriment of individuals and/or communities, including in terms of self-esteem, prestige and/or economic-financial benefits;
  • The researchers established to safeguard and ensure the confidentiality of research data;
  • The data obtained in the research will be used exclusively for the purpose provided for in the protocol.

All interviewed participants will be asked to respond to the Informed Consent Form, which will be presented to the participants as a Box of information within each questionnaire online. This TCLE will also request authorization for the use of secondary data obtained from Unicamp and Unisinos, given that these will be obtained in a disaggregated and identified manner.

We request exemption from the TCLE for obtaining and using disaggregated secondary data (obtained from Unicamp and Unisinos) from the group of research participants who do not respond to the questionnaires. online. The data from these students will only be used for the initial characterization of the students' profile, being treated in an aggregated manner and not identifying them in the dissemination of the research results.

Disaggregated secondary data regarding participants will be obtained from public access platforms, including Lattes Platform, Linkedin, ResearchGate, Academia, Google Scholar, FAPESP Virtual Library, among others.

Access to and use of microdata from IBGE and INEP restricted data access rooms will follow the security and anonymity procedures of these environments, which are quite restricted. Non-de-identified databases are made available with the identification variable encrypted, ensuring the confidentiality of individual information.

CRITERIA FOR INCLUSION AND EXCLUSION OF RESEARCH PARTICIPANTS

Individuals who register for the next selection processes of the selected programs and who qualify for selection will be included in the survey. In the case of classes from previous processes, the survey will only cover students who are effectively enrolled.

All individuals who fit into the previous items but who report to the researchers any discomfort or subjective embarrassment in answering the questionnaires, even having agreed to the TCLE, will be excluded. Minors under 18 years of age will not be included.

RISKS AND BENEFITS INVOLVED IN CONDUCTING THE RESEARCH

Risks

The research does not involve physical harm to participants given that contact with participants will take place remotely and will only be done in person (interviews or focus groups) when the health situation related to the pandemic allows it.

There are two identifiable risks: social risks (in the case of a breach of confidentiality) and economic risks (on the part of CAPES and CNPq, in the case of the scholarship participant being identified and having committed some irregularity during the term of the scholarship). However, the risks mentioned above are minimal, since the information from the questionnaires will be disclosed in an aggregated form, and it will not be possible to identify the respondents in the results disclosed.

In the case of interviews or focus groups, breaches of confidentiality could lead to social risks (such as discrimination and social stigma) and economic risks (problems with eligibility for future positions). However, it is important to emphasize that these risks are also minimal because: 1) direct quotations will not be made in the research, unless authorized by the participants; and 2) respondents will not be identified without their due permission.

The risk of leakage of disaggregated primary and secondary data is also minimal, as they can only be accessed by the research team, and their storage will be password protected.

If the number of respondents is low enough to be identified in aggregated analyses, the research team will be cautious in handling and disclosing information, so that the confidentiality of participants is respected and there is no inappropriate communication of research results.

There will be replacement of procedures if the Ethics Committee deems it necessary.

Furthermore, it is important to emphasize that there is no identifiable vulnerable population among the participants.

Benefits:

Participation in the research will not result in direct benefits to the participant. However, the research may indirectly assist in the process of reflection of the participants regarding their experience in the PPGs. In addition, by providing information about their experience with the programs, the participant will be contributing to the development of evaluative studies on stricto sensu graduate studies in Brazil. This knowledge will be available to both researchers in the field and the administration of Unicamp and Unisinos for the purpose of carrying out diagnostics and developing measures to improve institutional learning and enhance graduate studies at the university. Thus, the minimum risks are acceptable in relation to the anticipated benefits and in relation to the knowledge that will be generated by the research.

CRITERIA FOR CLOSING OR SUSPENSION OF RESEARCH

The criteria for suspending or ending the empirical stage of the research are operational: if there is a large number of refusals from the selected subjects to participate in the study, that is, there is no consent on the part of the target population to participate by answering the questionnaires, making it impossible to create a statistically viable sample, it will be possible to re-discuss the project design.

If the participant decides not to participate in the research, their information will be immediately discarded and removed from the analysis.

STUDY RESULTS

The expected results of the research are:

  • Advancement of knowledge about the student experience and professional trajectories in stricto sensu postgraduate studies;
  • Grants for improving the monitoring processes for graduates of postgraduate programs;
  • Support for Postgraduate Committees to improve institutional learning and enhance master's and doctoral programs;
  • Preparation of articles for scientific journals and for presentations at events

DISCLOSURE OF RESULTS

The research team is interested not only in presenting the scientific results of the study, but also in discussing the results obtained with the agents involved in the research and the stakeholders of the programs. The results will be presented and discussed in the following forums:

  • For the Postgraduate Committees/Coordinations;
  • In presentations to teachers, students and other program stakeholders;
  • In parallel with these events, the data will be disseminated through scientific articles, presentations at conferences, and in electronic format at Facebook and on the page of the Center for Studies and Research in Public Policies (NEPP).

In all types of dissemination, the responsible researcher will forward the research results with due credits to the authors.

BIBLIOGRAPHIC REFERENCES

ALMEIDA, NN DE; BORGES, MN Postgraduate studies in engineering in Brazil: a historical perspective in the context of public policies. Essay: Assessment and Public Policies in Education, v. 15, no. 56, p. 323–339, Sept. 2007.

ARTS, ACA Postgraduate students in Brazil: distribution by sex and color/race based on the 2000 and 2010 demographic censuses. ANPED Annual Meeting. Proceedings…2013. Available at: http://www.anped.org.br/sites/default/files/gt11_2875_texto.pdf

BRASS, L. F.; AKABAS, MH Are MD–PhD Programs Meeting Their Goals? An Analysis of Career Choices Made by Graduates of 24 MD–PhD Programs. Acad Med, v. 85, no. 4, p. 692–701, 2010.

CIRANI, CBS; SILVA, HHM DA; CAMPANARIO, M. DE A. The evolution of teaching

strict sense postgraduate degree in administration in Brazil. Journal of Contemporary Administration, v. 16, n. 6, p. 765–805, Dec. 2012.

HORTALE, VA et al. Professional trajectory of graduates of doctoral courses in the areas of health and biosciences. Public Health Journal, v. 48, n. 1, p. 1–9, Feb. 2014.

MCMANUS, C.; BAETA NEVES, AA Production profiles in Brazilian Science, with special attention to social sciences and humanities. Scientometrics, v. 126, n. 3, p. 2413–2435, 7 Mar. 2021.

NEVES, CEB; SAMPAIO, H.; HERINGER, R. The institutionalization of research on higher education in Brazil. Brazilian Journal of Sociology – RBS, v. 6, no. 12, 2018.

SILVA, TC; BARDAGI, MP The stricto sensu postgraduate student in Brazil: review of the literature of the last 20 years. Brazilian Journal of Graduate Studies, v. 12, no. 29, p. 683–714, 6 jun. 2015.

VENTURINI, AC; FERES JÚNIOR, J. AFFIRMATIVE ACTION POLICY IN POSTGRADUATE STUDIES: THE CASE OF PUBLIC UNIVERSITIES. Research Notebooks, v. 50, no. 177, p. 882–909, 1 Sept. 2020.