Thesis supervision process and advisory model. Graduate Education of the Autonomous University of Zacatecas, Mexico

Abstract

This article addresses research whose objective is to describe and understand the thesis management process in a graduate program in education at the Autonomous University of Zacatecas, Mexico. Moreover, the advisory model that underlies the training of researchers is explored. The above allows us to recognize the process’ main characteristics as well as the difficulties and strengths that are presented during the same period, aiming at supporting students in their training in the graduate program in an efficient way. The investigation is relevant because the thesis direction is presented as a fundamental process for training graduate students and completing their thesis. The study is based on Bernard Honoré’s theory of formation. The methodology used for this investigation is of a mixed type. In this work, only a qualitative approach is presented in which an exploratory, descriptive design, and techniques such as in-depth interview and participant observation were used. The participants were directors and/or thesis advisors, advised and program managers. Within the results and conclusions, thesis direction is understood as a dialogical process in which ruptures, discontinuities, crisis or contradictions are present. The significant difficulties that present themselves in this graduate program are also reviewed as well as its strengths and some suggestions for improving the thesis direction process.