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Higher Education

, Volume 56, Issue 2, pp 167–183 | Cite as

How has Mexican faculty been trained? A national perspective and a case study

  • Laura Elena Padilla
Article

Abstract

This article depicts how faculty members at Mexican higher education institutions have been prepared in order to assume their professional responsibilities. It relies on three elements: First, a secondary analysis of a national faculty survey composed of 3,861 faculty members from 65 institutions; second, 34 interviews conducted in eight higher education institutions; third, a primary analysis of an institution faculty survey in a public autonomous university. Results are presented regarding the following issues: first, the central traits of anticipatory or formative in-site faculty socialization; second, the changes in the highest degree faculty obtained at entry into academic life as compared to the obtained degree at the time of the survey; third, the formative time patterns during faculty’s higher education training, fourth, the conditions of study under which faculty members obtained their graduate degrees; and fifth, the academic inbreeding phenomenon.

Keywords

Academic profession Faculty socialization Higher education Anticipatory socialization Formative in-site socialization México 

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Copyright information

© Springer Science+Business Media B.V. 2007

Authors and Affiliations

  1. 1.Department of EducationUniversidad Autónoma de AguascalientesAguascalientesMexico

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