Agosto 2019 vol. 6 num. 1 - IV Encontro Nacional de Economia Industrial e Inovação

Artigo completo - Open Access.

Idioma principal

A Trajetória dos Estudantes de Pós-Graduação Stricto Sensu no Brasil: atrito e tempo para conclusão nos cursos de mestrado e doutorado

Colombo, Daniel Gama e ;

Artigo completo:

Este artigo apresenta um primeiro esforço de investigar a taxa de atrito e tempo para conclusão nos cursos de mestrado e doutorado no país. Para isso, é apresentado um conjunto inicial de estatísticas descritivas, com base em microdados identificados dos estudantes. A taxa de atrito média nos dois níveis encontra-se em torno de 12%. A maior parte dos alunos titulados no mestrado concluí o curso até o fim do terceiro, enquanto no doutorado isso ocorre até o fim do quinto ano. A proporção de alunos que abandonam ou são desligados tende a aumentar com o tempo no curso, sendo ainda observada uma taxa de atrito inferior para mulheres, alunos mais jovens e estudantes de instituições públicas. Não foram encontrados indícios de que o tempo para conclusão possa estar relacionado ao sexo, à idade dos estudantes e à natureza jurídica das instituições de ensino.

Artigo completo:

Download (PDF)

Palavras-chave: : atrito; pós-graduação; tempo para conclusão; trajetória educacional,

Palavras-chave:

DOI: 10.5151/iv-enei-2019-5.8-013

Referências bibliográficas
  • [1] Abedi, J.; Benkin, E. The effects of students' academic, financial, and demographic variables on time to the doctorate. Research in Higher Education, v. 27, n. 1, p. 3-14, 1987. ISSN 0361-0365.
  • [2] Ali, A.; Kohun, F.; Levy, Y. Dealing with Social Isolation to Minimize Doctoral Attrition- A Four Stage Framework. International Journal of Doctoral Studies, v. 2, n. 1, p. 33-49, 2007.
  • [3] Ampaw, F. D.; Jaeger, A. J. Completing the three stages of doctoral education: An event history analysis. Research in Higher Education, v. 53, n. 6, p. 640-660, 2012. ISSN 0361-0365.
  • [4] ANDIFES; ABRUEM; MEC. Diplomação, Retenção e Evasão nos Cursos de Graduação em Instituições de Ensino Superior Públicas. Brasilia 1996.
  • [5] Araújo-Jorge, T. C. d.; Borba, M. d. C.; Sovierzoski, H. H. Documento de Área: Ensino. CAPES. Brasilia 2016.
  • [6] Attiyeh, G. M. Determinants of persistence of graduate students in Ph. D. programs. ETS Research Report Series, v. 1999, n. 1, p. i-43, 1999. ISSN 2330-851
  • [7] Bair, C. R.; Haworth, J. G. Doctoral student attrition and persistence: A meta-synthesis of research. In: (Ed.). Higher education: Handbook of theory and research: Springer, 2004. p.481-534.
  • [8] Becker, G. S. Human capital revisited. In: (Ed.). Human Capital: A Theoretical and Empirical Analysis with Special Reference to Education (3rd Edition): The University of Chicago Press, 1994. p.15-2
  • [9] ______. Human Capital: A Theoretical and Empirical Analysis, with Special Reference to Education. University of Chicago Press, 200 ISBN 9780226041223. Disponível em: < https://books.google.com.br/books?id=9t69iICmrZ0C >.
  • [10] Beekhoven, S.; De Jong, U.; Van Hout, H. Explaining academic progress via combining concepts of integration theory and rational choice theory. Research in Higher Education, v. 43, n. 5, p. 577-600, 2002. ISSN 0361-0365.
  • [11] Booth, L. L.; Satchell, S. E. The hazards of doing a PhD: an analysis of completion and withdrawal rates of British PhD students in the 1980s. Journal of the Royal Statistical Society: Series A (Statistics in Society), v. 158, n. 2, p. 297-318, 1995. ISSN 0964-1998.
  • [12] Brasil. I Plano Nacional de Pós-Graduação. Decreto 76.056, de 30 de julho de 1975. CULTURA, M. D. E. E. Brasilia 1975.
  • [13] Breen, R.; Goldthorpe, J. H. Explaining educational differentials: Towards a formal rational action theory. Rationality and society, v. 9, n. 3, p. 275-305, 1997. ISSN 1043-4631.
  • [14] Breneman, D. W. The Ph.D. Production Process. In: BRENEMAN, D. W.;JAMISON, D. T., et al (Ed.). Education as an Industry: NBER, 1976. cap. 1, p.1-52.
  • [15] CAPES. Discentes da Pós-Graduação Stricto Sensu do Brasil (base de dados confidencial). CAPES. Brasilia 2017a.
  • [16] ______. GEOCAPES - Distribuição de Discentes de Pós-graduação no Brasil por Estado (ao final do ano) 2017b.
  • [17] ______. Tabela de Áreas de Conhecimento/Avaliação. CAPES. Brasilia 2017c.
  • [18] ______. GEOCAPES - Distribuição de Programas de Pós-graduação no Brasil por Estado. CAPES. Brasilia 20
  • [19] ______. Coleta de Dados, Discentes dos Programas de Pós-Graduação stricto sensu no Brasil 2004 a 2012. CAPES. Brasilia: CAPES. 2019 20
  • [20] Casado, L. J. D.; Migon, H.; Cuminato, J. A. Documento de Área: Matemática, Probabilidade e Estatística. CAPES. Brasilia 2016.
  • [21] Cohen, K. E. What about Master's Students? The Master's Student Persistence Model. Online Submission, 2012.
  • [22] Cole, D.; Espinoza, A. The postbaccalaureate goals of college women in STEM. New Directions for Institutional Research, v. 2011, n. 152, p. 51-58, 2011. ISSN 1536-075X.
  • [23] Colombo, D. G. A Desigualdade no Acesso à Pós-Graduação Stricto Sensu Brasileira: análise do perfil dos ingressantes de cursos de mestrado e doutorado. In: BOF, A. M. e OLIVEIRA, A. S. (Ed.). Cadernos de Estudos e Pesquisas Educacionais. Brasilia: INEP, 2018. p.241-274. ISBN 978-85-7863-065-2.
  • [24] Council of Graduate Schools. Ph. D. completion and attrition: Policy, numbers, leadership, and next steps: Author Washington, DC 2004.
  • [25] Davidson, C.; Wilson, K. Reassessing Tinto's concepts of social and academic integration in student retention. Journal of College Student Retention: Research, Theory & Practice, v. 15, n. 3, p. 329-346, 2013. ISSN 1521-0251.
  • [26] Durkheim, É. O suicídio: estudo de sociologia. São Paulo: Martins Fontes, 2000. ISBN 85-336-1105-6.
  • [27] Ehrenberg, R. G.; Mavros, P. G. Do doctoral students' financial support patterns affect their times-to-degree and completion probabilities. National Bureau of Economic Research. 1992
  • [28] Espenshade, T. J.; Rodriguez, G. Completing the Ph. D.: Comparative performances of US and foreign students. Social Science Quarterly, p. 593-605, 1997. ISSN 0038-4941.
  • [29] Fernandes, E. F. et al. Panorama do Fenômeno da Evasão Discente na Pós-Graduação: uma análise a partir do GEOCAPES. XVII Colóquio Internacional de Gestão Universitária. Mar del Plata - Argentina 2017.
  • [30] Figueiredo, V. B. d.; Marques, E. d. R.; Birchal, T. d. S. Documento de Área: Filosofia. CAPES. Brasilia 2016.
  • [31] Frasier, H. S. An analysis of institutional characteristics that contribute to extended time to doctoral degree. 2013.
  • [32] Geven, K.; Skopek, J.; Triventi, M. How to increase PhD completion rates? An impact evaluation of two reforms in a selective graduate school, 1976–2012. Research in higher education, v. 59, n. 5, p. 529-552, 2018. ISSN 0361-0365.
  • [33] Girves, J. E.; Wemmerus, V. Developing models of graduate student degree progress. The Journal of Higher Education, v. 59, n. 2, p. 163-189, 1988. ISSN 0022-1546.
  • [34] Greene, M. Come hell or high water: Doctoral students’ perceptions on support services and persistence. International Journal of Doctoral Studies, v. 10, n. 1, p. 501-518, 2015.
  • [35] Groenvynck, H.; Vandevelde, K.; Van Rossem, R. The PhD track: who succeeds, who drops out? Research Evaluation, v. 22, n. 4, p. 199-209, 2013. ISSN 1471-5449.
  • [36] Gururaj, S.; Heilig, J. V.; Somers, P. Graduate student persistence: Evidence from three decades. Journal of Student Financial Aid, v. 40, n. 1, p. 3, 2010. ISSN 0884-9153.
  • [37] Hagedorn, L. Graduate retention: An investigation of factors relating to older female graduate students (Report No. HE026861). East Lansing, Michigan: National Center for Research on Higher Education.(ERIC Document Reproduction Service No. ED365181), 1993.
  • [38] Herzig, A. H. Becoming mathematicians: Women and students of color choosing and leaving doctoral mathematics. Review of Educational Research, v. 74, n. 2, p. 171-214, 2004. ISSN 0034-6543.
  • [39] Hora, D. d.; Jorge, S. R.; Morais, M. M. d. Documento de Área: Letras e Linguística. CAPES. Brasilia 2016.
  • [40] Jiranek, V. Potential predictors of timely completion among dissertation research students at an Australian faculty of sciences. International Journal of Doctoral Studies, v. 5, n. 1, p. 1-13, 2010.
  • [41] Kyvik, S.; Olsen, T. B. Increasing completion rates in Norwegian doctoral training: multiple causes for efficiency improvements. Studies in Higher Education, v. 39, n. 9, p. 1668-1682, 2014/10/21 2014. ISSN 0307-5079. Disponível em: < https://doi.org/10.1080/03075079.2013.801427 >.
  • [42] Lovitts, B. E. Leaving the ivory tower: The causes and consequences of departure from doctoral study. Rowman & Littlefield Publishers, 2002. ISBN 05853836
  • [43] Mastekaasa, A. Educational transitions at graduate level: Social origins and enrolment in PhD programmes in Norway. Acta sociologica, v. 49, n. 4, p. 437-453, 2006. ISSN 0001-6993.
  • [44] Matute, M. M. The duration of the PhD at Spain from a stochastic frontier perspective: Is it really a trick-or-treat issue? Investigaciones de Economía de la Educación volume 9, v. 9, p. 545-565, 2014.
  • [45] Mendoza, P.; Villarreal, P.; Gunderson, A. Within-year retention among Ph. D. students: The effect of debt, assistantships, and fellowships. Research in Higher Education, v. 55, n. 7, p. 650-685, 2014. ISSN 0361-0365.
  • [46] Mwenda, M. N. Underrepresented minority students in STEM doctoral programs: The role of financial support and relationships with faculty and peers. 2010.
  • [47] Nerad, M.; Evans, B. Globalization and Its Impacts on the Quality of PhD Education: Forces and Forms in Doctoral Education Worldwide. SensePublishers, 2014. ISBN 9789462095694. Disponível em: < https://books.google.com.br/books?id=fbP0AwAAQBAJ >.
  • [48] OECD. Main Science and Technology Indicators. MSTI 2016-1 . OECD. Paris 2016a.
  • [49] ______. OECD Science, Technology and Innovation Outlook 2016. OECD Publishing, 2016b. Disponível em: < /content/book/sti_in_outlook-2016-enhttp://dx.doi.org/10.1787/sti_in_outlook-2016-en >.
  • [50] Park, C. War of attrition: patterns of non-completion amongst postgraduate research students. Higher Education Review-London-, v. 38, n. 1, p. 48-53, 2005. ISSN 0018-1609.
  • [51] Paulsen, M. B. The economics of human capital and investment in higher education. The finance of higher education: Theory, research, policy, and practice, p. 55-94, 2001.
  • [52] Pires, E. C.; Juca, J. F. T.; Gomes, M. M. Documento de Área: Engenharias I. CAPES. Brasilia 2016.
  • [53] Sheridan, P. M.; Pyke, S. W. Predictors of time to completion of graduate degrees. Canadian Journal of Higher Education, v. 24, n. 2, p. 68-88, 1994. ISSN 0316-1218.
  • [54] Siegfried, J. J.; Stock, W. A. So you want to earn a Ph. D. in economics?: How long do you think it will take? Journal of Human Resources, p. 364-378, 2001. ISSN 0022-166X.
  • [55] Soares, C. J.; Bönecker, M. J. S.; Dias, K. R. H. C. Documento de Área: Área 18 – Odontologia. CAPES. Brasilia 2016.
  • [56] Spady, W. G. Dropouts from higher education: An interdisciplinary review and synthesis. Interchange, v. 1, n. 1, p. 64-85, 1970. ISSN 0826-4805.
  • [57] Spence, M. Signalling, screening and information. In: ROSEN, S. (Ed.). Studies in Labor Markets: Chicago: Chicago University Press, 1979.
  • [58] Spronken-Smith, R.; Cameron, C.; Quigg, R. Factors contributing to high PhD completion rates: a case study in a research-intensive university in New Zealand. Assessment & Evaluation in Higher Education, v. 43, n. 1, p. 94-109, 2018. ISSN 0260-2938.
  • [59] STF. Recurso Extraordinário 597.854. Relator: Min. Edson Fachin. Brasilia 2017.
  • [60] Sucupira, N. Parecer nº 977/65. C.E.SU e MINISTÉRIO DA EDUCAÇÃO. Brasilia 1965.
  • [61] Tinto, V. Dropout from higher education: A theoretical synthesis of recent research. Review of educational research, v. 45, n. 1, p. 89-125, 1975. ISSN 0034-6543.
  • [62] Tinto, V. Leaving College: Rethinking the Causes and Cures of Student Attrition. University of Chicago Press, 1993. ISBN 9780226804491. Disponível em: < https://books.google.com.br/books?id=AB-ERLYDMg8C >.
  • [63] Tinto, V. Research and practice of student retention: What next? Journal of College Student Retention: Research, Theory & Practice, v. 8, n. 1, p. 1-19, 2006. ISSN 1521-0251.
  • [64] UNESCO. International Standard Classification of Education-ISCED 1997 1997.
  • [65] Valentine, N. L. Factors Related to Attrition from Doctor of Education Programs in the College of Human Resources and Education at West Virginia University (Nongraduates, Dropouts, Students). 1987. Dissertation Abstracts International, 47(06A), 270,
  • [66] Van de Schoot, R. et al. What took them so long? Explaining PhD delays among doctoral candidates. PloS one, v. 8, n. 7, p. e68839, 2013. ISSN 1932-6203.
  • [67] Van Der Haert, M. et al. Are dropout and degree completion in doctoral study significantly dependent on type of financial support and field of research? Studies in higher education, v. 39, n. 10, p. 1885-1909, 2014. ISSN 0307-5079.
  • [68] Van Ours, J. C.; Ridder, G. Fast track or failure: a study of the graduation and dropout rates of Ph D students in economics. Economics of Education Review, v. 22, n. 2, p. 157-166, 2003. ISSN 0272-7757.
  • [69] Visser, M.; Luwel, M.; Moed, H. The attainment of doctoral degrees at Flemish universities: a survival analysis. Higher Education, v. 54, n. 5, p. 741-757, 2007. ISSN 0018-1560.
  • [70] Wakeling, P.; Kyriacou, C. Widening participation from undergraduate to postgraduate research degrees: A research synthesis. York, UK: Economic and Social Research Council, 2010.
  • [71] Walker, G. E. et al. The Formation of Scholars: Rethinking Doctoral Education for the Twenty-First Century. Wiley, 2012. ISBN 9781118428610. Disponível em: < https://books.google.com.br/books?id=9j0f0PQubPYC >.
  • [72] Wollast, R. et al. Who Are the Doctoral Students Who Drop Out? Factors Associated with the Rate of Doctoral Degree Completion in Universities. International Journal of Higher Education, v. 7, n. 4, p. 143-156, 2018. ISSN 1927-6044.
  • [73] Zhou, E.; Okahana, H. The role of department supports on doctoral completion and time-to-degree. Journal of College Student Retention: Research, Theory & Practice, v. 20, n. 4, p. 511-529, 2019. ISSN 1521-0251.
  • [74] Zwick, R. Differences in Graduate School Attainment Patterns across Academic Programs and Demographic Groups. A Research Report of the Minority Graduate Education Project. 1991.
Como citar:

Colombo, Daniel Gama e; "A Trajetória dos Estudantes de Pós-Graduação Stricto Sensu no Brasil: atrito e tempo para conclusão nos cursos de mestrado e doutorado", p. 1016-1042 . In: Anais do IV Encontro Nacional de Economia Industrial e Inovação. São Paulo: Blucher, 2019.
ISSN 2357-7592, DOI 10.5151/iv-enei-2019-5.8-013

últimos 30 dias | último ano | desde a publicação


downloads


visualizações


indexações