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.
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Padilla, L.E. How has Mexican faculty been trained? A national perspective and a case study. High Educ 56, 167–183 (2008). https://doi.org/10.1007/s10734-007-9096-y
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DOI: https://doi.org/10.1007/s10734-007-9096-y