Evaluation of transnational doctorate programs: an experience in Chile

Abstract

An insufficient capacity to train researchers in Latin America has led to the emergence of alternatives for transnational training developed in emerging contexts, as is the case of Chile. This work analyzes the value and merit of the 2007–2009Biennial Doctorate Program in Psychology and Education given by the Universidad del País Vasco/Euskal Herriko Unibertsitatea in the Campus Temuco of the Universidad Arturo Prat in Chile. Through a model of evaluation of programs sustained on the respondent-constructivistvision of R. Stake, an experience of transnational training is shown, as well as an analysis of the opinion of audiences involved. From the convergences, discrepancies and complementarities that were detected, a proposal for improvement of future versions of the program was made, defining the importance of the involvement of the institution where it is developed.