## 3 Research Objectives, Materials and Methods
### Relational Collaboration between Researchers and Students as a Function of the Research Products  
The analysis of collaborative relations in research was approached by introducing a graph [60] based on those links and adding metadata of each research product and participant. In that approach, the participation of students becomes appropriately identified  
The graph considers the several types of articles (type or level of journal), researchers (internal or external to the research group of the author), and students (undergraduate or graduate) as the nodes, being colored in agreement with the label definitions on the symbology chart on the left. In addition, the edges relating each researcher or student with a specific research product appear colored as a function of other characteristics of each group (nationality of the researchers in solid lines and original undergraduate area of students in dashed lines), also included in the symbology on the left. This graph exhibits the complex relations involved in each publication work. Note several behaviors of the students. Some publish a single work, others publish several, and some interact with other students. Among them are undergraduate students working, supporting, and learning with graduate students toward an academic degree. Note that the vast diversity of undergraduate areas included in the group on the part of the graph farthest to the right, the most recent undergraduate students participating in the 2022 research stay (the Tec21 generation). \begin{table}
\begin{tabular}{c c c c c c c c c c c} \hline \hline
**Article** & **Area** & **Researchers** & **Students** & **Type** & **Year** & **Article** & **Area** & **Researchers** & **Students** & **Type** & **Year** \\ \hline A1 & 1 & R1 & - & 2 & 2010 & A36 & 2 & R1,R2,R8,R9,R10 & - & 3 & 2019 \\ A2 & 2 & R1 & - & 1 & 2010 & A37 & 1 & R1,R2,R7 & - & 3  
As a summary for the last graph, Figure 8, being processed from data of Table 3, reports each student involved with the researcher R1. The vertical axis reports the number of products for each student. The dot color sets the average journal type in agreement with the color bar scale at the top. Finally, a pair of vertical lines below each dot reports each student's academic level (left) and the undergraduate area (right). The students most to the right (E6-E14) with only one product correspond to those in the newest version of research stays (Tec21). This analysis lets us notice the big picture of the research products and their collaborative relations within the group, but we also require a chronological analysis. It is shown in the following subsection. A Yearly Analysis of Research Collaboration Involving Students as a Function of the Research Products  
The incidence of products by year provides us with a proper analysis of the evolution of the entire initiative. Definitively, some institutional initiatives attracted students. Nevertheless, the beginning of the digital transition open to all students nationwide finally improved their participation and involvement in the scientific products generation using a fast and effective training program. Obtained from data of Table 3, Figure 9 shows a different view of the journal publications. In this case, each scientific product was related to its year of publication (appearing as a node with the year as a label) and the involved students (following the same nomenclature in Figure 7). Some graphs are isolated (those for the initial years) because they did not include students or because their participation was punctual (as in the initial years). Interestingly, the graphs converge with the use of the Internet to broadcast the  
Figure 7: Relational graph exhibiting each research product \(\mathrm{A}x\), with the students involved Ez, together with researchers \(\mathrm{R}y\). Nodes and edges are colored, referring to additional information for those elements in agreement with the symbology on the left.