the problem methodology findings on the one hand 1st possible consequence To assess the evaluation process of professional doctorate proposals, three types of analysis were performed: Even though they were not clear before, CAPES had some expectations from proposals. From the evaluation reports of the 105 projects which were not approved, we see examples of such unfulﬁlled expectations: According to CAPES, without previously establishing the criteria and indicators for the accreditation of professional doctorates, they expected: In spite of the lack of pre-established criteria and indicators for the accreditation process, this research showed that CAPES’ evaluation was well conducted and that expectations for the approval of PrD courses are consistent throughout ﬁelds. Expectations Reality on the other hand • Without criteria or indicators for PrD, proposals were: • Too conservative and did not innovate from this “freedom”; • Inspired by academic doctorates (without the required professional nature) or professional master’s (not advanced enough). • Without ground-breaking proposals at hand, the accreditation process could only focus on the viability of the proposed courses, resulting in low approval rates. • The lack of pre-established criteria and indicators did not mean a lack of expectations. Several proposals were weakened because of that. André Brasil a.l.brasil@cwts.leidenuniv.nl Centre for Science and Technology Studies Leiden University, The Netherlands September, 2019 Accreditation of Graduate Courses in Brazil Analysing the Evaluation of the First Proposals of Professional Doctorates in the Country http://bit.ly/2Z6KqJp Approval rates are strikingly different between academic and professional proposals, with fewer accredited courses in the second modality. Proposals Approved Not approved 43.9% 60.0% 77.8% 78.2% Academic Doctorate (PhD) Academic Master’s Professional Doctorate (PrD) Professional Master’s 56,1% 40.0% 22.2% 21.8% Graduate education is responsible for over 80% of S&T research in Brazil Professional Master’s were authorised in 1998 and Doctorates in 2017/2018 135 professional doctorate (PrD) proposals were submitted in the ﬁrst evaluation cycle There are over 6500 graduate courses in the country today Course accreditation is compulsory, conducted by a federal agency (CAPES) No criteria or indicators were stablished before submissions Could an evaluation process without previously defined criteria and indicators work? NOT WITHOUT CONSEQUENCES! http://bit.ly/2M9awpk Get the full paper, this poster, and more at: Regulations and guideline documents related to the accreditation of graduate courses were investigated. Documental The evaluation results of 1404 accreditation proposals were analysed across distinct ﬁelds, levels and modalities. Statistical The reports on the assessment of the 135 professional doctorate proposals were individually analysed in order to identify the existence of coherent criteria and indicators. Qualitative 1 2 3 4 5 6 UNRESTRICTED Proponents would not be limited by pre-established concepts of what a professional doctorate should be. INNOVATION They would innovate, designing ground-breaking graduate programs, which could inspire evaluators. INSPIRATION Evaluation committees would build criteria and indicators based on proposals and previous experience. GUIDELINES The evaluation effort would lead to proper guideline documents to support future submissions. 1 2 3 4 INSTITUTIONAL SUPPORT Expected: projects should include evidence of integration with productive sector. Reality: most projects were successful in that, but some failed to show these partnerships. 73% positive PROPOSAL Expected: projects should have an applied science design at a doctoral level. Reality: most proposals were either too academic or were closer to a master’s level. FACULTY (Profile) Expected: faculty could include experienced professionals from the productive sector. Reality: faculty proﬁle was almost exclusively