Edge mapping in science and engineering doctoral education in the Global South

This project investigates a number of edges of doctoral education in engineering and science (I&C). These borders lie between (a) nations and their geopolitical contexts; (b) the State, the industry, and the academy in each country and; (c) mono and interdisciplinary ways of creating knowledge and solving problems. This project focuses on the case of Chile. In a general view, the indicators of doctoral education in Chile are below the OECD averages, but increasing, surpassing other less advantaged nations. Furthermore, Chilean doctoral programs are growing rapidly at I&C, with a significant enrollment of students from other countries in Latin America. The State has increased its investment through scholarships and internationalization programs and collaboration with the industry. However, we know little about how the Chilean doctoral programs in I&C influence the perspectives, projects, and expectations of their students, related to mobility across countries and regions, workplace, and interdisciplinary work. Mapping these edges or frontiers is vital to assess the impact of national and institutional policies and to guide future efforts to establish an educational hub in the Global South. The main research question is: How do doctoral programs in engineering and sciences in Chile influence students' perspectives and their intentions to stay in the host country, work in different sectors and interdisciplinary?

This study contributes to a better understanding of the ways in which I&C doctoral programs and their students define and perceive boundaries between nations, sectors, and disciplines. Further, the study will elaborate new conceptualizations on doctoral education in I&C in the Global South. The study will also impact practice. At a national level, the study will provide new evidence and concepts on the decision-making processes to invest in I&C. At an institutional level, the results will identify factors that influence the perceptions and intentions of your doctoral students. Finally, the study will suggest new ways of thinking about doctoral education to better support the next generation of I&C researchers in the Global South.