Scientific Skills in Graduate Mexican Students: Curriculum, Mentoring and Institutional Support

Abstract

This study addressed the relationship between the perception of scientific skills acquisition in Mexican graduate students with their awareness of scientific competences considered in the curriculum, mentoring practices and availability of institutional resources for conducting research. The study involved a conventional sample of 147 graduate students (M age=28, DS= 6.52 years) in natural sciences and engineering from public higher education institutions from a northwest state of Mexico. The results of multiple linear regression show that the variables studied are significantly associated with the perceived acquisition of scientific skills during the program, the importance of scientific competence in the curriculum, mentoring practices and available resources for research.  Implication for graduate programs are discussed in light of the results.