Valoración de las contribuciones teóricas y prácticas de tesis doctorales en Ciencias de la Educación
Keywords:
doctoral thesis; Educational Sciences; theoretical contribution; practical contribution; educational researchAbstract
The paradigmatic plurality in Educational Sciences (positivist, interpretive, socio-critical) complicates the evaluation of doctoral theses due to the lack of a common framework regarding contributions to science. The objective is to assess operational consensuses that directly impact the strengthening of academic quality and equity in access to and development of educational research. A qualitative study was conducted with documentary analysis and two discussion groups involving 34 supervisors and 8 doctoral students from the University of Camagüey (Cuba), using triangulation and content analysis, carried out during the months of January and February 2026. The results broaden the spectrum of legitimate contributions, including theoretical critique, and conceive practical contribution as relevant implications. It is concluded that quality depends on internal coherence and relevance. The main challenge focuses on the alignment of evaluation committees regarding this plural perspective for fair assessments.
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