Curricular Design and Social Relevance of the Doctorate in Management, Innovation and Sustainability in Organizations
DOI:
https://doi.org/10.36881/yachay.v15i2.1431Keywords:
higher education, curricular restructuring, organizational management, sustainability, social relevanceAbstract
This study analyzes the rational, social relevance diagnosis and curricular redesign that supported the creation of the Doctorate in Management, Innovation and Sustainability in Organizations (DGISO) at the Autonomous University of Zacatecas, Mexico. To systematize the construction of this educational program, this article analyzes the empirical process based on a mixed-methods, cross-sectional and descriptive-explanatory approach developed between April and June 2022, which integrated four instruments: Graduate Tracking for the MBA program (n=85) and the predecessor Doctorate in Administration (n=30), an Employer Study and an Expert Panel. Data validity was evaluated using Cronbach's Alpha, Exploratory Factor Analysis (KMO and Bartlett), and Chi-square Tests, aligning the design with the General Law of Higher Education and the guidelines of the Ministry of Science, Humanities, Technology and Innovation (SECIHTI, formerly CONAHCYT). The results demonstrate the need to transition toward a transdisciplinary framework, highlighting that 93.3% of doctoral graduates were required to address regional issues and 53.3% supported environmental management and technological innovation. Based on this diagnosis, a three-year modular, face-to-face curricular proposal with 161 credits was structured around two research lines: Organizational Development, and Public Administration and Management. It is concluded that empirical research applied to curricular design rigorously grounds the social relevance of postgraduate education and offers a methodological framework for transforming educational offerings in the region.
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