Mexico

Abstract

This chapter presents an empirical study that delves into the team supervision practices within doctoral education in three Mexican universities. It begins by providing a contextual overview of doctoral education in Mexico, then examining team supervision policies. The team supervision practice was investigated through the analysis of three university policy documents, the distribution of questionnaires to both supervisors and supervisees, as well as conducting interviews with supervisors. The study’s primary findings highlight the relative newness of supervision practices within doctoral education programmes in Mexico. The policies examined in the study demonstrate a variety of terms used to define the roles within the supervision practice. While these terms align with institutional requirements, they also underscore the necessity for a comprehensive national framework. While participants acknowledge their involvement in team supervision practices, the shared realities indicate that most experiences revolve around individual supervision with panel assistance. The study also highlights various challenges within the practice, such as conflicts between supervisors, power dynamics, political interests, and gender-related issues. Despite these challenges, positive sentiments about the benefits of having multiple supervisors for doctoral theses are expressed.