Study Plan

The backbone of the study plan consists of an integral, critical vision of the topic of development. The program is designed to produce graduates capable of creating and applying knowledge in the field with theoretical, methodological and empirical rigor. The principles that govern the curriculum's design are flexibility, interdisciplinarity, social relevance and ongoing upgrading.

Curricular structure


  • Foundation courses (FC).

  • Research seminars (RS).

  • Thesis and defense.


The foundation courses are aimed at providing the doctoral student with a general and integral basis in Development Studies, including: a) knowledge of the various theoretical approaches, and b) a sufficient methodological and technical capability in field research. The selection of optional courses is left to the individual student and depends upon their interests and research requirements.

Upon admittance, each student will be provided with individualized advising (a thesis director and two readers: one internal, one external). With the support of their director, the student will design their own program of studies. Independent from the program's course offering, student exchanges and research stays —of curricular value— will be sought among the universities with which we have established relevant agreements.

The research seminars are comprised of a set of activities directed toward supporting and promoting the development of the thesis project of each doctoral student. This places a particular weight upon individual assessment, conceived as an ongoing activity subject to the rhythms, phases and needs of each research project and where the overarching responsibility falls upon the student.

The seminars encompass other aspects, such as: a) teamwork, viewed as the best path to achieve practical training in inter- and transdisciplinarity, making use of the diversity of the objects of study as much as individual training and experiences; b) periodic sharing of research advances with the participation of external commentators, in an environment of feedback, enrichment and collective control of the development of research projects; and c) the holding of seminars, workshops and conferences that allow for academic interaction, problematization and updating, in an environment that fosters creativity and the formation of the students internal and external relationships.



Semester 1Semester 2Semester 3Semester 4Semester 5Semester 6Semester 7Semester 8
Fundamentals in Development Research
Development Agency and Practices
Thesis Seminar I
Thesis Seminar II
Thesis Seminar III
Thesis Seminar IVThesis Seminar VThesis Seminar VI
Historical Context of DevelopmentHistorical Context of DevelopmentResearch Methodology I 
Pre-doctoral Exam
  Thesis Defence
Development Theories IResearch Methodology II
     
Development Theories IKey Topic in Development 
 
    


Course credits


Required credits


  • Foundation material: 56

  • Thesis seminar: 124

  • Pre-doctoral exam: 15

  • Thesis defense: 25

  • Total 180



The introduction of the new Study Plan of the Doctoral Program in Development Studies was held during the meeting of the Departmental Academic Council on 21 June 2011, by Academic Unit Director, Dr. Raúl Delgado Wise, and Doctoral Program Manager, Dr. Humberto Márquez Covarrubias.

The proposal was approved UNANIMOUSLY and brought into effect under the academic and administrative requirements of the University and relevant external bodies.

The new study plan spans eight semesters. The first two are dedicated to theoretical and methodological preparation, while the remaining six are dedicated to research. The following is a succinct description of the material that makes up the study plan.

Deriving from the new normative provisions outlined in the internal regulations approved unanimously by the Academic Council, procedures are established for the designation of the coordinators for each course, their functions and responsibilities. It is assumed that the courses follow a rationale of collective work, and that for administrative needs, they will be coordinated by a pair of professors. The criteria for the assignment of teaching duties include academic competency, thematic interest and equitable work distribution. Within the revised system, new guidelines will be established through which the coordinators may organize the teaching cadre that will deliver classes and select the foundational and complementary literature required.

At the end of each semester, the content and bibliographical resources of the courses will be evaluated by students and professors, in an anonymous and free manner, with the objective of identifying problems and if required, implement improvements for subsequent courses and for the curricular design of future generations.