A strategic model for institutionalizing formative research in higher education
DOI:
https://doi.org/10.5281/zenodo.20644079Keywords:
curriculum, formative research, higher education, learning, teachingAbstract
Introduction: formative research articulates teaching and scientific inquiry in higher education to consolidate research competencies and critical thinking. Its institutionalization often faces barriers due to a normative‑practice disconnect and the lack of institutional support to guarantee protected teaching time and practice spaces. Objective: to design a strategic management model to institutionalize formative research at the Pontificia Universidad Católica del Ecuador, Sede Manabí. Method: using a projective case study with a mixed convergent triangulation design, the research was based on a qualitative diagnosis of 53 institutional documents and was quantitatively validated through the judgment of a panel of 9 international experts. Results: the proposed model structures management through institutional inputs and outputs that feed a formative core composed of five components (curricular training, seedbeds and research groups, collaborative learning, graduation incentives, and academic dissemination), whose theoretical rigor and relevance received the endorsement of the expert panel. Conclusion: the designed management model contributes to organically integrating research practice into the curriculum, enabling the transformation of isolated regulations into articulated learning communities.
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