The PIFOP is a government financing strategy aimed at strengthening the capacities of higher education institutions in order to improve the quality of education. It consists in presenting a diagnosis to the National Council for Science and Technology (CONACyT) of those problems that affect an institution's postgraduate programmes that could potentially be solved before the end of 2006. A PIFOP is presented for each course, together with an appraisal of the institution. Each PIFOP is evaluated by an Peer Advisory Committee and its acceptance or rejection depends on the quality of the criteria laid down by the CONACyT.
One of the main criterions in the PIFOP programme for accepting the diagnosis is whether the projects presented address the postgraduate programmes’ most significant problems. The acceptance of the diagnosis secures funds in addition to the direct public grants, which must be applied exclusively to projects designed to tackle the specific problems facing postgraduate programmes. These problems will have been identified following a methodology previously established by CONACyT.
Our main aim is to improve those key aspects that prevent them from being entered in the National Postgraduate Registry (PNP). This Registry lists the courses of excellence offered by higher education institutions in Mexico.
The main goal is to improve the opportunities and financing for the UAM's postgraduate programmes, based on a diagnosis carried out by the University, its various campuses and departments, and its postgraduate programmes. A strategic outlook is adopted for this diagnosis, both in the definition and identification of weaknesses and failures and in the solutions to overcome them.
In order to set-up the programme, an institutional, interdepartmental group was set up to carry out the diagnosis. It was made up of members from the different departments on the UAM's three campuses. The group’s main task was to coordinate a comprehensive diagnosis that would enable the principal areas for improvement to be identified.
In fact, one of the first results of this diagnosis showed that there was little coordination between postgraduate programmes. This is why the position of the Postgraduate Coordinator was strengthened within the structure of the University and commissioned to establish clear parameters for developing and improving postgraduate courses.
The need to set up an information system for postgraduate courses was also imperative, as no integrated information system existed. Therefore, a statistical system was designed that contained information on all the postgraduate courses with regards enrollment, teaching methods, drop-out and graduation rates, etc. A study to monitor academic progress was carried out in the first stage of the project, the results of were published in a report in 2005.
In order to promote the consolidation of the academic body, a scholarship programme was set up to subsidise the enrollment of the University's teaching staff in postgraduate programmes.
Furthermore, in order to lower the student drop-out rate, Tutorial Committees were created for each postgraduate department. The aim was to offer students individual guidance that would be more in tune with their expectations and interests.
The main result has been to demonstrate the University's ability to institute participative and strategic planning that makes it possible, albeit tentatively, to make institutional and PIFOP planning compatible. Thanks to this initiative, a slight change has been noted in the approach to planning at an institutional level. This has brought about new perspectives focused on the strategic aspects of management.
Yet another major element in terms of changing perspectives is the fact that problems are contemplated and solutions reached in a more integrated manner. Synergies are generated between the various levels at the University with the aim of coordinating actions, solving difficulties together and reaching a consensus in the definition of goals. This has favoured communication between the campuses through academic and administrative networks.
From a quantitative point of view, some of the postgraduate programmes have attained social recognition. Thus, in 2004, 56% of postgraduate programmes were given support by PIFOP. Equally, the teaching body has gained recognition through its incorporation into the National System of Researchers (SNI). Between 2002 and 2003, the number of UAM staff that joined the SNI increased by 15%. Lastly, over 50% of the postgraduate courses in 2004 had Tutorial Committees for monitoring students’ progress.
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