The Effectiveness of Mexico’s Faculty Improvement Program (Promep) in Public State Universities

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This article evaluates the effectiveness of Promep, a faculty improvement program implemented by Mexico’s Federal Department of Public Education (SEP) since 1996 to improve the academic qualifications, performance, and organization of faculty at the public higher education institutions. This evaluation examines the degree to which Promep has achieved its quantitative objectives with regard to the Public State Universities (PSU), which is the higher education subsystem that Promep has been active in for the longest period of time (1996–2013). The evaluation is based on numerous data reports published by Promep, the SEP, and other federal institutions as well as on essential subsystem-wide indicators calculated from data individually collected from each of the PSU for the purposes of this study. The results indicate that Promep has significantly improved the academic qualifications, performance, and organization of the full-time faculty staff of the PSU, but also that by 2013 the program has not been able to meet the quantitative goals it expected to achieve by late 2008, which was its initial deadline. The study suggests that the failure to achieve these initial and manageable goals has occurred mostly because many PSU have allowed the infringement of their own faculty recruitment, permanence, and promotion regulations and Promep has failed to stop these practices through the establishment of more drastic strategies, such as binding agreements and penalization schemes.



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Guzman, T., & Martínez-Arcos, C. A. (2015). The Effectiveness of Mexico’s Faculty Improvement Program (Promep) in Public State Universities. Education Policy Analysis Archives, 23, 55.
Author Biographies

Teresa Guzman, Universidad Autonoma de Tamaulipas

Teresa Guzmán Acuña, is Professor of educational technology and educational research in the College of Education at the Autonomous University of Tamaulipas, México. She earned the Ph.D. on International Education at the Autonomous University of Tamaulipas. She is a Level 1 member of México’s National System of Researchers (managed by CONACYT). Author of articles, books and book chapters. Director and consultant of master's and doctoral theses. Her research interests include Policy and Planning in Higher Education and the Academic Profession. Member of the research group "Politics, Administration and Educational Management". Institutional Representative of Teacher Improvement Program (PROMEP) (2005-2013) and Institutional Representative of Performance incentive program for teachers (ESDEPED) (2010-2013) of the Autonomous University of Tamaulipas.


Cruz Alberto Martínez-Arcos, Universidad Autonoma de Tamaulipas

Cruz Alberto Martínez-Arcos (Ciudad Victoria, Tamaulipas, 1980) is Professor of public opinion, communication theory, and communication research methods at the Department of Communication Sciences of the School of Law and Social Sciences of the Autonomous University of Tamaulipas (Mexico) since 2013; and Professor of qualitative research methods in education at the Regional Center for Teachers’ Development and Educational Research (Victoria, Tamaulipas, Mexico). He earned his Master’s and Doctoral degrees in Media and Communications at the University of London in 2006 and 2012, respectively. He also works as translator for the Latina Journal of Social Communication (Revista Latina de Comunicación Social) since 2010. His current research projects revolve around issues of Education policy analysis and Media representations.