Las Experiencias formativas y trayectorias profesionales de egresados de la Maestría en Innovación Educativa (2011–2021)

Abstract

This study analyzes the formative experiences of graduates from the master’s Program in Educational Innovation (MIE) at the University of Sonora, from the 2011–2021 cohorts. Based on a qualitative and interpretative approach, it explores how they assess their training, the meanings they attribute to their postgraduate experience, and how this has influenced their professional and academic trajectories. The methodological strategy was based on thirteen semi-structured interviews, with the analysis organized around key categories such as motivations for enrollment, program adaptation, academic support, and the connection between training and professional performance. The findings reveal a positive assessment of the methodological components and faculty support, as well as the recognition of significant challenges related to academic workload, balancing personal life with studies, and the practical application of acquired knowledge in the workplace. The MIE is regarded as a valuable formative experience, although tensions remain between the program’s institutional design and the professional conditions faced by its graduates. This study contributes insights for rethinking postgraduate program assessment from a perspective centered on the trajectories and lived experiences of its participants.