Objective:

This paper aims at exploring the perception of doctoral students about the quality of programs in Educational Sciences in five Cuban universities of the eastern region.

Methods:

Two online surveys were applied, through the "Google Forms" tool, to a sample of 46 graduates and 59 tutors. Data processing was supported by descriptive statistical techniques (absolute and relative value tabulation, calculation of the arithmetic mean, calculation of percentiles), content analysis, and triangulation. The derived information was obtained through analysis-synthesis and induction-deduction.

Result:

The most favorable perception was identified in the component referring to the elaboration of the thesis report, the pre-viva voce and the viva voce; while the least favorable in the theoretical-methodological component, among the three that make up the conception of doctoral training.

Conclusion:

Doctoral training achieves favorable effects on graduates that are more noticeable in their human and professional development, the maturation of scientific thought and the development of skills for the socialization of research results and their introduction in the solution of educational praxis problems. The effects are less favorable in terms of the transition from dependence to independence in research performance and the development of skills for the management of research projects and innovation.

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