The problem of pseudo-STEM programs in higher education: A classification criterion

• Main Authors: Yara Pérez Maldonado, Eduard De La Cruz Burelo, Claudia Marina Vicario Solorzano
• Format: Article
• Language: English
• Published: Taylor & Francis Group 2020-01-01
• Series: Cogent Education
• Subjects: higher education; stem education; indicator estimation; selection criterion; comparable stem indicators
• Online Access: http://dx.doi.org/10.1080/2331186X.2020.1833813

Most of the indicators for STEM programs in higher education such as the number of programs and students enrolled depend on what is considered as a STEM program. Currently, each country develops its own STEM indicators, without establishing comparable criteria across countries for the selection of the programs considered STEM, which make it difficult for a correct comparison between countries. Despite this, the OECD publishes comparative reports on the state of STEM higher education among its member countries. The OECD develops these reports with data provided by each country; that is, each country decides the mechanisms to produce the data. This paper proposes a selection criterion of STEM programs to generate internationally comparable data. This work obtains the selection criterion through a conceptual and contextual socio-historical review of the STEM movement. This work conducts an exploratory case study in Mexico from 2011 to 2017 to show the discrepancy in STEM higher education indicators when using different selection criteria. The results show that 60% of the programs classified as STEM, do not meet the classification criteria established. Also, that 60 % of misclassified programs have a higher curricular content of administrative or social subjects, but in their name includes words that refer to STEM fields. The authors call these programs as Management-STEM (MSTEM).