Needs Analysis of a PhD Program Concatenated with a Professional Master’s in Landscape and Rural Tourism in Mexico

Abstract

This study presents a needs analysis for creating a PhD in Sciences concatenated with the Professional Master’s in Landscape and Rural Tourism at the Colegio de Postgraduados, Mexico. Using a qualitative approach based on documentary analysis and the mapping of 24 PhD programs across Mexico (8), Ibero-America (8), and North America/Europe (8), the research identified a gap in postgraduate education. The comparative analysis revealed that existing programs focus primarily on either conservation or territorial planning, rarely integrating rural tourism perspectives. Key findings show that Ibero-American programs emphasize natural resource management and flexible curricula, while North American and European programs offer approaches in landscape governance but lack rural tourism integration. Based on these findings, five fundamental training axes were defined: (1) research methodology, (2) conservation and management of natural resources, (3) territorial planning and rural development, (4) rural landscape economy, and (5) interdisciplinary approaches. The proposed program seeks to strengthen applied scientific training while responding to Mexico’s educational system transformations. This concatenated PhD will contribute to generating innovative knowledge for sustainable rural landscape development, consolidating CP as a reference institution in this emerging field.

1. Introduction

The graduate system in Mexico is undergoing an institutional reconfiguration process that has promoted an academic training model oriented toward equity, social justice, and the generation of knowledge with direct impact on society. In this context of transformation, postgraduate programs play a fundamental role in preparing professionals capable of contributing to national development, especially in strategic areas such as the rural landscape and sustainable tourism.

This methodological study examines how the Colegio de Postgraduados (CP), a key institution in higher agricultural education in Mexico, could adapt to recent institutional and regulatory changes in the country’s educational framework and the transformations currently underway. Specifically, a needs analysis is conducted to assess the feasibility of creating a PhD in Sciences concatenated with the Professional Master’s in Landscape and Rural Tourism (MPPTR). The needs analysis represents the first step in the creation and updating of postgraduate programs, as it allows for identifying gaps between current training and emerging demands from the social, academic, and professional sectors (Romero, 2006; Consejo Nacional de Humanidades, Ciencias y Tecnologías [CONAHCyT], 2023a). The PhD in Sciences concatenated with the MPPTR, aligned with the new post-neoliberal reality, is conceived as a viable option to address changes in national priorities. This program would not only strengthen applied knowledge generation but also train highly skilled specialists, ensuring their access to scholarships and government funding. Additionally, it would contribute to rural development and consolidate CP’s academic prestige, aligning with the strategic objectives outlined in the current national postgraduate education framework.

In fact, access to postgraduate scholarships has been a crucial guarantee for students to complete their studies. For instance, Bucio Alanís (2017) wrote in his memoirs about the first scholarships granted to CP students before the Consejo Nacional de Ciencia y Tecnología (CONACyT) existed in 1970: “[my] brief participation in CONACyT enabled me to quickly secure funding for Mexican graduate students accepted at the Colegio de Postgraduados. It is worth noting that prior to this, scholarships were paid by assigning to students a position number provided by the Ministry of Finance specifically for this purpose, which allowed us to increase student enrollment” (p. 119). In this study, the creation of the doctoral program aims to ensure compliance with the requirements for our students to be granted their scholarships.

The analysis begins with a historical review of CP, illustrating the deep significance of the actual political transformation and its impact on the general and specific regulations of postgraduate programs in Mexico. Based on the needs analysis, the academic proposal is structured, considering CP’s transformation in its linkage with the rural sector and the integration of flexible educational models that facilitate students’ retention and success in postgraduate education.

Based on this context, this study addresses the following research question: what curricular structure and content should a PhD program concatenated with the MPPTR have in order to address the current gaps in advanced training in rural landscape management and rural tourism within the contemporary Mexican higher education framework? This question guides the needs analysis and the subsequent curricular proposal, considering both national priorities and international educational trends.

1.1. Legislative Framework for Higher Education

Higher education legislation in Mexico has undergone significant reconfiguration in recent years, with the goal of ensuring inclusion, equity, and progressive access to advanced studies. The General Education Law (Ley General de Educación) (LGE, Gobierno de México, 2019) establishes that the state must guarantee access and retention in higher education, with special attention to historically marginalized sectors. Additionally, the General Law on Humanities, Sciences, Technologies, and Innovation (Ley General en Materia de Humanidades, Ciencias, Tecnologías e Innovación) (Gobierno de México, 2023) reinforces this approach by promoting a research model oriented toward social development while criticizing neoliberal paradigms that subordinated scientific production to market interests.

This new legislative framework fosters a more equitable higher education model committed to social needs, including food sovereignty and agroecological sustainability (Gobierno de México, 2019). Founded more than six decades ago, CP is adjusting to maintain its academic prestige while serving the Mexican people and continuing its role as a rural transformation agent, aligning itself with the ideals of social justice promoted by the current government without compromising its academic excellence.

1.2. National Postgraduate System Reconfiguration

The National Postgraduate System (Sistema Nacional de Posgrados, SNP) has undergone a deep restructuring, establishing guidelines aimed at ensuring academic quality, linkage with strategic sectors, and equitable access to higher education. The new Guidelines for the SNP outline four fundamental criteria: (1) the presence of a highly qualified academic faculty, (2) student support strategies, (3) linkage with the productive and social sectors, and (4) tuition-free access for students receiving public scholarships (Consejo Nacional de Humanidades, Ciencias y Tecnologías [CONAHCyT], 2023a).

Regarding academic faculty, programs are required to have full-time research professors or professionals, with at least eight members belonging to the National System of Researchers (Sistema Nacional de Investigadoras e Investigadores, SNII). This provision seeks to ensure that training is supported by faculty with experience and recognition in their respective fields, with exceptions for postgraduate programs in the arts (Consejo Nacional de Humanidades, Ciencias y Tecnologías [CONAHCyT], 2023b). Academic support is another fundamental pillar. The guidelines establish that each student must have a structured monitoring process, with a maximum of five students per research professor, allowing for a personalized and effective teacher–student relationship. Additionally, curricula must include professional internships in public, social, or private sectors, fostering the application of knowledge in real contexts and strengthening graduates’ employment. Free tuition is a central aspect of this reform, aimed at eliminating economic barriers that limit access to advanced studies. Programs can only enroll students once the Secretary for Humanities, Sciences, Technologies, and Innovation verifies budget availability and enables the scholarship management platform, ensuring an equitable allocation of resources. These criteria reflect an effort to consolidate high-quality postgraduate programs aligned with national development needs. The integration of PhDs concatenated with professional master’s programs emerges as an innovative strategy, facilitating the transition from applied specialization to advanced research and creating more flexible and relevant educational trajectories (Consejo Nacional de Humanidades, Ciencias y Tecnologías [CONAHCyT], 2023a).

1.3. The Green Revolution: Foreign Interests in Mexico

The National School of Agriculture (Escuela Nacional de Agricultura, ENA), inaugurated on 22 February 1854, emerged as a beacon of hope in the Mexican landscape following the Mexican Revolution (1910–1920). Established in the historic ex-hacienda of Chapingo, Texcoco, the ENA symbolized agrarian justice and the aspiration for a more modern and fair agriculture, merging technical training with the revolutionary ideals of social equality. As politics and society evolved, ENA became a fundamental pillar of the so-called Green Revolution. In 1941, the then Secretary of Agriculture, Engineer Marte R. Gómez, invited the Rockefeller Foundation to join this project. As a result, the Office of Special Studies (Oficina de Estudios Especiales, OEE) was established in 1943 in El Horno fields in Chapingo. This collaboration, driven by the U.S. Department of Agriculture, had a clear objective: increasing agricultural productivity using improved seeds and fertilizers at the cost of social sustainability. In a grim turn, between 1943 and 1948, the rural economy was hit by an outbreak of foot-and-mouth disease—whether real or induced (Cf. Gómez, 1948)—leading to the mass slaughter of cattle and deepening the rural crisis in the country. This context facilitated the introduction of machinery and agricultural inputs, marking the beginning of the Green Revolution as part of the post-war expansion of the ‘American way of life’.

1.4. The Foundation of Colegio de Postgraduados

As the 20th century progressed, ENA hosted two opposing intellectual currents: nationalists and globalists. The nationalists, guided by the philosophy of the Mexican Revolution, advocated for solutions benefiting small farmers and valued education tailored to indigenous communities. Their efforts led to the creation of Regional Agricultural Schools (1926–1940), precursors to rural teacher training schools. In contrast, the globalists, influenced by foreign powers such as the Rockefeller and Ford Foundations, aimed to modernize agriculture by aligning it with global market demands. Within this environment, the Colegio de Postgraduados was founded in 1959, under the Agricultural Education Law of 1946.

1.5. Professional Master’s Programs

Professional master’s programs have played a crucial role in Mexican higher education, particularly during the neoliberal period, when they were promoted as an alternative for advanced training in strategic sectors, mainly within the private sphere. Unlike research-oriented programs, these master’s degrees focus on practical application, preparing students to apply knowledge in productive, governmental, and social contexts. Their curricular structure often excludes advanced methodological courses, and instead of a thesis, students submit a research report called ‘tesina’, as a graduation requirement.

The reform of the National Postgraduate System has introduced stricter criteria for the accreditation and funding of professional master’s programs, requiring them to have faculty with experience in the productive sector, incorporate immersive professional practices, and ensure rigorous academic mentoring (Consejo Nacional de Humanidades, Ciencias y Tecnologías [CONAHCyT], 2023a). However, unlike research programs, which receive guaranteed funding, professional master’s degrees must compete for financial resources through agreements with public and private entities. Furthermore, the SNP classifies postgraduate programs into three categories, prioritizing scholarships for research programs in sciences and humanities (Category 1), while professional master’s programs fall into Category 3, placing them at a financial disadvantage (Consejo Nacional de Humanidades, Ciencias y Tecnologías [CONAHCyT], 2023a). This differentiation presents a significant challenge for these programs, which must develop strategies to improve their positioning within the system. A clear example is the Professional master’s in landscape and Rural Tourism at the Colegio de Postgraduados, which meets the eligibility criteria for scholarships but remains vulnerable due to its classification as a professional program (Consejo Nacional de Humanidades, Ciencias y Tecnologías [CONAHCyT], 2023b). In this context, the creation of a concatenated PhD linked to the MPPTR emerges as a viable alternative, allowing graduates to continue their academic trajectory without abandoning the applied focus. This integration would combine theoretical knowledge with practical experience while ensuring its relevance within the national education system.

The institutional transformation promoted by the current government’s agenda in higher education and postgraduate programs reflects an effort to consolidate a more equitable and socially committed model, aligned with national development needs. However, this process presents significant challenges for institutions and programs that must adapt to contemporary educational paradigms while maintaining academic excellence. The restructuring of the National Postgraduate System and the role of professional master’s programs in the current framework illustrate how higher education in Mexico is evolving towards a more inclusive and relevant model—though not without inherent tensions and adaptational challenges.

1.6. Theoretical Framework for Needs Analysis

Needs analysis constitutes a fundamental systematic process for curriculum design and educational innovation, particularly for doctoral programs that must balance academic rigor with societal relevance. This section elaborates on the theoretical foundations that guided our methodological approach.

1.6.1. Conceptual Foundations of Educational Needs Analysis

The concept of needs analysis was initially defined by R. A. Kaufman (1972) as a formal process for determining gaps between current and desired outcomes, placing these discrepancies in order of priority. This definition remains consistent with contemporary conceptualizations, including that presented by Romero (2006), who emphasized needs analysis as the essential first step in curriculum development. R. Kaufman and Guerra-López (2013) later expanded this framework by distinguishing between “needs assessment” (the process of identifying gaps) and “needs analysis” (the deeper examination of causes and potential solutions). This distinction is particularly relevant for doctoral education, where gaps must not only be identified but thoroughly analyzed within complex academic and professional contexts.

Witkin and Altschuld (1995) proposed a three-phase model that has become foundational in educational needs assessment: pre-assessment (exploration), assessment (data collection), and post-assessment (planning for utilization). This model provides a systematic framework that aligns with both organizational development and educational planning theories. Their approach emphasizes triangulation of multiple data sources and stakeholder perspectives, making it particularly suitable for analyzing doctoral program needs.

In the specific domain of higher education, McKillip (1987) developed a discrepancy model that examines the gaps between “what is” and “what should be”, while giving special attention to the values of key stakeholders. For doctoral programs, these stakeholders include not only academic institutions but also research entities, productive sectors, and potential employers, whose perspectives must be integrated into the analysis process.

1.6.2. Application to Doctoral Program Development

The evolution of needs analysis methodologies has significantly influenced contemporary approaches to doctoral program design across disciplines. Educational researchers have increasingly recognized that effective doctoral education must balance theoretical foundations with practical applications. This balanced approach is particularly crucial in applied fields where graduates navigate both academic and professional environments. Contemporary models for doctoral program development emphasize the importance of incorporating diverse stakeholder perspectives throughout the design process, creating opportunities for meaningful dialog between academic institutions, research centers, and industry partners.

For postgraduate education specifically, Nusche (2008) developed a comprehensive framework for the OECD that emphasizes how postgraduate program design should respond to labor market signals while maintaining theoretical depth. This approach is particularly relevant for concatenated programs that aim to bridge professional and research orientations, as is the case with our proposed doctoral program.

Lattuca and Stark (2011) further elaborated the concept of “academic plans” rather than simply curricula, emphasizing that doctoral program design must consider multiple influences: epistemological (disciplinary traditions), institutional (university policies), and sociopolitical (national priorities and funding structures). This multilevel perspective aligns with our needs analysis approach, which considers both institutional capabilities and national regulatory frameworks.

1.6.3. Methodological Approach for This Study

Our needs analysis methodology draws from these theoretical frameworks and adapts them to the specific context of developing a PhD program concatenated with the MPPTR. Following R. Kaufman and Guerra-López’s (2013) distinction, I first conducted a needs assessment to identify gaps in the educational offerings (through documentary analysis and mapping of existing programs), followed by a needs analysis to understand causes and develop solutions (through the proposed curricular structure).

Witkin and Altschuld’s (1995) three-phase model was applied: (1) exploring the context through documentary analysis of regulations and institutional documents (pre-assessment); (2) collecting data through systematic mapping of national and international programs (assessment); and (3) utilizing findings to develop a curricular proposal (post-assessment).

The analysis also incorporated McKillip’s (1987) discrepancy model by comparing “what is” (current doctoral offerings in related fields) with “what should be” (a program that integrates rural landscape management with sustainable tourism). This approach enabled us to identify specific gaps in the educational landscape that our proposed program aims to address.

This analysis paid particular attention to balancing academic rigor with professional relevance, a critical consideration for a program concatenated with a professional master’s degree. Similarly, following Nusche’s (2008) framework, I examined both labor market needs and academic requirements in determining the key formative axes for the program.

Finally, drawing from Lattuca and Stark’s (2011) concept of academic plans, this analysis considered the multiple influences that shape doctoral education: disciplinary traditions in landscape studies and tourism, institutional capabilities at the Colegio de Postgraduados, and the national regulatory framework for postgraduate education in Mexico.

This integrated theoretical framework for needs analysis provides the foundation for the methodological approach, ensuring that the curriculum development process is systematic, comprehensive, and aligned with contemporary scholarship. However, it is equally important to understand the institutional context in which this doctoral program is being developed, particularly the organizational adaptations required to respond to changing regulatory environments.

1.7. Organizational Adaptation: Contingency and Institutional Theory

While the primary objective of creating the doctoral program is to ensure our MPPTR students can access scholarships under the new regulatory framework, this educational innovation can also be understood through the lens of organizational adaptation theories. The Colegio de Postgraduados, as an institution, is responding to environmental changes in a manner that can be analyzed through contingency and institutional theories.

Contingency theory (Lawrence & Lorsch, 1967) provides a conceptual framework for understanding how institutions adapt to environmental changes. This classical organizational theory posits that organizations must respond to varying environmental conditions, which leads to the development of differentiated organizational attributes suited to those conditions. Donaldson (2001) further elaborated this concept by explaining that changes in contingent factors create performance mismatches that necessitate organizational adaptation. In our case, changes in the National Postgraduate System regulations represent a contingent factor requiring adaptation through program development.

Complementing this perspective, sociological neo-institutionalism (DiMaggio & Powell, 1983; Meyer & Rowan, 1977) emphasizes that organizations adopt certain structures not only for technical efficiency but also to gain legitimacy within their institutional field. DiMaggio and Powell (1983) identified three mechanisms of institutional isomorphism: coercive, mimetic, and normative. For the Colegio de Postgraduados, the new regulatory provisions from CONAHCyT exert coercive pressure that drives structural changes in its academic programs. As Meyer and Rowan (1977) noted: “Organizations that incorporate institutionalized practices in society increase their legitimacy and survival prospects” (p. 340). By aligning our program structure with national guidelines, we not only ensure compliance but also enhance institutional legitimacy.

Thornton et al. (2012) expanded these perspectives with their theory of institutional logics, which “provides a framework for analyzing the interrelationships between individuals, organizations, and society” (p. 2). This approach helps us understand how the proposed doctoral program navigates between academic, regulatory, and societal demands in the Mexican higher education context.

Having established both the theoretical frameworks for needs analysis and organizational adaptation that guide this approach, I now turn to the specific methodological strategies employed in this study. The following section details the materials and methods used to conduct the needs analysis for the PhD program concatenated with the MPPTR.

2. Materials and Methods

This study was conducted using a qualitative and exploratory methodological strategy, with the objective of carrying out a needs analysis for a PhD in Sciences concatenated with the MPPTR. The needs analysis was based on documentary review, mapping of academic offerings at the national and international levels, and the identification of trends in postgraduate education in related fields.

2.1. Documentary and Regulatory Analysis

A comprehensive review of current regulatory frameworks governing higher education in Mexico was conducted, including the General Education Law (Gobierno de México, 2019) and the General Law on Humanities, Sciences, Technologies, and Innovation (Gobierno de México, 2023). The Guidelines of the National Postgraduate System (Consejo Nacional de Humanidades, Ciencias y Tecnologías [CONAHCyT], 2023a) were analyzed to identify the criteria and requirements that PhD programs must meet in the country. For this documentary analysis, the qualitative content analysis methodology (Krippendorff, 2018) was employed, which allowed the identification of recurring themes in current regulations. The analyzed corpus included: (1) General legislative framework: General Education Law in 2019 and General Law on Humanities, Sciences, Technologies, and Innovation in 2023; (2) Postgraduate regulations: Guidelines of the National Postgraduate System in 2023; (3) Institutional documents: CP Academic Activities Regulations in 2015; and (4) Strategic documents: Agricultural and Rural Development Sectoral Plan 2020–2024.

The analysis was conducted through thematic coding (Saldaña, 2021), identifying units related to quality criteria, accreditation, and linkage with productive sectors. This process allowed for the evaluation of the relevance of a concatenated PhD within the current regulatory framework, as well as the identification of key aspects for its design and accreditation within the SNP. In particular, strategies necessary to ensure the program’s sustainability and institutional consolidation in the context of the restructuring of the postgraduate system in Mexico were identified.

2.2. Mapping of Academic Offerings

To identify trends and reference points in doctoral training in related fields, a comparative analysis of PhD programs in Mexico and Ibero-America was conducted, as well as in prestigious institutions in North America and Europe. The mapping was carried out through systematic identification of related doctoral programs using the following inclusion criteria: (1) Programs focusing on landscape management, rural tourism, or natural resource conservation; (2) Active programs accredited by official bodies, and (3) Programs with available curricular information.

The selection of programs was based on their affinity with the thematic areas of the MPPTR, considering topics such as landscape conservation, rural development, territorial planning and sustainable tourism. Official university sources and accreditation organizations were consulted to obtain information on the curricular structure, methodological approach, and educational objectives of each program.

Figure 1 presents the methodological flow diagram of the program selection process. Initially, 85 potential doctoral programs were identified through academic databases and institutional websites. After initial screening, 41 programs were excluded (28 not related to landscape, rural tourism, or natural resources; 13 without available curricular information). From the remaining 44 programs evaluated in depth, 20 more were excluded (7 not officially accredited; 13 without specific focus on landscape or tourism). This resulted in a final selection of 24 programs that met all inclusion criteria, evenly distributed across three geographic regions (8 from Mexico, 8 from Ibero-America, and 8 from North America/Europe) to ensure a balanced comparative analysis.

A total of 24 programs were analyzed, distributed across: Mexico (8), Argentina (2), Brazil (1), Chile (1), Spain (4), Canada (1), United States (2), United Kingdom (4), and The Netherlands (1).

The identified academic offerings were synthesized in

Table 1. Analytical Matrix of Doctoral Programs Related to the MPPTR.

Country	University	Doctoral Program	Main Thematic Areas	Primary Focus	Curricular Structure	Distinctive Elements
Mexico	Colegio de Postgraduados	PhD in Sciences concatenated with MPPTR (proposed)	Research methodology; Conservation and management of natural resources; Territorial planning; Landscape economy; Interdisciplinary approaches	Integration of rural tourism and landscape	Semester-based with 3 phases (theoretical-methodological, specialization, consolidation)	Concatenation with professional master’s; Linkage with productive sector
Mexico	Center for Biological Research of the Northwest	Use, Management, and Preservation of Natural Resources	Research methodology; Technology transfer; Scientific writing	Resource conservation	Research seminars I–VIII	Focus on technology transfer
Mexico	Autonomous Metropolitan University	Design, Planning, and Conservation of Landscapes and Gardens	Landscape planning; Landscape conservation	Design and planning	Doctoral seminars I–VIII; Collaborative workshops	Specific focus on gardens and landscapes
Mexico	Autonomous University of the State of Mexico	Agricultural Sciences and Natural Resources	Research methodology; Scientific communication	Agricultural sciences	Research seminars; Selected topics	Integration of natural resources and agricultural sciences
Mexico	University of Guadalajara	Development, Sustainability, and Tourism	Philosophy and epistemology; Development theory; Research methodology	Sustainable tourism	Specialized and thesis seminars	Specific focus on tourism as development axis
Mexico	National Polytechnic Institute	Conservation of Landscape Heritage	Landscape research	Landscape heritage	Research seminars I–IV	Focus on landscape heritage; Multi-site program
Argentina	National University of the Northeast	Natural Resources and Environment	Research methodology	Natural resources	Personalized study plan	Curricular flexibility
Brazil	University of São Paulo	Tourism	Tourism—knowledge and trends; Tourism—processes and innovation	Tourism	Not specified	Specific focus on tourism
Chile	Austral University of Chile	Forest Ecosystems and Natural Resources	Ecology; Conservation; Restoration; Sustainability	Forest ecosystems	Research seminars; Statistics; English; Electives	Focus on Chilean native forests
Spain	University of Extremadura	Tourism	Tourism and heritage; Tourism valorization of cultural heritage	Cultural heritage	Not specified	Focus on heritage tourism
Spain	University of Alicante	Conservation and Restoration of Ecosystems	Information management; Scientific communication; Knowledge transfer	Ecosystem conservation	Cross-disciplinary courses	Focus on knowledge transfer
The Netherlands	Wageningen University	Sustainable and Inclusive Landscapes	Landscape leadership; Landscape financing; Landscape governance; Climate action	Landscape governance	Online courses	Focus on sustainability and inclusion
USA	Cornell University	Natural Resources	Decision-making in natural resource management; Applied wildlife science	Resource management	Not specified	Focus on decision-making for resource management

, grouping PhD programs by country and highlighting their most relevant courses.

The selection of countries was based on three criteria:

• The academic relevance of countries with recognition in landscape and tourism research, as evidenced by their significant contributions to the scholarly literature and institutional trajectory in these fields. Spain and the United Kingdom, for instance, have established robust academic traditions in landscape studies and rural tourism research.
• Cultural proximity by focusing on Ibero-American countries (Argentina, Brazil, Chile, and Spain) due to their linguistic, historical, and educational system similarities with Mexico, which facilitates more meaningful comparisons of curricular structures.
• Diversity of perspectives including Anglo-Saxon (USA, Canada, UK) and Continental European approaches (The Netherlands) to capture alternative models of doctoral education and interdisciplinary integration. This geographical and institutional diversity ensures that the analysis encompasses a wide spectrum of educational philosophies while maintaining relevance to the Mexican context.

The data collection process involved a systematic review of official program documentation, including study plans, course descriptions, and institutional websites. For each program, information was compiled: (1) curricular structure, (2) core and elective courses, (3) research lines, (4) graduation requirements, and (5) linkage strategies with productive sectors. This information was coded using thematic analysis (Braun & Clarke, 2006) to identify patterns across programs and unique curricular innovations. The sample distribution ensured adequate geographic and institutional diversity, with eight programs from Mexican universities representing different regions; eight programs from Ibero-American institutions (Argentina, Brazil, Chile, and Spain); and eight programs from North American and European universities (USA, Canada, UK, and The Netherlands).

The analysis also included a temporal dimension, focusing on programs updated or created within the last decade to capture contemporary trends in postgraduate education in landscape and tourism studies.

2.3. Criteria for Evaluating the Feasibility of the Program

Based on the documentary analysis and the mapping of academic offerings, criteria were defined to evaluate the feasibility of the proposed PhD program. These criteria include:

• Alignment with public policies and national priorities: The program’s correspondence with the strategic objectives established in the regulatory frameworks of higher education and science, technology, and innovation was evaluated.
• Academic and professional demand: The needs of the academic sector and the labor market in relation to the training of specialists in landscape management and rural tourism were identified.
• Availability of human and material resources: The institutional capacities of the Colegio de Postgraduados were analyzed to ensure the provision of a high-quality doctoral program, including infrastructure, faculty, and links with the productive sector.
• Financing and sustainability strategies: The available funding schemes were reviewed to ensure the economic viability of the program, considering both public funds and alternative funding sources.

2.4. Program Design and Articulation with the MPPTR

Based on the results of the needs analysis, the key training axes that should integrate the PhD curriculum were defined, considering the thematic areas identified for the program’s structure: (1) Research methodology looking for advanced courses in data analysis techniques, project design, and academic writing; (2) Conservation and management of natural resources related to approaches in biodiversity, ecosystem services, and landscape management; (3) Territorial planning and rural development for strategies on territorial planning, landscape governance, and public policies; (4) Rural landscape and landscape economy focused on development models, competitiveness, and economic sustainability; and (5) Interdisciplinary and transversal approaches, incorporating topics on climate change, equity in rural development, and links with the productive sector.

The curricular design is based on the integration of interdisciplinary knowledge, ensuring a balance between theoretical, methodological, and applied training. Additionally, strategies for linking with the public and private sectors were established to strengthen graduates’ employability and their impact on sustainable territorial development.

3. Results and Discussion

3.1. Needs Analysis for a PhD Program

Integrated or concatenated PhD programs have been designed as a pathway for training researchers and specialists capable of generating innovative knowledge in their respective fields, in line with the guidelines of the National Postgraduate System. In this context, the creation of a PhD program concatenated with the Professional master’s in landscape and Rural Tourism represents a strategic opportunity to strengthen academic training and ensure the viability of the master’s program within the current regulatory framework. This approach would allow leveraging the opportunity presented by legislative changes and the restructuring of the Colegio de Postgraduados, enhancing the academic profiles of the master’s faculty and CP professors, and facilitating their transition toward a higher recognition program within the SNP.

The concatenation of the MPPTR into a PhD in Sciences (Category 1) for scholarship allocation would not only ensure its permanence but also increase its capacity to attract talent and public funding, thereby expanding its impact in the rural sector and within the scope of rural landscape studies. To achieve this goal, it is essential to design a PhD program that combines academic excellence, social relevance, and alignment with contemporary educational paradigms and national development strategies for science, technology, and innovation. Below is a comprehensive strategy adapted to the Mexican context:

• Needs Analysis: Conduct a needs study to identify priority areas and gaps in postgraduate training, aligning the program with national research agendas.
• Program Definition: Establish a curriculum that fosters the generation of cutting-edge knowledge and responds to the country’s strategic demands.
• Faculty Composition: Include high-level researchers, preferably members of the National System of Researchers, capable of leading scientific and socially impactful research projects.
• Infrastructure: Ensure that the institution has laboratories, libraries, and technological resources to support cutting-edge research.
• Accreditation: Seek the incorporation of the program into the SNP, guaranteeing its academic quality and enabling students to access scholarships and financial support.
• Linkages: Establish alliances with the productive sector, public institutions, and social organizations to ensure that the program has a real impact on society.
• Funding: Manage public and private resources for scholarships, research projects, and program operations.
• Dissemination: Promote the program nationally and internationally to attract talented students and encourage academic mobility.

In conclusion, the creation of a PhD program in a public higher education institution in Mexico must be a strategic and well-planned process that integrates academic excellence, societal needs, and compliance with SNP quality standards. Only in this way can its relevance, impact, and contribution to scientific, technological, and social development in the country be guaranteed.

3.2. First Things First: Identifying Needs

The first step in creating a PhD program is conducting a needs analysis to justify its implementation. A need is defined as the gap between what exists and what should exist (R. Kaufman & Guerra-López, 2013, p. 5; Romero, 2006) or what is desired. To achieve this, an integrated analysis of the national and regional context is proposed, along with an evaluation of the current academic offerings. This process makes it possible to identify both the country’s strategic priorities and the gaps or areas of opportunity in postgraduate training. The key elements of this analysis are as follows:

• Alignment with Public Policies and National Priorities: Review the agendas and development plans established by current regulations and national, state, and sectoral plans. In the case of the MPPTR, the concatenated PhD should be aligned with these priorities and contribute to solving relevant social, economic, or environmental issues.
• Evaluation of Existing Academic Offerings: Conduct a mapping of postgraduate programs in the field, both nationally and internationally, to identify gaps in the educational offerings. This analysis should determine whether the current programs adequately cover labor market needs and research demands.
• Differentiation and Added Value: Define how the proposed program will be distinguished from existing ones, whether through its thematic focus, methodology, research lines, or sectoral linkages. Additionally, its added value should be identified, such as its focus on emerging areas or its ability to train professionals with unique and in-demand competencies.
• Social and Economic Relevance: Assess how the program can contribute to the country’s social and economic development, whether through the training of highly specialized human resources, the generation of applied knowledge, or innovation in strategic sectors.

Integrating this analysis ensures that the program is aligned with national priorities, fills gaps in specialized training, and offers added value that differentiates it from other educational options. Only through this comprehensive approach can the program’s relevance, feasibility, and significant impact on the country’s development be guaranteed.

3.3. State of the Art

The Professional master’s in landscape and Rural Tourism at the Colegio de Postgraduados is an interdisciplinary postgraduate program that integrates three core areas of knowledge: the landscape as enjoyment and intervention, nature as an economic and tourism resource and rural tourism as an existential and economic activity. Below are the six key concepts that support this approach:

3.3.1. Nature

Nature refers to living organisms, their genetic diversity, ecosystems, and supporting physical geography. This biodiversity results from evolutionary processes, continuously transformed by human activities and valued for both ecological importance and economic potential (Purvis & Hector, 2000; Leff, 2005). While this definition establishes nature as an objective reality, it simultaneously reveals the inherent tension between conservation and utilization that characterizes approaches to rural landscape management. The conceptualization of nature as both intrinsic value and resource base demands interdisciplinary frameworks that can address these competing perspectives in tourism planning and landscape management.

3.3.2. Biodiversity

Biodiversity has evolved as a concept to incorporate not only biological wealth but also economic potential. Regions possess unique environmental characteristics generating both ecological and economic benefits, leading to ecological economics approaches (Loreau, 2010; Stange et al., 2021). This conceptual evolution reflects a fundamental shift from purely conservation-oriented perspectives toward utilitarian frameworks that risk reducing ecosystem complexity to exploitable resources. The valuation of ecosystem services highlights nature’s role in climate regulation, soil conservation, and wildlife habitats (Guerry et al., 2015), though conservation decisions are often subordinated to economic interests (Comisión Nacional para el Uso y la Conservación de la Biodiversidad [CONABIO], 2016). This tension between valuation and commodification represents a central challenge for doctoral programs that must prepare researchers to navigate these competing paradigms while developing methodologies that can integrate both ecological integrity and economic viability.

The Altas Montañas region of Veracruz, where the MPPTR is based, exemplifies the relationship between biodiversity, landscape, and tourism. This region hosts several protected areas including Pico de Orizaba National Park and Cañón del Río Blanco National Park, with nine vegetation types and high species diversity (Rivera-Hernández et al., 2018). Shade-grown coffee plantations demonstrate biodiversity’s role in rural landscapes, providing habitats while supporting sustainable tourism (Toledo & Barrera-Bassols, 2017).

Mexico ranks fifth among megadiverse countries (Comisión Nacional para el Uso y la Conservación de la Biodiversidad [CONABIO], 2023) but faces threats from insufficient environmental regulations (Ibarrarán & Chavarría, 2019). Climate-smart practices like living fences offer ecological and economic benefits to rural communities, though implementation requires supportive funding and policies (Von Thaden et al., 2024).

3.3.3. Landscape

Landscape is a polysemic term interpreted from diverse perspectives. The European Landscape Convention defines it as “any part of the territory as perceived by the population, whose character is the result of the action and interaction of natural and/or human factors” (Council of Europe, 2000). This definition positions landscape as both physical space and social construct, dependent on inhabitants’ perceptions and interpretations (Lörzing, 2001). The dual nature of landscapes as both objective reality and subjective experience creates methodological challenges for research and education in this field. In rural tourism contexts, landscapes function through sensory perception and emotional experience. Biodiversity enriches tourism experiences through flora and fauna observation and conservation activities. However, sustainable tourism requires balancing preservation with development, as many regions face threats from unregulated economic activities (Ibarrarán & Chavarría, 2019). This complex intersection of ecological, perceptual, and economic dimensions necessitates integrative theoretical frameworks that can accommodate both scientific measurement and phenomenological analysis.

3.3.4. Rural Landscape

Rural landscape refers to geographical areas characterized by relationships with agriculture and nature (Feng et al., 2020). In Mexico, rurality extends beyond productive dimensions to include cultural constructs derived from human-environment interactions (Xie et al., 2022). Research has identified several thematic lines including agricultural landscape, cultural landscape, and fragmentation, though few studies explore the relationship between rural landscape and tourism. From an academic perspective, understanding rural landscapes requires interdisciplinary approaches that integrate natural and social sciences beyond traditional disciplinary boundaries. Mexico’s rich cultural and biological diversity creates a mosaic of landscapes with potential for sustainable tourism development. As a megadiverse nation harboring approximately 12% of global biodiversity (Comisión Nacional para el Uso y la Conservación de la Biodiversidad [CONABIO], 2023), Mexico’s biological resources contribute to unique natural settings across regions (Secretaría de Turismo [SECTUR], 2020b). This conceptual complexity presents significant challenges for curriculum design, requiring doctoral programs to develop frameworks that can simultaneously address ecological, cultural, and economic dimensions while preparing researchers to engage with multiple epistemologies and methodological traditions.

3.3.5. Rural Tourism

Rural tourism involves traveling to rural areas for various purposes: overnight stays, local product consumption, cultural events, sports activities, and landscape appreciation (Sanagustin-Fons et al., 2018). Beyond recreation, it represents an economic alternative for rural communities, diversifying income and strengthening cultural identity.

The concept of rural tourism embodies inherent theoretical tensions when applied in different contexts. Mexico’s multicultural richness creates exceptional conditions for rural tourism development, but this diversity also raises questions about authenticity, commodification, and power dynamics in tourism experiences. With 62 ethnic groups and 364 linguistic variants across indigenous languages, the country possesses tourism potential that challenges standardized approaches (Secretaría de Turismo [SECTUR], 2020a). Baltazar and Zavala’s (2015, p. 1390) proposal to adopt ’turismo ranchero’ exemplifies the epistemological challenge of developing contextually appropriate frameworks rather than uncritically importing external models, highlighting how conceptual frameworks themselves can reinforce or resist cultural hegemony in tourism development.

The economic dimension of rural tourism reveals contradictions between theory and implementation. While it theoretically allows local production diversification and improves community well-being through value chain integration (Secretaría de Agricultura y Desarrollo Rural [SADER], 2020; Kieffer, 2018), the actual distribution of economic benefits often reflects existing power structures. Tensions between conservation and development, exemplified by mangrove ecosystems threatened by infrastructure-focused tourism (Murray, 2007), demonstrate how competing stakeholder interests can undermine sustainability goals. This contradiction between the theoretical promise of integrated sustainability and the practical challenges of implementation necessitates doctoral curricula that prepare researchers not only to understand these complex dynamics but also to develop governance models capable of mediating these competing interests.

3.3.6. Social Development

Social development aims to improve individual and collective well-being through indicators like life expectancy, income, and service access (Mallarino, 2004). In rural contexts, it involves enhancing community quality of life through improved economic, social, and cultural conditions. Rural tourism emerges as a tool for promoting social development by generating economic opportunities while strengthening cultural identity and environmental conservation.

The theoretical framework of social development presents significant challenges when applied to rural tourism contexts, as it requires balancing economic imperatives with cultural preservation and ecological sustainability. Rural life quality remains a challenge in Mexico, with many communities lacking minimum living conditions (Garay, 2019; Sesma, 2023; Taller, 2014). Studies show that poverty persists in economically dynamic states and the south-southeast region, particularly Chiapas and Oaxaca (Parodi, 2017). This spatial persistence of inequality challenges simplistic assumptions about tourism-driven development, suggesting that structural factors may limit tourism’s effectiveness as a poverty reduction mechanism without complementary policy interventions.

Climate change poses additional challenges for rural communities vulnerable to droughts and soil degradation (Mendizábal Bermúdez, 2015). When implemented sustainably, rural tourism can contribute to climate adaptation through practices like reforestation and economic diversification. Recent public policies in Mexico have begun incorporating social development approaches based on family well-being, health, housing, and education (Sheinbaum, 2024). This policy shift creates both opportunities and tensions for educational programs that must navigate between immediate economic needs and long-term sustainability goals, requiring a critical examination of how doctoral training can prepare researchers to address these complex trade-offs.

3.4. National and International Context of PhD Programs Related to the MPPTR

To determine the current state of doctoral education in areas related to rural landscape and tourism, a systematic analysis of 24 relevant doctoral programs was conducted, distributed across Mexico (8), Ibero-America (8), and North America/Europe (8). A multidimensional analytical matrix was developed to identify patterns, trends, and educational gaps, thus providing a solid foundation for the curricular design of the proposed program.

The analysis methodology followed a thematic categorization process based on the models of Witkin and Altschuld (1995) and R. Kaufman and Guerra-López (2013), which emphasize identifying discrepancies between current and desired states. Aspects such as predominant thematic areas, main approaches, curricular structures, and distinctive elements of each program were examined, allowing for a comprehensive understanding of the international educational landscape in this field.

3.4.1. Analysis of Educational Trends and Patterns

The comparative analysis of doctoral programs reveals significant patterns that support the curricular proposal for the program concatenated with the MPPTR. First, the predominant thematic areas cluster into five main categories: (1) research methodology, present in 85% of the analyzed programs; (2) conservation and management of natural resources (70%); (3) territorial planning (50%); (4) heritage valorization (35%); and (5) sustainability approaches (40%). These categories confirm the relevance of the five formative axes proposed for the concatenated doctoral program.

Table 2. Frequency Analysis of Thematic Areas in Doctoral Programs.

Thematic Area	Mexico (n = 8)	Ibero-America (n = 8)	North America/Europe (n = 8)	Total (n = 24)	Percentage
Research Methodology	7	5	3	15	62.5%
Conservation of Natural Resources	6	5	4	15	62.5%
Landscape Design and Planning	5	2	5	12	50.0%
Territorial Development	3	2	3	8	33.3%
Tourism Studies	1	3	1	5	20.8%
Scientific Communication	3	1	1	5	20.8%
Landscape Governance	0	0	4	4	16.7%
Environmental Economics	2	0	1	3	12.5%
Interdisciplinary Approaches	1	1	3	5	20.8%
Technology Transfer	2	1	0	3	12.5%

presents a frequency analysis of thematic areas identified across the 24 doctoral programs. This analysis reveals several notable patterns. Research methodology and conservation of natural resources emerge as the most common thematic areas (62.5% each), confirming their fundamental importance in doctoral training in this field. Landscape design and planning appears in half of all programs analyzed, though with varying emphasis across regions. In contrast, tourism studies appear in only 20.8% of programs, demonstrating a significant gap in the integration of tourism with landscape management.

The five formative axes proposed for our doctoral program directly address both the prevalent thematic areas and the identified gaps. While research methodology and conservation of natural resources are well-represented in existing programs and constitute our first two axes, the remaining three axes—territorial planning and rural development, rural tourism and landscape economy, and interdisciplinary approaches—address areas that are comparatively underrepresented, particularly in their integrated form. This thematic analysis provides empirical justification for our curricular proposal by identifying both foundational knowledge areas and opportunities for innovation.

Regarding primary focuses, a clear regional differentiation is identified. Mexican programs tend to emphasize the conservation of natural resources and landscape heritage, while Ibero-American programs more frequently incorporate tourism and cultural heritage components. North American and European programs, meanwhile, stand out for their focus on landscape governance and sustainability, albeit with limited integration of rural tourism.

Concerning curricular structures, two models predominate: one highly structured with sequenced seminars (mainly in Mexico) and another more flexible with personalized plans (common in Europe and Argentina). This diversity of approaches offers valuable lessons for designing a program that balances methodological rigor with the flexibility necessary to adapt to specific educational needs.

A notable finding is the scarcity of programs that effectively integrate rural landscape management with tourism as a sustainable development strategy. This educational gap justifies the creation of the proposed program, which seeks to consolidate an interdisciplinary academic space at the intersection of these fields.

The distinctive elements identified in programs such as Wageningen University (landscape governance), Cornell University (decision-making in resource management), and the University of Guadalajara (sustainable development) offer valuable references for curricular innovation. Concatenation with the MPPTR represents a distinctive advantage, facilitating the transition from professional training to advanced research, thus responding to the current transformations of the National Postgraduate System.

This analytical matrix confirms the relevance and opportunity of the proposed program, evidencing its capacity to fill a significant educational gap in the national and international academic landscape.

The analysis of PhD programs related to the MPPTR allowed identifying a set of key topics and courses that should be considered in the curriculum design of the concatenated PhD program. These findings are grouped into five key training areas:

• Research Methodology: The methodological component is essential to ensure the scientific rigor of the program. Most of the PhD programs analyzed include research seminars and courses on advanced data analysis techniques. In this regard, the PhD program should incorporate courses such as:
  • Research Methodology in Environmental and Social Sciences, adapted to the study of rural landscape and sustainable tourism.
  • Advanced Statistics and Geospatial Data Analysis, applied to landscape studies and territorial planning.
  • Design and Management of Applied Research Projects, focused on the formulation of projects that impact rural development and sustainability.
• Conservation and Natural Resource Management: Several international programs include courses on natural resource management and landscape ecology. For the PhD program concatenated to the MPPTR, it is recommended to integrate subjects such as:
  • Ecological Foundations for the Conservation and Sustainable Use of the Rural Landscape, focusing on biodiversity and ecosystem services in rural areas
  • Geographic Information Systems (GIS) and Landscape Modeling, essential tools for territorial planning and environmental assessment
  • Community-Based Natural Resource Management and Public Policies related to rural tourism and community participation in conservation.
• Territorial Planning and Rural Development: PhD programs in landscape planning and territorial architecture emphasize the importance of linking spatial analysis with development strategies. To strengthen this dimension in the proposed PhD, recommended courses include:
  • Design, Planning, and Conservation of the Rural Landscape, focused on the interrelation between landscape, tourism, and community development.
  • Territorial Planning Policies and Sustainable Tourism, exploring regulatory frameworks and their application in rural tourism.
  • Innovation in Rural Planning and Landscape Management, addressing sustainable development strategies and the integration of new technologies.
• Rural Tourism and Landscape Economy: Since rural tourism is a central theme of the program, it is essential to integrate specific knowledge on its management and development. Recommended courses include:
  • Theories and Models of Rural Tourism Development, analyzing theoretical approaches and case studies in different contexts.
  • Economic Valuation of the Landscape and Ecosystem Services, applying economic methodologies for conservation strategies and sustainable tourism
  • Competitiveness Strategies and Marketing in Rural Tourism, with a focus on entrepreneurship, sustainable tourism products, and community development.
• Interdisciplinary and Cross-Cutting Approaches: To meet the current demand for an integrated approach, the program must include cross-cutting subjects that allow addressing complex issues from multiple perspectives. Suggested courses include:
  • Climate Change and Its Impact on Tourism and Rural Landscapes, with a focus on risk assessment and adaptation strategies
  • Inclusion and Equity in Rural and Tourism Development, considering gender perspectives, indigenous communities, and sustainable development.

Linking Academia with the Productive Sector, strategies for developing applied research projects in collaboration with communities and businesses.

In conclusion, the analysis of national and international PhD programs related to landscape, conservation, and rural tourism demonstrates the need to design a program that integrates these areas in an interdisciplinary manner, as previously analyzed.

Table 3. Courses Offered in PhD Programs Related to the Professional master’s in landscape and Rural Tourism at the Colegio de Postgraduados.

Topic	Courses in Related Programs	Courses of State of the Art
Research	Comprehensive research seminar Research Methodology Project design (design, development, and management of innovative research projects for natural resource management)	---
Scientific Writing	Academic writing Advanced academic writing, editing and refinement of academic texts	---
Statistics	Selected topics in advanced statistics for social sciences Advanced statistics	---
Natural Resources	Selected topics I and II in agricultural sciences and natural resources Ecological foundations for the conservation of natural resources Natural resources administration	Cultural ecosystem services
Rural Landscape	Design, planning, and conservation of landscapes and gardens (seminar and workshop)	Rural landscape management, Rural planning and landscape management innovation in rural landscape
Social Development	Development theory Cultural heritage, museums, and local development	Inclusive gender approach and other vulnerable groups
Ecology	Ecology of native forests of Mexico Ecology and management of ecosystems and landscapes	Landscape ecology, Ecosystem economics
Biodiversity and Conservation	Biodiversity Community-based approach to biodiversity conservation and natural resource management	Ecosystem diversity, Biodiversity conservation
Other	Geographic information systems	---

presents the essential elements that should be part of the concatenated PhD program linked to the MPPTR. This approach ensures that the program responds to current challenges in rural development and sustainable tourism, aligning with international trends in landscape conservation and territorial planning.

The analysis of postgraduate programs related to the PhD in Sciences concatenated to the MPPTR reveals a diversity of approaches in advanced training in landscape management, natural resource conservation, and sustainable tourism. However, conceptual and structural gaps have been identified, justifying the creation of a program that integrates these elements innovatively and from an interdisciplinary perspective, both in ontological, epistemological, and methodological terms.

While the thematic frequency analysis provides valuable insights into content areas, a deeper understanding of regional approaches is necessary to contextualize the proposed doctoral program. Building on these thematic patterns, a more granular regional comparative analysis reveals important distinctions in educational philosophies, structures, and approaches across geographical contexts.

3.4.2. Regional Comparative Analysis: Patterns, Convergences, and Divergences

To further contextualize the proposed doctoral program, a structured comparison of regional approaches to doctoral education in landscape and tourism studies was conducted.

Table 4. Regional Comparative Analysis of Doctoral Programs in Landscape Studies and Rural Tourism.

Dimension	Mexican Programs	Ibero-American Programs	North American/European Programs
Educational Philosophy	Conservation-oriented; Focus on practical application of scientific knowledge; Strong national orientation	Cultural heritage emphasis; Balance between conservation and development; Regional identity focus	Governance-oriented; Systems thinking approach; Global perspective; Emphasis on sustainability
Curricular Structure	Highly structured (75%); Sequential seminars; Limited electives; Research-centered	Mixed approach (50% structured); Personalized study plans common in Argentina; More standardized in Spain	Flexible design (62.5%); Module-based learning; Independent research emphasis; Interdisciplinary courses
Research Orientation	Applied research (87.5%); Focus on local/regional problems; Limited international scope	Applied and theoretical balance; Growing emphasis on international collaboration	Theory-driven (62.5%); Emphasis on policy development; International comparative approaches
Integration with Productive Sectors	Strong direct links with agricultural sector (62.5%); Limited tourism industry connections	Growing connection with cultural tourism sector (37.5%); Public sector engagement	Complex stakeholder engagement models (50%); Industry-funded research partnerships
Pedagogical Approaches	Traditional seminar model predominant; Emerging field components	Diverse approaches; Growing online components; Strong thesis mentorship	Innovative methodologies; Problem-based learning; Professional practice integration
Distinctive Features	Strong focus on ecological conservation; Limited interdisciplinary integration	Cultural heritage valorization; Growing tourism emphasis; Limited landscape governance	Landscape governance frameworks; Limited integration with tourism; Strong methodological innovation

presents a systematic analysis of key dimensions across the three geographical regions examined.

This comparative analysis reveals several key findings relevant to the development of our proposed doctoral program:

• While Mexican programs demonstrate strength in applied ecological research, they show limited integration with tourism studies and interdisciplinary approaches. The proposed program can address this gap by incorporating the robust conservation foundation while expanding into sustainable tourism dimensions.
• Ibero-American programs, particularly in Spain and Brazil, have developed significant expertise in cultural heritage valorization within tourism studies, but often lack comprehensive landscape management frameworks. Our program can draw from these approaches while strengthening the landscape planning component.
• North American and European programs excel in landscape governance and systems thinking but typically separate these approaches from tourism development. The concatenated PhD could innovate by integrating these governance frameworks with applied tourism strategies.
• Pedagogical approaches vary significantly across regions, with more traditional models in Mexican and some Ibero-American programs, while North American and European programs employ more diverse and interactive methodologies. Our program design incorporates both structured research seminars and flexible project-based learning to leverage the strengths of different approaches.

This comparative analysis demonstrates that the proposed PhD program addresses identified regional gaps by integrating the conservation focus common in Mexican programs, the cultural heritage emphasis of Ibero-American programs, and the governance frameworks prevalent in North American and European programs. This integration represents a significant innovation in doctoral education at the intersection of landscape studies and rural tourism.

Having established the thematic landscape and regional variation in doctoral education relevant to our field, it is necessary to situate the proposed program within the specific institutional and regulatory framework of Mexico. The following section examines how the curriculum of the PhD in Sciences concatenated with the MPPTR must align with institutional guidelines while addressing the identified gaps in the current educational landscape.

3.5. Institutional Guidelines

The curriculum of the PhD in Sciences concatenated with the MPPTR must include courses and research lines that contribute to achieving the second priority objective of the Sectoral Program for Agriculture and Rural Development 2020–2024: Contribute to the well-being of the rural population by including historically excluded producers in rural and coastal productive activities (Secretaría de Agricultura y Desarrollo Rural [SADER], 2020). This is also framed within the context of the Sustainable Development Goals (SDGs): 1. No Poverty, 8. Decent Work and Economic Growth, 13. Climate Action, and 15. Life on Land (ONU, 2018). The courses will also incorporate topics related to social well-being and the 100 Steps for Transformation 2024–2030 established by Claudia Sheinbaum (2024).

Academic curriculum will be governed by the 2015 Academic Activities Regulations of the Colegio de Postgraduados, specifically Chapter Six on Study Plans and Subchapters I and II, which cover the Concept of Credit and the Curricular Structure of a Study Plan, respectively. The articles that make up Subchapter II are 27, 28, 29, 30, 31, and 32 (Colegio de Postgraduados, 2015). Furthermore, the curriculum for the PhD in Sciences concatenated with the MPPTR will be developed collaboratively by the Academic Core (NA) and will be based on the findings of the present needs analysis (Table 2). The analysis of related PhD programs confirms the feasibility and relevance of a PhD in Sciences in Management and use of the rural landscape, which must integrate knowledge on landscape conservation, territorial planning, and rural landscapes with an applied and transdisciplinary vision.

Unlike existing programs, the proposed PhD must adopt an interdisciplinary approach not only in terms of content but also within its epistemological and methodological framework, allowing for the construction of new perspectives that overcome the limitations of traditional approaches. This interdisciplinary paradigm is essential, as rural landscapes and tourism cannot be addressed from a single discipline without the risk of fragmenting the understanding of their complexity. Currently, there is no program that integrates these elements holistically, positioning this proposal as a unique opportunity to strengthen the training of researchers and professionals capable of developing innovative solutions for the sustainable development of rural landscapes in Mexico and worldwide.

3.6. Curricular Proposal for the Concatenated PhD

Based on the results of the analysis, the following structure is proposed for the PhD in Sciences concatenated with the MPPTR, with a duration of 8 semesters (4 years):

3.6.1. General Structure

• Theoretical-methodological phase: Semesters 1–2
• Specialization phase: Semesters 3–5
• Consolidation phase: Semesters 6–8

Total: 180 credits (60 required, 30 elective, 20 complementary, 70 thesis)

3.6.2. Study Plan by Semester

First Semester

• Advanced Research Methodology (6 credits)
• Ecological Foundations for Rural Landscape Conservation (6 credits)
• Research Seminar I (4 credits)
• Elective I (4 credits)

Second Semester

• Geospatial Data Analysis (6 credits)
• Rural Tourism Theories (6 credits)
• Research Seminar II (4 credits)
• Elective II (4 credits)

Third Semester

• Rural Landscape Design and Conservation (6 credits)
• Landscape Economics (6 credits)
• Research Seminar III (4 credits)
• Elective III (4 credits)

Fourth Semester

• Territorial Planning Policies (6 credits)
• Community-Based Natural Resource Management (6 credits)
• Research Seminar IV (4 credits)
• Elective IV (4 credits)

Fifth to Eighth Semester

• Advanced research seminars
• Research stay
• Linkage with productive sector
• Doctoral colloquium
• Scientific publication

The pedagogical approach for each course combines theoretical foundations with practical applications. For instance, the Advanced Research Methodology course (First Semester) integrates lectures on epistemological paradigms with practical workshops on research design and data collection techniques specific to landscape studies. Similarly, the Geospatial Data Analysis course (Second Semester) combines technical training in GIS software version 10. Unlike ArcGIS with field exercises in rural settings.

The progression between courses is carefully structured to build competencies incrementally. The first year establishes methodological foundations and theoretical knowledge, while the second year focuses on specialized applications and integration of knowledge. This structure reflects findings from our international program analysis, which highlighted the importance of methodological rigor (evident in programs like those at University of Alicante and Cornell University) combined with applied skills (emphasized in Wageningen University’s approach).

Every course includes three types of academic activities: (1) Theoretical sessions (40%) with conceptual discussions and analytical frameworks; (2) Applied workshops (40%) as well as hands-on exercises and problem-solving activities; and (3) Field activities (20%) as well as direct engagement with rural landscapes and communities.

This distribution ensures balance between theoretical depth and practical application, addressing the gap identified in our analysis of existing programs that often emphasize one dimension over the other.

3.6.3. Linkage with Productive Sectors

• Structured professional practices
• Applied research projects with rural communities
• Seminars with specialists from the productive sector
• Follow-up committees with external participation

The curricular proposal outlined above represents a concrete response to the identified gaps in doctoral education at the intersection of rural landscape management and tourism. However, to fully validate this proposal within the field of educational design, it is essential to explicitly connect our empirical findings with the theoretical frameworks that guided the needs analysis process. This connection not only strengthens the methodological rigor of our approach but also demonstrates how theory-informed decision-making shapes curricular innovation.

3.7. Integration of Theoretical Framework and Research Findings

To address the relationship between the theoretical foundations of needs analysis and our research findings,

Table 5. Integration of Needs Analysis Theoretical Framework with Research Findings.

Theoretical Element	Source	Application in This Study	Research Finding	Curricular Implication
Needs as Discrepancies (Gap between “what is” and “what should be”)	R. Kaufman and Guerra-López (2013)	Comparative analysis of existing doctoral programs to identify educational gaps	Table 3: Tourism studies appears in only 20.8% of programs despite its relevance to rural landscape management	Inclusion of rural tourism and landscape economy as a distinct formative axis in the proposed curriculum
Three-Phase Model (Pre-assessment, Assessment, Post-assessment)	Witkin and Altschuld (1995)	Structured methodology: (1) Context exploration through policy analysis, (2) Program mapping, (3) Curricular design based on findings	Figure 1: Systematic selection process resulting in 24 programs for final analysis	Methodologically robust program design addressing identified needs through five formative axes
Academic Plans as Responsive to Multiple Influences	Lattuca and Stark (2011)	Analysis of epistemological, institutional, and sociopolitical factors affecting doctoral education	Table 4: Regional variations in educational philosophy and curricular structure	Concatenated program structure responding to both academic traditions and regulatory requirements
Needs Analysis as Responsive to Labor Market Signals	Nusche (2008)	Examination of employability factors and sectoral demands	Table 4: Varying degrees of integration with productive sectors across regions	Inclusion of linkage strategies with the productive sector throughout the program
Organizational Adaptation to Environmental Changes	DiMaggio and Powell (1983)	Analysis of institutional responses to regulatory frameworks	Section 1.7: CP’s adaptation to changes in the National Postgraduate System	Concatenated structure enabling MPPTR students to access scholarships while strengthening research capabilities
Distinction Between Needs Assessment and Needs Analysis	R. Kaufman and Guerra-López (2013)	Two-stage approach: (1) Identifying gaps, (2) Developing solutions	Table 3 and Table 4: Identification of thematic and regional gaps followed by tailored curricular response	Five-axis curriculum specifically addressing both prevalent needs (research methodology) and gaps (integrated approaches)

presents an explicit mapping of key theoretical elements to specific research outcomes and their curricular implications. This integration demonstrates how the theoretical framework guided our methodological approach, data analysis, and curricular decisions.

The table illustrates how R. Kaufman and Guerra-López’s (2013) concept of needs as discrepancies informed our identification of gaps in existing doctoral offerings, particularly regarding the integration of rural tourism with landscape management. Similarly, Witkin and Altschuld’s (1995) three-phase model structured our research process from initial exploration through program mapping to curricular design.

This theoretical-empirical integration validates the five formative axes proposed for the PhD program, showing how each axis addresses specific gaps identified through the systematic needs analysis. Furthermore, it demonstrates how the concatenated structure responds to both the theoretical principles of academic planning (Lattuca & Stark, 2011) and the institutional adaptation requirements described by DiMaggio and Powell (1983).

By explicitly connecting theoretical principles with empirical findings, we ensure that the proposed doctoral program is not only responsive to current educational and regulatory contexts but also grounded in robust theoretical frameworks for curriculum development.

This systematic integration of theoretical principles with empirical findings completes our needs analysis for the PhD program concatenated with the MPPTR. By establishing clear connections between educational theory, identified gaps, and curricular responses, we have demonstrated the methodological soundness and academic rigor of the proposed program. The theoretical frameworks not only guided our research process but also provide a foundation for ongoing program evaluation and adaptation as the educational landscape continues to evolve. Building on this comprehensive analysis, the conclusions can now be drawn about the significance and potential impact of the proposed doctoral program.

4. Conclusions

This study confirms the relevance and feasibility of creating a PhD in Sciences concatenated with the Professional Master’s in Landscape and Rural Tourism within the Colegio de Postgraduados. Through a needs analysis based on the evaluation of the regulatory framework, a review of academic offerings, and the identification of trends in postgraduate education in Mexico, Ibero-America, Canada, the United States, England, and The Netherlands, the existence of a gap in doctoral training was confirmed. Currently, no program integrates landscape management, natural resource conservation, and rural tourism as a driver of sustainable development in a comprehensive manner.

The study’s findings highlight that, although there are PhD programs in landscape conservation, territorial planning, and tourism, none of them combine these elements within a single interdisciplinary and applied training program. This analysis allows us to conclude that the proposed PhD program represents an opportunity to consolidate an innovative academic program, aligned with national education and scientific development policies, with a high potential for impact in the rural sector.

Based on the review of national and international programs, five essential training areas were defined for the structuring of the PhD: (1) research methodology, (2) conservation and management of natural resources, (3) territorial planning and rural development, (4) rural tourism and landscape economy, and (5) interdisciplinary and cross-cutting approaches. These pillars ensure that the program has a solid scientific foundation, while also strengthening connections with the productive sector and enhancing the social impact of the knowledge generated.

Strategically, integrating a concatenated PhD into the MPPTR strengthens the program’s position within the National Postgraduate System, increasing its funding opportunities and ensuring the continuity of students in their academic trajectory. Additionally, the proposed structure allows for the consolidation of a highly qualified academic faculty and the establishment of collaborative networks with national and international institutions, contributing to the internationalization of the program and its recognition within the global academic community. Finally, the PhD proposal aligns with the transformation of Mexico’s education system under the current government policies, adhering to principles of equity, social justice, and knowledge relevance. By fostering applied research in rural landscape and sustainable management, the program will contribute to the development of innovative solutions for strengthening the rural sector, conserving the environment, and generating responsible and sustainable rural landscape models.

I consider that successful doctoral programs increasingly require interdisciplinary approaches that bridge traditional academic silos—precisely the model proposed for the concatenated PhD. The findings of this study align with the emerging literature on postgraduate education reform. Our emphasis on integrating landscape conservation with rural tourism also responds to what Xie et al. (2022) identified as a critical research gap. Furthermore, the structure of our proposed program addresses what Watkins et al. (2012) describe as the “multi-level alignment” necessary in contemporary educational design: alignment with institutional capabilities, national priorities, and international standards.

The practical implications of this study extend beyond curriculum design to address broader challenges in Mexican higher education. First, the concatenated model offers a viable pathway for professional master’s programs to adapt to changing regulatory frameworks without sacrificing their applied focus. Second, the interdisciplinary approach demonstrates how institutions can respond to complex societal challenges that transcend traditional disciplinary boundaries. Third, the emphasis on linkage with productive sectors provides a template for strengthening the social relevance of postgraduate education, addressing critiques that academic research often remains disconnected from community needs (Romero, 2006).

These implications are particularly relevant in the context of Mexico’s evolving higher education landscape, where institutions must balance academic excellence with social impact, international competitiveness with local relevance, and scientific rigor with practical application. The concatenated PhD model proposed here offers one approach to navigating these tensions.

In conclusion, this study supports the need to implement a PhD in Sciences in management and use of the rural landscape consolidating a training and research space that addresses the emerging demands of a key sector for sustainable development in Mexico. The proposal represents not only an academic evolution of the MPPTR but also a strategic contribution to higher education and the advancement of applied knowledge at the intersection of landscape, tourism, and sustainability.

Limitations and Future Directions

This study presents limitations that should be considered. Although a comprehensive analysis of academic offerings was conducted, new doctoral proposals may have emerged during the research. Furthermore, the analysis focused on public documentation, which might not fully reflect the actual implementation practices. Moreover, our needs analysis would benefit from empirical data on employment outcomes of graduates from related programs and market demand projections for specialists in rural landscape management. Such data would strengthen the socioeconomic justification for the program.

For future research, it is recommended to complement this analysis with consultations with specialists from the productive sector, community representatives, and international experts. This participatory approach would externally validate the curricular proposal. Likewise, it would be valuable to track the first cohorts to evaluate the program’s impact.

Successful implementation will require strategies to strengthen the academic faculty, establish international networks, and ensure sustainable funding mechanisms, aspects that deserve more detailed analysis in future research.