The aim of this descriptive research was to understand the way in which the initiation in Higher Education is done as professors who work with the related subjects in this area. The information was collected through seven semi-structured interviews with professors of UNIVATES. Three main worries were detected: a) work with students on the comprehension of what is science and what is research; b) teaching normative writing (ABTN), methods and research techniques; and c) the link between the research and the actual field of the academic student. The results show the need to deepen the students' comprehension of research and science, and that the courses and professors of other subjects should assume, conjunctly, the responsibility for scientific and ethical formation.
Research initiation; Higher Education; Teachin