Browsing by Author "Franco Pombo, Mónica Rebeca"

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    Autopoiesis and organized anarchy in universities
    (2022) Franco Pombo, Mónica Rebeca; Aroca Jácome, Carlos Rubén; Escudero Durán, María Lorena; Carrillo Punina, Alvaro Patricio
    University life, inserted in social contexts undergoing permanent changes, is going through a series of mutations that have forced it to mobilize itself to try to respond better to social demands. This paper will review this set of beliefs that have shaped a current typology of the organizational culture of Ecuadorian universities, but which, at the same time, mark the fervent desire to remove those beliefs and shared meanings that have anchored them to a Napoleonic university model whose primary objective is the training of new professionals capable of integrating and efficiently meeting the needs of the public and private sectors to move to a model more in line with the needs of the social environments they serve
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    Rendimiento académico universitario, según el modelo de bachillerato por especialidades y el bachillerato general unificado del Ecuador, estudio de caso en la Universidad de Cuenca 2012-2018
    (2022) Cabrera Ortiz, Freddy Patricio; Verdugo Guamán, María Eugenia; Cabrera Tenecela, Homero Patricio; Escudero Durán, María Lorena; Franco Pombo, Mónica Rebeca
    This study aroused with the purpose of comparing the performance averages obtained by the students who attended the frst semester in the 2016-2018 cohorts of the Unifed General Baccalaureate and those who entered the 2012-2013 cohorts of the Specialty Baccalaureate, by taking into account the admission and leveling processes started in 2012. A mixed methodology was applied to a probabilistic sample of 636 records for the frst cohort which belonged to the Specialty Baccalaureate (ESB) and 678 records for the cohort of the Unifed General Baccalaureate (UGB). The sample had an allocation of three years of study per each cohort. The results show that there are signifcant diferences with a better performance in the case of the UBG. A positive infuence of the leveling processes was also found. A tendency to improve performance was observed, especially in social sciences programs. The qualitative evidence presents divided opinions about the admission and leveling processes. The experts suppose an advance of the UGB that is not necessarily revealed in student´s performance in the frst university years due to the disconnection between the baccalaureate and higher education