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Page 1: CONFERENCE · Pedagogical Innovations and Teaching Practices Emerging Technologies in Education Educational Multimedia and Hypermedia e-Assessment Web 2.0 and Social Networking (2)
Page 2: CONFERENCE · Pedagogical Innovations and Teaching Practices Emerging Technologies in Education Educational Multimedia and Hypermedia e-Assessment Web 2.0 and Social Networking (2)

CONFERENCEPROCEEDINGSCONFERENCEPROCEEDINGS

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Published by IATED Academy www.iated.org EDULEARN14 Proceedings 6th International Conference on Education and New Learning Technologies July 7th-9th, 2014 — Barcelona, Spain Edited by L. Gómez Chova, A. López Martínez, I. Candel Torres IATED Academy ISBN: 978-84-617-0557-3 ISSN: 2340-1117 Depósito Legal: V-1602-2014 Book cover designed by J.L. Bernat All rights reserved. Copyright © 2014, IATED

The papers published in these proceedings reflect the views only of the authors. The publisher cannot be held responsible for the validity or use of the information therein contained. Some conference presentations may not be available for publication.

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EDULEARN14 International Conference on Education and New Learning Technologies

WELCOME INTRODUCTION

Dear EDULEARN14 participants,

It is truly a pleasure to welcome you all to EDULEARN14.

Today, we have the privilege of bringing together participants from more than 80 different countries. This will provide a platform for you to network with other colleagues and learn from diverse views in the field of education and e-learning. In one single place, you will be able to listen to delegates from all over the world, establish new partnerships and present your projects in a multicultural atmosphere.

During this conference, many different educational topics will be addressed by international experts. We encourage you to get the most out of this occasion and to discover some of the latest educational innovations that will be presented in the conference sessions.

Also, make sure to take some time to discover the wonderful city of Barcelona, its cultural offer, sandy beaches and local gastronomy. Without doubt, Barcelona will be the best complement to your conference experience.

Thank you for coming to EDULEARN14 and for contributing with your valuable experiences.

EDULEARN14 Organising Committee

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EDULEARN14 International Conference on Education and New Learning Technologies

EDULEARN14 COMMITTEE AND ADVISORY BOARD

Aaron Doering UNITED STATES Jose F. Cabeza SPAIN

Agustín López SPAIN Jose Luis Bernat SPAIN

Ahmad Hammoud LEBANON Joy Kutaka-Kennedy UNITED STATES

Ahmad Shatila LEBANON Kalaimagal Ramakrishnan MALAYSIA

Amparo Girós SPAIN Karen Roland CANADA

Ana Tomás SPAIN Laura Bordi FINLAND

Andrea Dominguez UNITED STATES Leo Ricciardi UNITED STATES

Anita Habók HUNGARY Liisa Uusimaki SWEDEN

Annemarie Westendorp NETHERLANDS Lorena López SPAIN

Antonio García SPAIN Luis Gómez Chova SPAIN

Barry Phillips UNITED KINGDOM Mª Jesús Suesta SPAIN

Benedikt Salzbrunn AUSTRIA Manuela Repetto ITALY

Bernadette Byrne UNITED KINGDOM Maria de Nazaré Ribeiro BRAZIL

Celeste Varum PORTUGAL Maria Fabregas Janeiro UNITED STATES / MEXICO

Celia MacDonnell UNITED STATES Maria Porcel SPAIN

Charles Elkabas CANADA Maria Schwarz-Woelzl AUSTRIA

Chelo González SPAIN Maria Susy Rogers UNITED KINGDOM

Christine Besnard CANADA Mary Michele Baron CANADA

Clive Young UNITED KINGDOM Mauricio Novoa AUSTRALIA

Cristiano Luchetti UNITED ARAB EMIRATES Mdutshekelwa Ndlovu SOUTH AFRICA

Cristina Lozano SPAIN Mónica Fernández SPAIN

Cristina Sayuri Côrtes Ouchi BRAZIL Monica Roose-van Duijn NETHERLANDS

Daria Cantù ITALY Nadezda Rika LATVIA

David Martí SPAIN Noel Powell SOUTH AFRICA

David Webster UNITED KINGDOM Norma Barrachina SPAIN

Denise Hope AUSTRALIA Olga Burukina RUSSIAN FEDERATION

Douglas Baleshta CANADA Olga Teruel SPAIN

Eeva Kuoppala FINLAND Olivier Marty FRANCE

Eladio Duque SPAIN Paolo Somigli ITALY

Elena Ors SPAIN Patricia Reynolds UNITED STATES

Elham Arabi SINGAPORE Peggy (Margaret) Burrows NEW ZEALAND

Evridiki Zachopoulou GREECE Peter Haber AUSTRIA

Gary Tse HONG KONG Peter Willmot UNITED KINGDOM

Grace Hoi Yee Wong HONG KONG Petr Sudicky CZECH REPUBLIC

Ida Cortoni ITALY Rahimah Embong MALAYSIA

Ignacio Ballester SPAIN Richard Alo UNITED STATES

Ignacio Candel SPAIN Rosa Karnita UNITED KINGDOM

Irina Khoutyz RUSSIAN FEDERATION Sergio Pérez SPAIN

Irina Pervova RUSSIAN FEDERATION Shani Hartley AUSTRALIA

Ismael Serrano SPAIN Sindy Riebeck GERMANY

Iván Martínez SPAIN Thomas Richter GERMANY

Javier Domenech SPAIN Todd Carney UNITED STATES

Javier Martí SPAIN Vassilis Argyropoulos GREECE

Joanna Lees FRANCE Victor Fester NEW ZEALAND

Joanne Davies QATAR Xavier Lefranc FRANCE

John Polesel AUSTRALIA Zvi Koren ISRAEL

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EDULEARN14 International Conference on Education and New Learning Technologies

CONFERENCE SESSIONS

ORAL SESSIONS, 7th July 2014.

Learning Management Systems (LMS) Open Educational Resources Meet the Keynote m-Learning Technologies for Education Intercultural Issues in International Cooperation Experiences in Primary and Secondary Education Language Learning Innovations (1) Diversity Issues Intelligent Tutoring Systems (ITS) Educational Software (1) Pre-service and In-service Teacher Experiences (1) Videos for Learning University-Industry Cooperation Emerging Technologies in Primary and Secondary Education (1) Language Learning Technology (1) Links between Education and Research Technology-Enhanced Learning (1) MOOCS: Massive Open Online Courses (1) Pre-service and In-service Teacher Experiences (2) e-Learning Projects and Experiences (1) Training Educational Staff STEM Experiences in Primary and Secondary Education Language Learning Technology (2) Experiences in Engineering Education (1) Technology-Enhanced Learning (2) MOOCS: Massive Open Online Courses (2) Evaluation & Assessment of Student Learning Learning Experiences in Higher and Further Education Collaborative and Problem-based Learning Experiences in Special Education Language Learning Innovations (2) Experiences in Engineering Education (2)

POSTER SESSIONS, 7th July 2014. Learning Experiences in Education Technology in Education and Educational Software

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EDULEARN14 International Conference on Education and New Learning Technologies

ORAL SESSIONS, 8th July 2014.

Emerging Technologies in STEM education Educational Software (2) Virtual Learning Environments (VLEs) Web 2.0 and Social Networking (1) International Cooperation Experiences Experiences in Health & Life Sc. Education (1) Innovations in Foreign Language Education Pedagogical Innovations and Teaching Practices Emerging Technologies in Education Educational Multimedia and Hypermedia e-Assessment Web 2.0 and Social Networking (2) Entrepreneurship and Employability Education Experiences in Health & Life Sc. Education (2) Language Learning Technology (3) Pedagogical Innovations in Business & Management Mobile and Tablet Technologies (1) Game-based Learning Online Assessment Flipped Classroom Curriculum Design and Development Pedagogical and Technological Innovations in Education Language Learning in Primary and Secondary Education Experiences in Business & Management Education Mobile and Tablet Technologies (2) e-Learning Projects and Experiences (2) Quality Assurance and Assessment of Student Learning Distance Learning Experiences in Research Pedagogical Innovations in Learning and Teaching Methodologies Emerging Technologies in Primary and Secondary Education (2) Educational Management Technology-Enhanced Learning (3) e-Learning Projects and Experiences (3) Quality Assurance / Standards and Accreditation Enhancing the Learning Experience STEM Education Experiences in Education Learning Experiences in Primary and Secondary Education Global, Social and Legal Issues in Education

POSTER SESSIONS, 8th July 2014. Pedagogical Innovations and Experiences New Challenges in Education and Research

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EDULEARN14 International Conference on Education and New Learning Technologies

VIRTUAL SESSIONS Academic Research Projects Barriers to Learning and Diversity Issues Blended and Distance Learning Career Development and Training Computer Supported Collaborative Work Curriculum Design and Development E-content Management and Development e-Learning Projects and Experiences Education, Development and Globalization Educational Management Educational Software & Serious Games Educational Trends and Best Practice Contributions Emerging Technologies in Education Enhancing Learning and the Undergraduate Experience Evaluation and Assessment of Student Learning Experiences in Research International Projects Learning and Teaching Methodologies Learning Experiences in Higher and Further Education Learning Experiences in Primary and Secondary Education Links between Education and Research New Learning/Teaching Models Pedagogical Innovations in Education Pre-service and In-service Teacher Experiences Quality Assurance/Standards and Accreditation Special Education Student Support in Education Technology-Enhanced Learning The Bologna Declaration and ECTS Experiences

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EDULEARN14 International Conference on Education and New Learning Technologies

ABOUT EDULEARN14 Proceedings CD HTML Interface: Navigating with the Web browser

This CD includes all presented papers at EDULEARN14 conference. It has been formatted similarly to the conference Web site in order to keep a familiar environment and to provide access to the papers trough your default Web browser (open the file named " EDULEARN14.html").

An Author Index, a Session Index, and the Technical Program are included in HTML format on this disk to aid you in finding conference papers. Using these HTML files as a starting point, you can access other useful information related to the conference.

The links in the Session List jump to the corresponding location in the Technical Program. The links in the Technical Program and the Author Index open the selected paper in a new window. These links are located on the titles of the papers and the Technical Program or Author Index window remains open. Full Text Search: Searching EDULEARN14 index file of cataloged PDFs

If you have Adobe Acrobat Reader version 6 or later (www.adobe.com), you can perform a full-text search for terms found in EDULEARN14 proceedings papers.

Important: To search the PDF index, you must open Acrobat as a stand-alone application, not within your web browser, i.e. you should open directly the file "EDULEARN14.pdf" in the CD with your Adobe Acrobat or Acrobat Reader application.

This PDF file is attached to an Adobe PDF index that allows text search in all PDF papers by using the Acrobat search tool (not the same as the find tool). The full-text index is an alphabetized list of all the words used in the collection of conference papers. Searching an index is much faster than searching all the text in the documents. To search the EDULEARN14 Proceedings index:

1. Open the Search PDF pane through the menu "Edit > Advanced Search" or click in the PDF bookmark titled "SEARCH PAPERS CONTENT".

2. The "EDULEARN14_index.pdx" should be the currently selected index in the Search window (if the index is not listed, click Add, locate the index file .pdx on the CD, and then click Open).

3. Type the search text, click Search button, and then proceed with your query. For Acrobat 9 and later:

1. In the “Edit” menu, choose “Search”. You may receive a message from Acrobat asking if it is safe to load the Catalog Index. Click “Load”.

2. A new window will appear with search options. Enter your search terms and proceed with your search as usual.

For Acrobat 8:

1. Open the Search window, type the words you want to find, and then click Use Advanced Search Options (near the bottom of the window).

2. For Look In, choose Select Index. 3. In the Index Selection dialog box, select an index, if the one you want to search is

available, or click Add and then locate and select the index to be searched, and click Open. Repeat as needed until all the indexes you want to search are selected.

4. Click OK to close the Index Selection dialog box, and then choose Currently Selected Indexes on the Look In pop-up menu.

5. Proceed with your search as usual, selecting other options you want to apply, and click Search.

For Acrobat 7 and earlier:

1. In the “Edit” menu, choose “Full Text Search”. 2. A new window will appear with search options. Enter your search terms and proceed

with your search as usual.

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THE CREATION OF VALUE AT UNIVERSITIES FROM THE ORGANIZATIONAL PERSPECTIVE: AN EMPIRICAL ANALYSIS IN

LATIN AMERICA

Carmen de Pablos Heredero1, Antón García Martínez2,3, Jose Perea Muñoz3, Jenny Torres-Navarrete4, Eduardo Diaz O’Campo4

1 Universidad Rey Juan Carlos, Madrid (SPAIN) 2 SENESCYT, Prometeo, Quito (ECUADOR)

3 Universidad de Córdoba (SPAIN) 4 Universidad Técnica Estatal de Quevedo (ECUADOR)

Abstract The objective of this paper consists of applying the relational coordination model to the teaching and learning processes at Universities in Ecuador to proof if those that are showing higher levels in relational coordination are the ones that are reaching best results in terms of teaching and learning results. According to this analysis and previous experiences, strengths and weaknesses in the coordination mechanisms will be also analyzed to start actions to improve. This is a first exploratory analysis applied to the Technical University of Quevedo at Equator, UTEQ

Keywords: University quality, relational coordination, accreditation processes.

1 INTRODUCTION Teaching and learning processes are services, where it is important to define common objectives and establish the proper mechanisms that allow the agile flow of information amongst all the stakeholders in the educative value chain. Mutual respect amongst the different profiles assures certain degrees of quality in the final results. The importance of relational coordination at firms has been extensively analyzed and related with the integration of organizational work in conditions of task interdependence and uncertainty. The relationship between coordination and final results at firms has been studied under different focus [1], [2], [3], that show that increased levels of relational coordination improve organizational results. [4] propose a model of relational coordination that explains how high levels of communication of quality, common objectives, the sharing of knowledge and mutual respect in the organizational human capital drives to an improvement in final results. Based in previous analysis and under the perspective of mutual adjustment [5] [1] and the focus of coordination based in relationships [6] in high uncertainty and interdependent contexts, Gittell describes her model under the relational coordination framework. In this sense it is defined as mutual processes of reinforcement in the interaction between the communication and the relations developed with the main objective to reach task integration.

Countries in emerging economies focus their economic efforts in education. They understand that properly increasing the quality of their Upper Education Systems is the way to reach a good position in the international rankings and become more competitive.

Ecuador is today in the process of improving their Upper Education System, and the government is doing an extra economic effort to reach this objective. The Good Living Practices described in their National Developing Plans for the period 2013-2017 in their objective 4 to reinforce the capabilities of citizens, more concretely in sub-objective 4.4 to improve the standards of quality and the process for accreditation and evaluation of all the educational levels. The challenge for this country is to reach excellence in their University System.

For this challenge, a National Project has been started with the main objective of create a National Research Network to work in the diagnosis and improvement of the University systems in the country.

Therefore, the main objective of this research is to proof if the relational coordination [7] amongst different members at the University, lecturers, students and administrative staff explains excellence in the systems. Are the Universities best positioned in the rankings the ones showing higher levels in relational coordination at Ecuador?

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To measure and encourage good coordination, the relational coordination is a very precise and helpful way. The relational coordination is based on the relationships at the people who are emotional beings. For that, the relational coordination attempts to group all the connections between them, not only just like a task, not just the tool or the technical need, but rather in real ways for make people work efficiently. The relational coordination is built at the side of work coordination, at all the aspects of the relationship. It recognizes, therefore, the need of the relational side of coordination to reach organizational effectiveness. The model is structured around two types of dimensions: communication and relationship.

We have applied to a representative sample of lecturers, students and Administrative staff to all the Universities in Ecuador a survey to measure it and in this paper we present the results.

This is the result of a project financed by the Education Ministry in Ecuador where a multidisciplinary group of researchers from the SENESCYT, the National Upper Education Secretary for Innovation and Technology in Ecuador. This is the Organisms responsible for promoting I+D+I policies in Ecuador.

The results of this Project will help to implement better organizational models in education and this way it will help to improve the creation of value of Universities in the country.

1.1 The evaluation of the quality at Universities in Ecuador Ecuador has been immersed in a process of evaluation and categorization of University that has finished in October 2013. The Organic Act in Upper Education (LOES) in the article 96 explains the need and duty to assure quality – This quality assurance at Upper Education is constituted by a group of actions that different Organisms develop and linked with the Upper Education Industry. The main aim is to warranty the efficient management of academic programs by Universities in the Conceals and Evaluation and Accreditation Institutions.

CEAACES understands quality as a strategic activity that searches reaching in a systematic way the increase of the quality in the Institution’s objectives. Institutions must offer quality for the indexes they are measured through. The indexes are composed by external and internal elements and the congruence amongst them. Mission, principles, priorities and internal consistency is evaluated too [8].

Four levels in the excellence process have been categorized from (A) for those positioned in the highest levels two (D) for those position in the lowest level. These ones have two years to improve or they are intervened by the Ministry of Education. The rankings allow Universities to be oriented to a better improvement of processes (Universities located in A,B,C positions at rankings) and Institutional strengthen plans (category D), so that they can reach the continuous and sustained improvement in their quality levels.

Next figure shows the classification of Universities according to the quality indexes

Categories Quality High Low

A B C D Quito 2 6 4 Guayaquil 1 3 5 2

Cuenca 3 1

Ambato 2 1

Loja 2

Riobamba 1 1

Ibarra 1

Milagro 1

Puyo 1 Quevedo 1

Tulcán 1

Portoviejo 2

Babahoyo 1

Calceta 1

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Guaranda 1

Latacunga 1

Santa Elena

1

Esmeraldas 1

Jipijapa 1

Machala 1

Manta 1

Otavalo 1

Total 3 22 18 8

Figure 1. Classification of Universities in the quality rankings.

Next figures 2, 3 and 4 show some of the results in the evaluation process according to different categories. All the Universities, even those located at category A have the power to improve according to the different criteria. The relational organization appears in items such as organization or infrastructure. Afterwards, once vital aspects of the process are identified (20%), an improvement in the results can be reached.

Figure 2. Results in the evaluation process for category A (CEAACES, 2013).

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Figure 2 and 3. Results in the evaluation process for categories D and B [8].

1.2 The measurement of the quality in relationships and communication To measure and encourage good coordination, the relational coordination is a very precise and helpful way. The relational coordination is based on the relationships at the people who are emotional beings. For that, the relational coordination attempts to group all the connections between them, not only just like a task, not just the tool or the technical need, but rather in real ways for make people work efficiently. The relational coordination is built at the side of work coordination, at all the aspects of the relationship. It recognizes, therefore, the need of the relational side of coordination to reach organizational effectiveness.

The model is structured around two types of dimensions communication and relationships. Within the dimensions of communication, we find:

• Frequent Communication: Frequent communication helps to establish relationships among roles through the closeness generated as a result of repeated interaction [7].

• Timely Communication: Delays in communication may have negative implications for organizational performance; hence the importance of timely communication, and at the right time, for successful development of organizational tasks [9].

• Accurate Communication: So, accurate communication, regarding the content of relevant information, plays a critical role in the effectiveness of group tasks performance [10].

• Problem-Solving Communication: Effective coordination requires that those involved in the task, engage in communication to solve the problems that appear in a group performance characterized by high interdependence, rather than blame others involved or evading the responsibilities. This can lead to negative consequences that singularly affect performance [11].

Within relational dimensions in Gittell’s model we can find:

• Shared Goals: This aspect plays a key role on the coordination of highly interdependent tasks [12]. Using a set of shared goals regarding the work process, involved individuals develop ties that allow them to reach conclusions that are compatible with the different ways of thinking and acting as new information is available [7].

• Shared Knowledge: [13] points out that communication among those involved in the various tasks that constitute a process is not always effective because of different social backgrounds, training and experience, [7] states that when members know how their tasks are related to other members within the same process, it creates a dynamic in which everyone knows the impact that each change will reflect on each task and each role.

• Mutual Respect: Respect for the competence of others involved in the process, provides a powerful tie that will be implemented in a comprehensive way across the whole process, generating as a result, and effective coordination [7].

Through this design, it follows that the RC model turns into a model of intensive coordination in communication and relationships, particularly useful to achieve higher levels of performance under high levels of interdependence among tasks, uncertainty and time constraints. So, it is an example of process improvement that allows a workgroup, department or organization, raise their production possibility frontier to more favorable positions, while achieving higher efficiency and quality. The relational coordination works on the team concept. Normally people are too individualistic and pay

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insufficient attention to their interdependence and thus to the need to work together. Organizational learning is interpersonal and relational, and often involves learning to coordinate work in a new way. For a good system, people have to recognize that they are interdependent [14],[15].

The relational coordination has been applied to different industries such as health, [7] has applied it to different medical units inside hospitals and finds that those units where higher degrees in terms of relational coordination are found are those showing best results in different final medical outputs; [16], [17] have applied it to show excellence in the Spanish National Transplant System; [18] and [17] have measured the quality of teamwork by making use of the relational coordination model and his research has been applied in the process of myocardial infarct; [19] propose the relational coordination model to measure the effectiveness of coordination in the process of clinical practical guidelines. Information technology, [20] have applied it to show best results in cloud computing practices, and currently in Education, [21] proof that higher degrees of relational coordination at Universities ensure a greater degree of satisfaction in lecturers and students.

2 EMPIRICAL ANALYSIS

2.1 Data collected and samples In the Universidad Estatal de Quevedo (UTEQ) a 374 lecturers teach 8700 students in 2013. 293 are full time lecturers, 64 half time and only 17 of them are just part time. Besides, the quality of workers has increased. In years 2013 and 2014 four Prometeos professionals, fourteen PhDs and 281 Magister lecturers are hired. Better figures in comparison to the 269 we had in 2012.

A cross-sectional field survey method, using questionnaires has been applied. With the main objective to know the influence of the relational coordination in final firm’s results of universities teaching and researching efforts, we have decided to develop a questionnaire to collect information from different Universities and Research Centers in order to further compare the relational coordination effects applied to different Upper Education contexts.

The survey has been built according to the “continuous approach” method. In the first place different sources of information have been used to develop it: a deep bibliographical revision, other previous relational coordination surveys performed by the researchers and applied to transport, new technologies and health industries in previous studies have been considered, and deep interviews have been done by a group of responsible profiles, mainly deans and sub-deans at the Faculties. As a result of it, and by considering relational coordination indicators, a first survey has been elaborated and sent to the directors of Departments in the Veterinary Faculties. Finally, once the previous questionnaire has been corrected, it has been sent to the lecturers. The questionnaire has also been presented and validated in the International Conference on Education EDULEARN 2013 in Barcelona and it has also been applied to other educational projects [21].

The survey, Table 1, we present is divided in 7 groups of questions and is based in previous analysis [7], [2] adapted to the University lecturer’s profiles:

General information: type of university, size [21]

Organizational benefits (three items since P1 to P3). Data related to the increase in lecturer’s satisfaction [2]. It includes aspects dealing with: perception of quality at the University, lecturing, researching, transfer, employability and lecturer’s profile.

Work practices (P4). Work practices oriented to achieve final objectives: recruitment policies, policies for measuring performance, training programs, information systems, external collaborations (adapted to University context from high performance systems used by [7] (Table 1).

Communication mechanisms (P5, P6 and P7). The frequency in the use of teaching and researching tools, the real need that different departments at the Universities have to offer information at certain times. The degree of accuracy, the frequency and problem solving nature of the information (measured according to [4] and adapted to University profiles).

Shared knowledge (P8). The need that different profiles at the Universities have to share information and knowledge (according to [4], [7] and adapted to University profiles).

Mutual respect (P9). The profiles solving problems when they appear, the perception researchers/professors have about how others respect their work (measured according to [4],[7]) and adapted to University profiles.

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Sharing of goals (P10). The perception different professors/researchers have about the sharing of goals in their departments (measured according to [4], [7], and adapted to University profiles).

32 questions related to six communication and relation dimensions, distributed in five blocks (from P5 to P10) (Table 1) graded by using likert scales (1 to 5). Cronbach alpha has been used as the reliability standard, and shows acceptable percentages for each group of variables (Table 1).

Quality indicators. The CEAACES establish the following rates for quality indicators for all Universities that offer grades and post-grades: 40% Teaching, 20% Research, 10% Organization; 20% Infrastructure and 10% Academic effectiveness.

Tables, figures, and graphics should be centred, numbered and accompanied by a legend. Figure captions should be below figures; table heads should appear above tables. Insert figures and tables after they are cited in the text. Use the abbreviation “Fig. 1”, even at the beginning of a sentence.

Data have been analyzed by using SPSS version 15,0 (SPSS, 2006). Descriptive analysis and group comparison has been done by making use of ANOVA and Tukey proofs in the quantitative variables; in previous analysis the interaction amongst non significant variables in the model have been removed (P>0,05). Contingency tables and the χ2 proof has been used to analyze the qualitative variables.

3 RESULTS Next table 1 shows the general descriptive results:

Sex %

Male 0,7188 Female 0,2656

Age

22-30 0,0635

30-40 0,2063

40-50 0,3175 50-65 0,3810 >65 0,0317

Knowledge area

Social Sciences 0,1094

Law Sciences

Humanities 0,0156

Engineering 0,7188 Sciences 0,1563

Category

Full time Profesor 0,4219

Associate Professor 0,4375 PhD contract 0,0469

Collaborator 0,0938

Asociated --

Others --

Experience in Upper Education

Less than 5 years 0,2381

between 5 and 10 years 0,2381

between 10 and 20 years 0,3175 Over 20 years 0,2063

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3.1 Quality of lecturers and indicators Lecturers teach as a mean of 3,2 subjects, but we find a high variability, a 25% of lecturers teach more than 4 subjects and in some cases they reach 10. However, we find a 25% of them teaching less than 2 subjects. The mean value is high, with values around 4,49 over 5.

The scientific production of lecturers is low, a 75% of professors do not reach the publications to show quality at research in the best recognized indexes, JCR. A 90% recognize that they have not published any book or even a book chapter.

An 80% of the lecturers’ lack of research projects and this percentage increases to a 92% in the case of projects with private firms. Finally in this part a 98% declare they have not participated in the development of any patent.

In the quality indexes, the number of mobility performed was questioned. It is observed that a 68% of lecturers have not moved to other Universities and in the 15% of the cases they declare to have done it, the time for the mobility action took place in less than a week.

Dealing with employment, just a 58% of students admit having found a work related to their studies. A 43% are employed in the private sector and a 26.75% in the public one.

Lecturers are above all instructors. In a 45% of the cases they are just instructors. A 36.5% are a mix between an instructor and an academic manager. Independently of these results, a 68% of lecturers think that the quality has been increased in a progressive way in the last five years and consequently the University has improved in the ranking to o B position.

Next table 2 shows the correlation table

Table 2. Correlation analysis.

P4_1 P4_2 P4_3 P4_4 P4_5 P4_6 P4_7 P4_8 P4_9 P4_1 0,1928 0,1014 0,2454 0,1888 0,1269 0,0670 0,2701 0,1899 (62) (62) (62) (62) (62) (62) (62) (62) 0,1334 0,4328 0,0546 0,1416 0,3257 0,6047 0,0338 0,1392 P4_2 0,1928 0,0359 0,2711 0,1495 0,3368 0,1433 0,2189 0,3980 (62) (62) (62) (62) (62) (62) (62) (62) 0,1334 0,7820 0,0331 0,2463 0,0074 0,2664 0,0874 0,0014 P4_3 0,1014 0,0359 0,5928 0,3682 0,5086 0,2672 0,5125 0,5147 (62) (62) (62) (62) (62) (62) (62) (62) 0,4328 0,7820 0,0000 0,0032 0,0000 0,0357 0,0000 0,0000 P4_4 0,2454 0,2711 0,5928 0,3799 0,5259 0,2981 0,4817 0,5754 (62) (62) (62) (62) (62) (62) (62) (62) 0,0546 0,0331 0,0000 0,0023 0,0000 0,0186 0,0001 0,0000 P4_5 0,1888 0,1495 0,3682 0,3799 0,4791 0,1644 0,2408 0,4440 (62) (62) (62) (62) (62) (62) (62) (62) 0,1416 0,2463 0,0032 0,0023 0,0001 0,2017 0,0594 0,0003 P4_6 0,1269 0,3368 0,5086 0,5259 0,4791 0,3293 0,4956 0,6450 (62) (62) (62) (62) (62) (62) (62) (62) 0,3257 0,0074 0,0000 0,0000 0,0001 0,0090 0,0000 0,0000 P4_7 0,0670 0,1433 0,2672 0,2981 0,1644 0,3293 0,2692 0,2781 (62) (62) (62) (62) (62) (62) (62) (62) 0,6047 0,2664 0,0357 0,0186 0,2017 0,0090 0,0343 0,0287 P4_8 0,2701 0,2189 0,5125 0,4817 0,2408 0,4956 0,2692 0,6933 (62) (62) (62) (62) (62) (62) (62) (62) 0,0338 0,0874 0,0000 0,0001 0,0594 0,0000 0,0343 0,0000 P4_9 0,1899 0,3980 0,5147 0,5754 0,4440 0,6450 0,2781 0,6933 (62) (62) (62) (62) (62) (62) (62) (62) 0,1392 0,0014 0,0000 0,0000 0,0003 0,0000 0,0287 0,0000

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3.2 Multivariate analysis Factor 1 explains a 27,76% of the variance and it is composed by 8 variables related to the team work dimensions (shared goals, shared knowledge y mutual respect), mates and human resources at the Institution. It is a constant in all the analyzed items and it presents similar weights: accurate information, frequent information, problem solving communication, knowledge of the work developed, and respect for work and shared objectives.

Factor 1 of relational coordination in the team work

Factor 2 explains a 12% of the whole variations in the system. It is related with the way the lecturer solves problems such as conflict resolution, the knowledge of the work developed, respect for work and shared objectives and conflict resolution. Interactions are negative in relation with the upper responsible person. The Equatorian model maintains high consolidated power structures and due to it all the persons that keep apart from them promote individualism as a strategy to survive; this situation explains the reason why the weight is half of the previous factor.

Factor 2 of Individualism

The third factor 10% of the variance is complementary to the previous one, but from the vision of the established power. The weights are positive in relation with the boss, Director, etc. and negative with the rest of the agents such as mates.

Factor 3 of Empowerment in the structure

4 CONCLUSIONS Latin American and Europe have improved their University Systems by highly investing in new buildings; the putting into action of a training program for post doc positions, the improvement of research actions, and so on. Besides, the accreditation of quality at Universities and university studies has been put into action. All these initiatives are important since it is needed to improve the mechanisms for the coordination of human resources in each subject, amongst subjects, and at department, faculty and University levels. Improving coordination is a process of deep transformation that comprises aspects related to the improvement of teaching and learning results, the linkages with society and the orientation of the research, financing and governance systems, etc.

This paper applies the Relational Coordination model to diagnose the quality of the Education system and shows main strengths and weakness. Policy makers at the University should put into action the proper mechanisms to improve de degree of relational coordination and incentive the reaching of results of quality in the system that are congruent with the National University Education policies to reach the best levels in the rankings.

This is just a very exploratory analysis done over a restrictive sample of lecturers. The project is now evolving by assuring a wider sample where we can analyze the different agents in the system, lecturers, students and administrative staff and extent it to other Equatorian Universities.

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