Research Paper
E-ISSN NO : 2455-295X | VOLUME : 3 | ISSUE : 8 | AUG 2017
IMPACT OF UNIVERSITY LINKAGE- COMPANY LINK AND ITS CONTRIBUTION IN ENTREPRENEURIAL DEVELOPMENT AND COMPETITIVENESS. ZULEMA CORDOVA RUIZ 1 | PATRICIA GUADALUPE GARCÍA CABRALES 2 | JESSICA LIZBETH CISNEROS MARTÍNEZ 3 | SOSIMA CARRILLO 4 | LORETO MARÍA BRAVO ZANOGUERA 5 1 MBA,
FACULTY ADMINISTRATIVES SCIENCES, AUTONOMUS UNIVERSITY OF BAJA CALIFORNIA, MEXICALI, MÉXICO. MBA, FACULTY ADMINISTRATIVES SCIENCES, AUTONOMUS UNIVERSITY OF BAJA CALIFORNIA, MEXICALI, MÉXICO. 3 MC, FACULTY ADMINISTRATIVES SCIENCES, AUTONOMUS UNIVERSITY OF BAJA CALIFORNIA, MEXICALI, MÉXICO. 4 PH.D., FACULTY ADMINISTRATIVES SCIENCES, AUTONOMUS UNIVERSITY OF BAJA CALIFORNIA, MEXICALI, MÉXICO. 5 PH.D., FACULTY ADMINISTRATIVES SCIENCES, AUTONOMUS UNIVERSITY OF BAJA CALIFORNIA, MEXICALI, MÉXICO. 2
ABSTRACT The fundamental goal throughout this research is to boost the relationship between University - Company, generating a reciprocity between them, in such a way that its favorable impact in the strengthening of the development of the local companies, having a measurable result in society, creating new jobs, transferring knowledge and competitiveness of higher education institutions. Being a non-experimental-transectional and retrospective study, with a qualitative-quantitative approach, on the relationship between the university and the productive sector and its contribution in the development and business competitiveness. Keywords: University, Company, Linkage, Development And Competitiveness.
INTRODUCTION Nowadays the organizations manage to progress and consolidate thanks to the application and systematization of the knowledge, whether created, developed or obtained. An effective way of learning development is through the inter-institutional relationships between communities and countries, which aim to make them more competitive and innovative. It is important to highlight the fact that one of the central aspects of the new dynamics of academic transformation is the active participation of the university in the processes of production and transfer of knowledge to the productive sector. Talking about globalization is an irreversible issue and causes societies to transform. This is how education becomes an essential instrument for sustaining change and reproducing it as part of a social commitment. That is why education systems must mobilize towards the knowledge applied to society and generate the meaningful knowledge that is required. Innovation is its instrument, which must be understood as a process and not just as a product. It is here where institutions of higher education are demanded by the needs of the world today in terms of knowledge and technological advances, must be able to renew and update themselves to be able to respond to the demands and challenges of the reality in which we are immersed, as well as the needs of the productive sector and the demands that the society.Demanding that the students of the superior level acquire skills, knowledge and skills that allow them to be competitive and innovative. From the various activities developed through the linkage projects, it is possible to generate knowledge of diverse order and nature. The priority approach to these activities is related
to organizational development, aiming to achieve a change in management, forms of organization and marketing, among other processes. This has an important impact on the production of goods and services of the companies with which collaboration is sustained.
THEORETICAL FRAMEWORK University-Business Link Having linkages as part of university activities can bring many benefits Higher Education Institutions(HEIs) and companies; Is not only limited to obtaining inputs for the development and evaluation of the curriculum, but also allows the identification and proposals of alternative solutions for the productive sector, the development of research and the creation of new services and products necessary for society. The company must be considered as one of the few social actors that can serve as a reference source for the educational system about the productive reality; there the importance of creating links between them. Innovative knowledge and state-of-the-art technologies that are developed and applied in companies are elements that schools must necessarily consider teaching their students to ensure that they are properly inserted in the labor market. While the growing needs of the productive sector and the demands of society require students to acquire skills and knowledge that allow them to be competitive and innovative in companies and organizations, the application and systematization of the knowledge they have created or obtained allows them to be innovative and competitive.
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It should also be noted that linkage has a great importance in the academic activities of universities and in particular research with the work of the social and productive sectors, despite this, at the moment it is observed that in many educational institutions these activities are not so important and often are not taken into account even though these actions are considered elementary in terms of the quality and transcendence of their results. However, the university coupled with the fact that it fulfills its mission in promoting teaching and research, must be related to and works with companies, contributing their knowledge, technical work and research and development to the institutions that request it. In this way, it will be possible to strengthen the creation of wealth and sources of work with an explicit contribution of the university. The fulfillment of this adjective function of the university, will allow you to have another alternative so that it is of great utility to society. It will also relate it to the local, national and international reality and the current problems of the knowledge society, in this way, the university contribution to problem solving in this globalized society can be accentuated. Companies will understand the importance and creative potential of the university through this relationship that will result in something beneficial and enriching for both the university and the company, which implies that seeing these two instances benefited, consequently will also benefit the Mexican society. According to Lรณpez Leyva (2005: 13), when studying the process of linkage, the following premises must be taken into account: national development can only be achieved with the participation of private investment in those sectors that are key to increase productivity and The production of goods and services that satisfy the demand of the population. We are immersed in a different context from the second half of the eighties, so that the companies that survive are those that present greater competitiveness, one of the features of competitiveness is provided by technology. In the approach to universities, companies find a way to get knowledge to enable them to integrate new technologies into their production processes. On the other hand, Bajo (2006: 107) mentions that the problem of relations between Higher Education Institutions (HEIs) and the productive sectors is one of the most enunciated and least accomplished purposes of the HEI's usual agenda, a link almost impossible to carry out, due to contradictory relations in essence, since they are moved by different motivations and meet different objectives, search for knowledge and diffusion of the same in the case of HEI, predominantly economic interest in the case of sectors Productive. From the university point of view, linkage is the integral process that articulates the substantive functions of teaching, research, and extension of culture and services of higher education institutions for their effective and efficient interaction with the socio-economic environment through the development of mutually beneficial actions and projects that contribute to their positioning and social recognition (Maldonado and Gould, 1994). In addition, it is necessary to keep in mind that the
exercise of linkage through legally established collaboration agreements with the productive sector, allows the IES to access alternative financial resources through which they strengthen their research infrastructure: classrooms, ,labs and workshops, among other training spaces, and to generate incentives and recognitions to the researchers involved in each project. It is here that the joint efforts between various bodies in favor of narrowing and making more and more bonded the relationship between higher education and the productive sector are assumed by educational institutions as an opportunity for development that they can access according to their own characteristics And institutional orientations (ANUIES, 2012). Those companies develop innovative practices as part of their competitive dynamics is not a new phenomenon in market economies. In fact, this factor has been present almost since the beginning of industrial capitalism, which included recognizing the application of knowledge as one of the essential components in the composition of capital with which innovations are developed.
METHOD The research design for the study was non-experimental-transectional and retrospective, with a qualitative-quantitative approach. For the quantitative part, two surveys were designed, one of which allowed to gather the opinion of companies, government institutions and agencies that receive university students for the realization of the different modalities of PVVC. The other survey was aimed at students participating in these projects. The linkage studied were experiences that already happened and were studied a posteriori. In the development of the exploratory study through which it is sought to know if the knowledge generated resulting from the IES-company linkage, as well as its impact on the administrative-operational management of the organizations, is managed, it worked with companies located in The municipality of Mexicali, BC, which belong to various sectors (service, commerce, tourism, among others). In this project participated 30 companies and the Faculty of Administrative Sciences of the Autonomous University of Baja California. These companies were selected with the following inclusion criterion: companies who have a link with the Faculty, and allowed the students to carry out during the semester the development of the project with the IES, as an operational and field consulting. To do this, a survey with multiple choice questions was applied to those responsible in the project companies that was carried out as a whole and the students' feelings were also considered when carrying out this process as they are a fundamental part in the realization of this link to being who put their effort, time and knowledge into practice.
RESULTS Below are the main results obtained from the application of the measurement instrument to companies and students who participated in the linking process. As shown in Figure 1, 70% of the companies in which
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activities were carried out by students do not have a previously structured or systematized program in which it is part of their planning to carry out the linkage, denoting themselves a detachment towards HEIs by not considering them as the main source of knowledge and skilled workforce.
Own elaboration. Systematized practice As for the student's performance in figure 2 is rated as very good by 58% by the supervisors in the receiving companies and as good by 35%. It is in this way that through the linkage they are able to develop the students, since they can not only apply knowledge but also acquire new knowledge. According to the perception of the receiving companies, students are open to learning, most of the time updating their knowledge.
The companies that were pleased to receive the students considered that the performance in the project based on the objectives of the project was 75% excellent and only 2% considered it regular, this being an indicator that the impact of this approach Has is favorable.
Own elaboration.Achieve goals It is important to mention that the opinion of the companies about the university students in general is positive, consider them responsible, educated, committed and with good attitude. When questioned about the feasibility of applying the proposals received by the students when carrying out the linkage, 79% of the entrepreneurs considered that these proposals can be implemented, while only 9% have it in doubt, what which means that they realized the ability and competencies with which students commit to projects within organizations and that the recommendations or proposals that are generated are of quality, a reflection of the students' preparation. Regarding the sector of belonging, 58% are companies of services, 38% are businesses; The rest are among those dedicated to home-building and tourism. One of the questions asked relates to the preferences of bonding that companies prefer; The responses to these options are presented in Figure 4.
Own elaboration. Student performance In addition to acquiring knowledge, the students participating in the projects are qualified as very good elements in the acquisition and development of skills to seek information, skills to apply knowledge and mainly skills to identify problems and visualize alternative solutions. Regarding the tasks performed and how they contributed to the training, 86% of the students qualify these tasks as formative, considering that they leave some type of learning. This linkage serves the students to apply the knowledge acquired during their training, as illustrated by the results that indicate that 48% of students indicate that they applied 75% of the knowledge acquired, while 32% said Have applied 100% of their knowledge. 89% of the students surveyed indicated that linking is a scenario where they acquired knowledge.
Own elaboration. Preferred ways to link As the low level of linkage was evident, the owners of the organizations or those who had the decision to do so were asked about the institutional support from the HEI to achieve it, assuming that the decision to link the company to the university does not only depend on a decision of its owners but for it to be effective it must have the support of
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the institution. This assertion is supported by the reality of the existence of agreements of collaboration that are signed but that are not put into practice because those who must carry this agreement to the reality do not support it. Figure 5 shows how 59% of the respondents agree that they always or almost always receive very little institutional support to link up.
addition to the win-win working together allows students to increase their social recogjnition, linking becomes an optimal strategy for the Training of professionals that respond adequately to the requirements of the productive sector, as well as ensuring that university professors guide their students in learning about real problems, as well as the approach and treatment of research problems that encourage the generation of new applications and knowledge.
A recommendation would be made:
Own elaboration.Regarding the little support of the HEI. The owners were questioned as well if, combined with the poor management of the university, the low results were also due to a lack of management of them and the result is shown in Figure 6 in which 81% of them answered who were totally or almost totally in agreement that they were doing poor management by linking.
To work in the Faculty in the creation of a model of linking and generating knowledge between the university-company in which different phases are included that reflect the planning: to organize, to systematize, to implement the projects with their corresponding activities, to share best practices, to identify sources and networks of experience. This process favors that, in parallel to the completion of each of these phases of linking, the knowledge created or recovered is managed. In this way, upon completion of the linking process, knowledge can be disseminated, shared and transformed, contributing to the organizational development of the company, where it can find in universities the scientific and technological capabilities necessary to increase its competitiveness, impacting society as a whole. Finally, it is necessary to emphasize that we must not forget that they have the responsibility and the challenge to train professionals with the knowledge and skills required in the labor market and to fulfill this purpose it is necessary to generate strategies that allow them to get closer to the productive sector, have the capacity to identify their needs and adapt the programs and training courses taking into account the requirements of the labor market. Therefore, a greater emphasis should be placed on teaching, not only as a university mission itself, but also as a basis for articulating relations between the university and its socio-economic environment.
REFERENCES Own elaboration.Little management of owners to link. CONCLUSION AND RECOMMENDATIONS As for the process of linking, it was discovered that neither the companies nor the IES have practices systematized in the strict sense. Only in two of the participating organizations was the process institutional and explicitly found in its official documents. In fact, these organizations considered the linkage process as a line within their strategic planning, including a specific normativity, as well as a human resource development program that allowed the development of projects articulated with academic and research activity. In this regard, Duarte (2005) says that it is necessary to materialize innovation in the link with the university environment. It is important to notice that the relationship between companies and the university has a double implication, in
1. Asociación Nacional de Universidades e Instituciones de Educación Superior, ANUIES. 2012. Consolidación y avance de la Educación Superior en México: Elementos de Diagnóstico y propuestas. Editorial ANUIES, México. 2. Bajo, A. (2006). La Vinculación de las IES y los Sectores Productivos en el noroeste de México: modalidades de gestión y transferencia. En Políticas para la Innovación en México (Memoria del VII Seminario de Territorio, Industria y Tecnología). Coord. López Leyva, Barrón López y Corona Treviño. Editorial Universidad Autónoma de Sinaloa. 3. Duarte, M. José Enrique (2005). Vinculación Universidad-Sector productivo. Hacia un modelo innovador para el desarrollo tecnológico. Universidad Bicentenaria de Aragua, Maracay. Retrieved from
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http://www.fundacite-aragua.gob.ve/pdf/pf20050902 -01.pdf 4. López Leyva, S. (2005). La Vinculación de la Ciencia y la Tecnología con el Sector Productivo: Una perspectiva económica y social. 2da. Edición corregida y aumentada. Editorial Universidad Autónoma de Sinaloa, México, pp. 526. 5. Maldonado, L. y Gould, G. (1994). La vinculación como estrategia de desarrollo en las Universidades Públicas. Publicación trimestral de la asociación nacional de universidades e instituciones de educación superior VOL. XXIII (3), NÚMERO 91, Julio-Septiembre. México.
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