Proceedings del IV Simposium Latinoamericano de Producción Animal ALPA-ECUADOR 13-14-15 de Noviembre de 2014

Book of Proceedings 4th Simposium of the Latinomerican Asociation in Animal Science Proceedings del IV Simposium Latinoamericano de Producción Animal ALPA-ECUADOR 13-14-15 de Noviembre de 2014 REVISTA CIENCIA Y TECNOLOGÍA TALENTOS, Revista de Investigación ESPAM CIENCIA Universidad Técnica Universidad de Bolívar Escuela Superior Politécnica Estatal de Quevedo Agropecuaria de Manabí REVISTA LOGROS Universidad Técnica de Babahoyo Coordinador Científico. Dr. Antón García Martínez Book of Proceedings Quevedo, Ecuador 13-14-15 de noviembre 2014

ISBN: 978-9942-948-01-4 REVISTA CIENCIA Y TECNOLOGÍA -UTEQ. SUPLEMENTO:VOL 7. Nº 2, 2014 Revista Científica de la Universidad Técnica Estatal de Quevedo ISSN:1390-4051 ISSN Electrónico 1390-4043 E-mail: cienciaytecnologia@uteq.edu.ec Url: http://www.uteq.edu.ec/revistacyt/ ESPAM CIENCIA. SUPLEMENTO: VOL 5. Nº 1, 2014 Revista Científica de la Escuela Politécnica Agropecuaria de Manabí Félix López ISSN Impreso:1390-597X ISSN Electrónico:1390-8103 E-mail: revista@espam.edu.ec Url: www.espam.edu.ec/revista TALENTOS REVISTA DE INVESTIGACION- UEB. SUPLEMENTO:VOL 2. Nº 1, 2014 Revista Científica de la Universidad Estatal de Bolívar ISSN 1390-8187 E-mail: investigacion@ueb.edu.ec Url: www.ueb.edu.ec REVISTA LOGROS- UTB. SUPLEMENTO:VOL 3. Nº 1, 2013 Revista Científica de la Universidad Técnica de Babahoyo ISSN: 1390-7123 E-mail: alcivarluis@hotmail.com Url: www.utb.edu.ec

Proceedings of Animal Production ALPA-Ecuador Proceding del IV Simposio Latinoamericano de Producción Animal Internacional Year of the family farming Universidad Técnica Estatal de Quevedo UTEQ, Técnica de Ambato UTA; Técnica del Norte UTN; Estatal de Bolívar UEB, Central de Quito UC; Tecnológica Equinoccial UTE; Técnica de Manabí UTM; Escuela Superior Politécnica Agropecuaria de Manabí ESPAM; Península Santa Elena UPSE; Fuerzas Armadas IASA II; Técnica de Babahoyo UTB; Estatal Amazónica UEA; así como la Proceeding del Simposio. Los retos y desafíos futuros son: 1. Nutrición, alimentación animal y pastos. Es imprescindible elaborar un Inventario de subproductos y proceder a su valoración; paso previo a la formulación de dietas y los ensayos de campo. 2. Acuicultura. Caracterizar las especies nativas, conocer su crecimiento, la calidad de inocuidad de su producción. Establecer centros de Patología de referencia, de producción de

alevines, caracterización genética, etc. Son imprescindible para apoyar los emprendimientos y la conservación de los recursos zoogenéticos. 3. Bovino, pequeños rumiantes y monogástricos. Incrementar la productividad de los sistemas pecuarios manteniendo los atributos de los sistemas mixtos que utilizan como fuente de alimento los subproductos tropicales. 4. Industria y emprendimiento. Las necesidades estratégicas de las zonas tropicales latinoamericanas son: - Garantizar la inocuidad, salubridad y calidad de los productos agroalimentarios. - Garantizar el abastecimiento y variedad a precios razonables. - Transformar el modelo de matriz productiva a una matriz del conocimiento donde se apueste con generar valor agregado en los productos agroalimentarios, a partir de la diversidad existente en cada pais. 5. Educación Superior. La investigación que realizado se hecho en el seno de las Universidades que tiene como razon de ser la formación. La reforma que se está acometiendo en las universidades y su integración con la investigación y la vinculación con la sociedad precisan en cambios profundos en los modelos de enseñanza y aprendizaje. El cambio en el sistema universitario, la recategorización de Universidades y la apuesta por la aplicación de modelos de Coordinación relacional son estratégicos para desarrollar una investigación acorde con la sociedad, donde se incorporen atributos como el Respeto mutuo, objetivos compartidos, información oportuna, transparencia del conocimiento y cultura del esfuerzo son atributos que fueron surgiendo en el seno de las mesas y se plasman como reto para que las Universidades naveguen a la vanguardia de la Sociedad... Dr. Antón Rafael García Martínez Prometeo SENESCYT de la Universidad Técnica Estatal de Quevedo Coordinador del Programa de Postgrado en Zootecnia y Gestión Sostenible

LA IMPORTANCIA DE LA COORDINACIÒN RELACIONAL EN LOS RESULTADOS DE LAS UNIVERSIDADES: UN ANÀLISIS EMPÌRICO EN LA UNIVERSIDAD TÈCNICA ESTATAL DE QUEVEDO, ECUADOR THE IMPORTANCE OF COORDINATION INRELATIONAL OUT COMES OF UNIVERSITIES: AN EMPIRICAL ANALYSIS ON THE TECHNICAL UNIVERSITY OF QUEVEDO, ECUADOR Carmen de Pablos 1, José Bermejo 1, Marco de Lara 2, Yenny Torres 3, Eduardo Díaz 3, Antón García 4 1 Universidad Rey Juan Carlos. Madrid. España. Facultad de Ciencias Jurídicas y Sociales. Dpto./Secc./Unidad: Departamento de Economía de la Empresa (Administración, Dirección y Organización). Dirección postal: 28032 Madrid, carmen.depablos@urjc.es 2 Universidad Estatal de Bolívar.Guaranda. Ecuador.Avd. Che Guevara (s/n) y Gabriel Secaira, Guaranda, CP 020150, Bolívar. Telf. 0990566721 mario.mtnezhdez@gmail.com; 3 Universidad Técnica Estatal de Quevedo. Av. Walter Andrade. Km 1 ½ vía a Santo Domingo, C.P. 73. Quevedo, Los Ríos, Ecuador.guisell2010@hotmail.com 4 Prometeo SENESCYT- Universidad de Córdoba. Campus Rabanales. Madrid-Cádiz, km5. 14071 Córdoba. España. pa1gmaa@uco.es RESUMEN En este trabajo se aplica el modelo de coordinación relacional para explicar mejores resultados en la calidad de las universidades. Se ha realizado un análisis empírico en la Universidad Técnica Estatal de Quevedo en Ecuador, UTEQ. Para ello se ha utilizado análisis de ecuaciones estructurales con variables latentes, análisis SEM utilizando el programa SPL versión 11. Se han analizado los mecanismos de coordinación que existen en la Universidad, y los mecanismos de los que se carece. De acuerdo a los resultados se hacen un conjunto de recomendaciones para mejorar estos mecanismos y de esta forma conseguir mejores resultados en términos de calidad educativa y de investigación. Palabras clave: Calidad universitaria, coordinación relacional, procesos de acreditación universitaria. ABSTRACT In this paper the model of relational coordination is applied to explain better the quality of universities. There has been an empirical analysis at the State Technical University in Ecuador Quevedo, UTEQ. This has been used structural equation modeling with latent variables, SEM analysis using the SPL version 11 program. We analyzed the 655

coordination mechanisms that exist at the University, and the mechanisms that are lacking. According to the results, a set of recommendations are made to improve these mechanisms and thus achieve better results in terms of quality of education and research. Keywords: University quality, relational coordination, university accreditate on processes. INTRODUCTION This work shows part of the results in the FOCICYT Project at the State Technical University at Quevedo (UTEQ) Equator under the name "Evaluation of the level of relational coordination in the teaching and learning process in the UTEQ. Guide for good practices. The challenge to improve the teaching and learning processes means the evolution of the accreditation reached for the UTEQ and its strategic positioning in the group of Universities located at B category (26/11/2013). The main objective or this paper is the development of an exploratory analysis that offers the situation of students with the main aim to afterwards implement the relational coordination process in teaching and learning experiences in the UTEQ to proof if higher degrees in relational coordination imply better results in terms of lecturing quality and learning objectives. Apart from this, and according to previous experiences, strengths and weakness in the coordination are diagnosed by analyzing the main causes for the differences and offering improvement measures in both cases. METHODOLOGY A survey is going to be used in representative samples of students to know about the degree of development of relational coordination in their learning skills. The main attributes to segment the survey will be: career, traditional based systems or on line and course. 656

The relational coordination has been studied at two different levels: first, an analysis of the vision that lecturers have on the quality in their centres (P1-P3) and of the relational coordination mechanisms established in their faculty (P4). In the second level to determine if the theoretical model of relational coordination presents a specific structure for both faculties, some relation patterns were sought derived from the empirical measures of the indicators towards the definition of the underlying structure. To fulfil this aim, a factorial analysis including the 32 items related to the relational and communication measures have been included. FA is a multivariate statistical procedure toidentify latent variables (factors) has been developed from the existent inter-relations amongst the different items that measure them (P5 to P10). With the main objective of enabling the interpretation of the factors, orthogonal quartimax rotation has been used to reduce the number of required factors to explain each item, and besides, the non-parametric Mann-Whitney test has also been applied to establish significant differences in each item. The Bartlett sphericity test and the Kaiser Meyer Olkin index were applied to verify sample adequacy (KMO > 0.7). RESULTS Quality When analyzing the different factors that promote this positive evaluation on quality, it is observed that practically all the factors are around 80-90%. 100 P4_1 P4_6 50 P4_2 0 P4_5 P4_3 P4_4 Figure 1. Factors that promote the positive evaluation quality 657

Cuadre 1. Correlation model _11 _12 _13 _14 _15 _16 _11 0.4216 0.2348 0.0918 0.2411 0.2279 0.0000 0.0001 0.1276 0.0001 0.0001 _12 0.4216 0.2238 0.2979 0.3557 0.1989 0.0000 0.0002 0.0000 0.0000 0.0009 _13 0.2348 0.2238 0.3082 0.2529 0.1460 0.0001 0.0002 0.0000 0.0000 0.0150 _14 0.0918 0.2979 0.3082 0.2654 0.2398 0,1276 0.0000 0.0000 0.0000 0.0001 _15 0.2411 0.3557 0.2529 0.2654 0.3432 0.0001 0.0000 0.0000 0.0000 0.0000 _16 0.2279 0.1989 0.1460 0.2398 0.3432 0.0001 0.0009 0.0150 0.0001 0.0000 Students mainly locate their satisfaction with the lecturers (4.12), formative contents (3.97), communication means and materials (3.73 y 3.65 points respectively). Then the administrative staff and student s representatives are considered later. There are interactions between the degrees of satisfaction of lecturers, with training programs. The satisfaction respects to the lecturers depending the contents, and this are influenced by material and communication devices. The multivariate analysis shows how up to 23 variables they can be grouped in 6 factors that explain that from the 23 variables they can be divided into 6 factors that explain a 66.36% of the whole variance. The first factor is centered around the relational coordination dimensions and it does not consider as a priority when explaining the variability of the sample by innovating in communication. Factor 1 explains a 32.8% of the variance and it has been related with professors and it is related to the lecturers, student representatives: conflict solutions, know and respect what they do. In these last both dimensions the relational coordination appears in the Administrative officers. 658

Cuadre 2. Analysis of correlations Lecturers Students representatives Administrative people Material means Communication means _40 0,3828 0,2178 0,3607 0,3966 0,4854 0,0000 0,0003 0,0000 0,0000 0,0000 _41 0,3828 0,3101 0,2774 0,2468 0,3179 0,0000 0,0000 0,0000 0,0000 0,0000 _42 0,2178 0,3101 0,4299 0,4910 0,3467 0,0003 0,0000 0,0000 0,0000 0,0000 _43 0,3607 0,2774 0,4299 0,6343 0,5755 0,0000 0,0000 0,0000 0,0000 0,0000 _44 0,3966 0,2468 0,4910 0,6343 0,6063 0,0000 0,0000 0,0000 0,0000 0,0000 _45 0,4854 0,3179 0,3467 0,5755 0,6063 0,0000 0,0000 0,0000 0,0000 0,0000 Training contacts Cuadre 3. Principal component analysis Component Percentage Percentge Number Eigenvalor Varianced Public 1 7.54714 32.814 32,814 2 2.22708 9.683 42,497 3 1.89854 8.255 50,751 4 1.34727 5.858 56,609 5 1.22521 5.327 61,936 6 1.01695 4.422 66,357 7 0.968117 4.209 70,567 8 0.84036 3.654 74,220 This is an essential factor to understand the process so the weight triplicates the following factor and they try to establish the axis for the improvement of the university context. Factor 2 explains a 9.68% of the variance and it is name socialization. In this factor the different dimensions of communication appear, and it also appears in each item of the relational coordination in relation with mates, that do not integrate the first factor as it was expected. 659

Factor 3 explains a 8.25% of the variability and it reinforces the links with the dimensions of communication, although sometimes is negative. It is named the "unproper education. Cuadre 4. Weights of components Component Component Component Component Component Component 1 2 3 4 5 6 _17 (IO_Per) 0.12448-0.252388-0.377718-0.163619-0.12809-0.223181 _18 (IO_Prof) 0.183654 0.0839514-0.37989 0.277222-0.102051 0.0474534 _19 (IO_Com) 0.147495 0.351143-0.225855-0.0752919-0.0154269-0.173733 _20 (FR_Per) 0.135763-0.289471-0.319976-0.206459 0.119473-0.220126 _21 (FR_Prof) 0.189986-0.0522865-0.326851 0.117031 0.252023-0.101154 _22 (FR_Comp) 0.136003 0.292221-0.268576-0.140127 0.253531-0.326902 _23 (RC_Yo) 0.0676115 0.24538-0.22188 0.103783-0.217974 0.348508 _24 (RC_Prof) 0.244705 0.0505218-0.172939 0.0805253-0.14479 0.173001 _25 (RC_Est) 0.244781 0.0886056 0.00884108-0.0812386-0.392879-0.0309936 _26 (RC_Per) 0.180134-0.194207-0.130995-0.392873 0.0800803 0.415912 _27 (RC_Com) 0.202795 0.30095 0.0281304-0.25197-0.119996 0.163206 _28 (CT_Prof) 0.249817-0.07728-0.0365318 0.343795 0.0194943 0.270157 _29 (CT_Est) 0.26985-0.035779 0.137821 0.0574396-0.373827-0.0797542 _30 (CT_Per) 0.221672-0.226989 0.0687743-0.196469 0.0406391 0.287242 _31 (CT_Com) 0.215243 0.31154 0.0995244-0.083354 0.0886746 0.132014 _32 (RT_Prof) 0.222082-0.141952 0.0627326 0.411741 0.195431-0.0948503 _33 (RT_Est) 0.245694-0.0704334 0.210138 0.0345263-0.278366-0.360604 _34 (RT_Per) 0.237416-0.249576 0.104039-0.168544 0.0831848-0.0502878 _35 (RT_Com) 0.209949 0.253393 0.209385-0.0581189 0.322042-0.1107 _36 (OC_Prof) 0.231716-0.125398 0.0674565 0.404438 0.213796 0.0905897 _37 (OC_Est) 0.25019-0.0374143 0.256416-0.00385777-0.214716-0.234565 _38 (OC_Per) 0.235739-0.216944 0.177064-0.18423 0.171517 0.061987 _39 (OC_Com) 0.212995 0.25199 0.210025-0.0773467 0.300079 0.00842345 660

CONCLUSIONS We have applied the relational coordination model to a representative sample of agents working in the Upper Education System at the UTEQ University in Equator. The results of the analysis show that higher degrees in relational coordination, translated into quality in the relationship ties and in the communication mechanisms are related to more efficient educational systems in terms of the entire agent s final satisfaction with the system. This project follows the strategic points pointed at the National Plan for Good Living Practices (2013-2017) and follows objective 4: To reinforce the capacities of citizens. In point 4.4.part a) it is oriented to reinforce the standards of quality and the accreditation processes and evaluation in all the educational levels that are coherent with the objectives of Good living based in national and international excellent standards. The final aim consists of reaching challenges 4.7 and 4.8, that attempt to reach an 80% of the success in the upper university grade and motivates lecturers to reach the fourth level in 2017 respectively. REFERENCES Astin, A.W. 2012. Assessment for Excellence. The Philosophy and practice of assessment on evaluation in higher Education, New York: Maxwell McMillan. Biggs, J. and Tang, C. 2011. Teaching for quality learning at University, 4 th edition. Berkshire, England: McGraw Hill Education. Brunner, J.J. 2011. University governance: typology, dynamics and trends, Revista de Educación, 355: 137-159. De Pablos, C. and López, D. 2012. The Spanish Transplant System: a system of excellence, Interciencia, 37/5: 333-339. De Pablos Heredero, C.; García Martínez, A..; Perea, J.; Angón, E. 2013. Quality and relational coordination amongst Upper Education Systems, INTED Conference, Valencia. De Pablos Heredero, C., Haider, S. 2013. La eficiencia de la gestión en salud: un caso aplicado al infarto de Miocardio. Ponencia presentada en el Congreso Manejo Actual del SCA por los servicios de Emergencias, Urgencias y Cardiología, Madrid, 16-17 mayo, 2013. Gittell, J.H. 2011. Relational Coordination: Guidelines for Theory, Measurement and Analysis(pubd on line Feb 2011) <http://www.jodyhoffergittell.info/content/rc.html> accessed 12 May 2011. Heckscher, C., Rubinstein, S.A., Flynn, L., Erhardt, N. and Boniface, M. 2009. Collaboration and the Quality of Health Care Delivery. Working Paper. López, D., De Pablos, C., De la Puerta, E. and Fernández, C. 2011. Productivity in Service Systems: Towards a Managerial Framework, Service Science, 3/3: 223-238. Lord Brown Report 2010. Securing a Sustainable future for higher education in England, London. Horizon Report. 2012. The New Media Consortium, UE. 661

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