There is a need to establish alliances between university academics and interest groups in order to carry out academic-institutional research, evaluation and innovation activities. The processes of support for university activities become consolidated in a culture of permanent learning. Those involved in the university environment have the opportunity to grow and renew themselves as part of human development. At the same time, the academic-administrative-interest groups constitute the benchmarks of the institution or university area to which they belong and it is the setting where they demonstrate their competences (knowledge, skills and conduct) to be productive, seeking integration between spirit and nature of higher knowledge.
The competencies and creation of social-affective value that interest groups linked to university life must show, include, for example:
1. The dimensions of the relationship between scientific discipline and administrative area. - This competence implies that the academics who master their particular subject and the minor complementary areas must transfer technology and knowledge to the interest groups. Now, these interest groups deserve to understand not only the organizational structure and the dimensions of their involvement with administrative areas, but also the concepts related to the academic area in which they are related. Another very important aspect that interest groups should be aware of is the functioning of the processes that keep them linked to the institution, the regulations, implications and potential joint sustained growth.
2. Be reflective, investigative and carry out good practices in the various activities. - On the one hand, academics must maintain a regularity in the development of learning sessions and the optimization of these processes; on the other hand, the interest groups must self-evaluate in each action they carry out, they must seek improvements and sustain the operations that have led to success. Likewise, interest groups should self-evaluate in their relations with the university institution and propose some improvements; identify and fix those successful operations, such as good organizational practices.
3. Team work. - Academics must demonstrate ability not only in collaborative work, in teams, intra and inter related to their academic peers, but also in the formation of cooperative teams with interest groups. The university authorities must try to create spaces for integration, such as in the carrying out of diagnoses, security issues, quality assurance, and others jointly. Collaborating implies participating without greater commitment, on the other hand, cooperating means involvement and greater personal commitment.
The fallacy of authority converts people into myths, for example, the professor-authority in knowing about a discipline makes him surround an organizational culture among academics. Likewise, the administrative-authority leader has generated a halo of omnipotent power in his environment. In the case of interest groups, they sometimes become key allies or villains or may be indifferent to the efforts that institutions make to maintain and grow in the market.
Rationality leads us to break with these myths and fallacies. The information is available and only requires proper management and the will of those interested in learning about the reality that surrounds them. People can stand out as important in academic, administrative, interest or mixed teams if they individually assume a special affection for self-development in the knowledge and skills related to their work practice.
If the professionals, who only intend to survive or remain as collaborators in the workplace in a linear manner, are satisfied with their basic or even postgraduate training; for example, their contribution to institutional growth is limited; then they tend to stagnate and delay any prospective institutional initiative. This situation worsens if the decision makers lack computational and communication skills and have a certain eversion to innovation, the change is scary. On the contrary, the permanent search for personal development and job improvement through service research, innovation and good organizational practices will make better people, capable of ensuring quality in the processes of knowledge transfer to the following generations..Consequently, on the one hand, business processes become sustainable and, on the other hand, people perceive and value their participation in such processes.
