Management by processes and communication at the Bolivarian University of Venezuela

Summary

This postgraduate work to apply for the title of Master in Management, aims to establish an improvement plan for the management of the communication process at the Bolivarian University of Venezuela (UBV).

For the fulfillment of this objective, useful techniques and tools were used in the collection of information and those related to Process Management, such as: Interviews, surveys, expert criteria, document review, etc. In addition, quality management tools were used among them: flow diagrams (SIPOC), Pareto diagram, cause effect diagram, Ishikawa, UTI and the 5W and 2H.

The communication process at the Bolivarian University of Venezuela in the Nueva Esparta State (UBV-NE) was analyzed, detecting the existence of difficulties that prevent its proper performance, thus limiting the fulfillment of its goals. In addition, measures are proposed that contribute to eradicating these deficiencies, as well as a proposal of indicators that allow detecting and correcting deviations in the process so that their results contribute to improving the communication process and strategic alignment.

Introduction

We are currently witnessing a period of change on a global scale, characterized largely by uncertainty about the future. The demands of society and the demands of people are changing, the international situation is changing, new rules of the game are proposed, the role of permanent agents is changing and new social actors are emerging, due to this the processes that were initially intuitive activities, they had to be gradually refined and over time evolve into models that would reinforce their rational character and, therefore, they have deepened and refined their operating mechanisms and forms of execution, until they have become systems that, adapted to specific and particular characteristics, have become an elementary part and point of attention of any organization.

The current world has presented Educational Organizations with the challenge of transforming itself to respond to the needs of globalization. The panorama is full of complexities and contradictions with problems and phenomena of such a nature that they require the preparation of the citizen of each country to be able to face the changes and challenges that lie ahead. Education needs to redefine and extend its central missions in order to prepare the essential human resources to successfully face this new historical reality.

The management principles are recognized in various areas of university work, and have been incorporated into our daily work, as they enable coherent organization, the establishment of clear objectives, the necessary planning, the establishment of priorities and order of actions..

In many of the university institutions, communication management is not identified as part of their management system, it is not recognized that communication is a natural, spontaneous process, which can very well develop empirically from experience and perhaps intuition or good judgment. The complexity that characterizes the communicative processes is not known, it is not valued in its leading role to the receiver in the interactions, and therefore, its management is not considered necessary. As a consequence, communication flows are affected, frequent disagreements, not enough information is guaranteed about substantive university processes. All this negatively influences the climate, integration,in cultural values and this happens both within institutions and in their relationship with the external environment.

Universities, as social organizations, could not do without communication in order to give life to the processes that constitute their reason for being. But this relationship is re-dimensioned as they are institutions whose meaning and purpose is linked to the formation and qualification of human beings, to the construction and socialization of knowledge, so that communication, then, as a transversal vector present in the functional processes of any entity with the service areas, because it is where communication problems will generally appear, becoming an indispensable starting point for this particular type of organization that is the University.

The importance of communication management as an element that enhances or slows down central university processes is not considered, nor is the usefulness that could derive from strategically directed, planned, controlled and evaluated communication known.

Process management aims to coexist with functional administration, assigning "owners" to key processes, trying to make inter-functional management possible that generates value for the client and, therefore, seeks their satisfaction, without them occurring. radical transformations for which the corresponding cultural change has not been previously prepared.

However, in the current operating model of organizations in general and universities in particular, under the functional approach, the fact that different areas or departments intervene in a process, makes it difficult to control and manage them, diluting the responsibility that those departments have on it.

The identification and improvement of the processes, of their basic activities, of quality at all times and of the measurement of management become essential for the excellence, competitiveness and accreditation of Higher Education Institutions.

This approach, which has not been given due attention, which today causes that in Higher Education Institutions the processes are controlled with difficulty, in addition to limiting the monitoring of the behavior of its indicators, to the fulfillment of goals and objectives and the projection for continuous improvement.

Problems that have arisen especially in the fulfillment of strategies in the communication process, provided to a greater extent by the lack of knowledge of the process, the lack of indicators to measure the performance of its management, and the lack of coordination between the areas within the college.

This research work arises from the need to design a plan for improving the communication process management for the proper functioning and integration of the Bolivarian University of Venezuela (UBV) in Nueva Esparta State (NE), generating active participation. and concentrated in search of greater synergy, aimed at developing and transforming university education for its strengthening under the principles of solidarity cooperation, effective cooperation and to achieve greater human commitment.

Taking into account the situation described above, the following research problem arises. What effect would the design of an improvement plan have on the Communication Process at the University.

Variables: Dependent variable (What do you want to transform?)

The communication process: Independent variable (what is it going to work on?)

Procedure for process management.

In order to solve this problem, a general objective is drawn: To apply a procedure to improve the Management of the Communication process at the Bolivarian University of Venezuela (UBV) in Nueva Esparta State (NE).

The General objective is broken down into the following Specific Objectives to fulfill them:

To argue the theoretical basis that supports the use of process management in the improvement of Communication at the UBV-NE. Select the procedure that best suits the research requirements. Apply the selected procedure to the Management of the communication process in the UBV-NE. Propose management indicators to evaluate the performance of the process.

Chapter No. 1. Theoretical and Referential Framework of the research

1.1 Introduction to the chapter

This chapter includes the theoretical support and bibliographic analysis for the subsequent development of the research, since it offers the possibility of showing in an organized way the basic ideas on specific topics, obtained from the consulted literature, managing to form a referential theoretical framework and a better projection towards the research objectives.

The work procedure to follow to carry out this study is shown through the common thread in figure 1.1

Conductive thread of the theoretical and referential framework

Figure 1.1 Conductive thread of the theoretical and referential framework

Source: self made.

1.2 Management by Processes. Evolution and current trends.

Historically, organizations have been managed according to Taylorist principles of division and specialization of work by departments or differentiated functions.

Organizational charts establish the organizational structure and designate these functions. This type of diagram clearly defines the hierarchical relationships between the different positions in an organization (chain of command). However, an organization chart does not reflect the operation of the company, responsibilities, customer relationships, strategic or key aspects, or information and internal communication flows.

This departmentalized vision of organizations has been the source of various problems and criticisms due to:

The establishment of local or individual objectives that are sometimes inconsistent and contradictory with what the organization's global objectives should be;

The proliferation of departmental activities that do not add value to the client or to the organization itself, generating an unjustified bureaucratization of management;

Failures in the exchange of information and materials between the different departments (undefined specifications, non-standardized activities, duplicate activities, lack of definition of responsibilities, etc.);

Lack of involvement and motivation of people, due to the separation between "those who think" and "those who work" and because of an authoritarian rather than participative management style.

In the last decades, Process Management has aroused growing interest, being widely used by many organizations that use Quality Management and / or Total Quality benchmarks. The Process Based Approach consists of the Systematic Identification and Management of the processes developed in the organization and in particular the interactions between such processes (ISO 9000: 2000).

Process Management is based on the modeling of systems as a set of interrelated processes through cause-effect links. The final purpose of Process Management is to ensure that all the processes of an organization are developed in a coordinated way, improving the effectiveness and satisfaction of all interested parties (customers, shareholders, staff, suppliers, society in general).

On the other hand, this approach to organization management and business management is not considered exclusive to the mentioned management philosophy. Modern administration raises as a determining condition to develop the focus on the client, quality management and control in this sense, management must be based on the basis of its approach to processes. (See figure 1.2).

Process based management system

Figure 1.2 Process-based Management System.

Process management has been demanded by all kinds of organizations that want to use a Management Control System, however not all have achieved such a purpose.

Considering the fact that currently, the survival of an organization is achieved through the competitive position that provides continuous improvement based on teamwork in which knowledge, skills and the commitment of the individuals that make up the organization, organizations are combined. At the international level, they are changing their administrative and functional management focus to a process-based one, Customer-Supplier, that share a common objective that is the fulfillment of the mission of the organization. (Cantú, 2001).

There are several reasons why organizations are forced to have the ability to adapt to the constant changes that, in the way they do business, sometimes happen in such short periods of time. They are:

Technological advances in manufacturing, computing and communications.

The evolution of world economic and financial systems.

The dramatic socio-political changes that have shaken the world since the end of the century.

The maturation of many of the consumer segments worldwide.

The very force that organizations exert in the markets in their attempt to remain competitive within these and many other causes.

All this process of constant changes began to take on importance at the end of World War II and it is the countries most directly involved in this conflict that today engage in a fierce struggle to dominate world markets, in addition, that they have generated the most important knowledge of the that is available for the administration and operation of highly competitive organizations under the principles of Total Quality of their processes. The quality improvement process that started in Japan in the 1950s and was widely deployed in the United States in the early 1980s, was then already an important step beyond functional management. (Feigenbaum, 1991; Ishikawa, 1988)

1.2.1- Characteristics of Process Management.

Process Management consists of understanding the organization as a set of processes that horizontally transcends its vertical functions and allows objectives to be associated with these processes, so that those of the functional areas are met to finally achieve the objectives of the organization.. The objectives of the processes must correspond to the needs and expectations of the clients (Ishikawa, 1988; Singh Soin, 1997; Juran & Blanton, 2001; Pons Murguía, 2003; Villa González & Pons Murguía 2003; 2004).

To facilitate the identification, selection and definition of the processes, it is necessary to know different criteria regarding management by process, which are shown in (Annex 1), and take into account some terms related to this topic, which are presented below.

Process: logical organization of people, material and financial resources, equipment, energy and information, that interact with the ecosystem with defined inputs and outputs that is conceived in work activities designed to achieve a desired result (Juran & Blanton, 2001; Pons Murguía, 2003; Amozarrain, M; 2004).

Key process: These are the processes that have a significant impact on strategic objectives and are critical to the success of the organization.

Threads: are well-defined parts of a process. Their identification can be useful to isolate the problems that may arise and allow different treatments within the same process.

System: Integrated and coordinated set of people, knowledge, skills, equipment, machinery, methods, processes, activities, etc.; whose purpose is that the organization creates value for the client and the groups of interest and influence.

Procedure: specific way of carrying out an activity. In many cases the procedures are expressed in documents that contain the object and scope of an activity; what should be done and who should do it; when, where and how it should be carried out; what materials, equipment and documents should be used; and how it should be controlled and registered.

Activity: it is the set of tasks, which are normally grouped into a procedure to facilitate its management. The ordered sequence of activities results in a thread or process. It normally takes place in a department or function.

Indicator: it is a data or set of data that helps to objectively measure the evolution of a process or activity.

Macroprocess: They are all the activities that include operations executed by more than one department or functional area within the organization. These are also called cross-functional processes.

Client: Person, institution or body that determines the quality of a process that aims to serve it, determining the extent to which this, with its outputs, has managed to satisfy its needs and expectations.

Supplier: Person, institution or body that provides, observing the customer's requirements, information, equipment, materials, etc.

Executor: Any person, institution, department or group that performs a certain activity based on producing a product or service.

Manager: Person who is responsible for managing a certain activity or function, process or organization.

Process Maps. An approach that defines the organization as a system of interrelated processes. The process map encourages the organization to have a vision beyond its geographical and functional limits, showing how its activities are related to external customers, suppliers and stakeholders. Such "maps" provide an opportunity to improve coordination between key elements of the organization. They also make it possible to distinguish between key, strategic and support processes, constituting the first step in selecting the processes on which to act.

Process Modeling. A model is a representation of a complex reality. Carrying out the modeling of a process is to synthesize the dynamic relationships that exist in it, test its premises and predict its effects on the client. It forms the basis for the process team to address the redesign and improvement and establish relevant indicators at the intermediate points of the process and in its results.

Process documentation. A structured method that uses a precise manual to understand the context and details of key processes. Whenever a process is going to be redesigned or improved, its documentation is essential as a starting point. Typically in organizations, processes are not identified and, therefore, are not documented or delimited. The processes flow through different departments and positions of the functional organization, which are not usually perceived in their entirety and as differentiated and, in many cases, interrelated sets.

Process equipment. The configuration, training and facilitation of process teams is essential for the management of processes and their orientation towards the customer. The teams must be led by the "process owner", and must develop the review and control systems.

Redesign and improvement of processes. The analysis of a process can lead to redesign actions to increase efficiency, reduce costs, improve quality and shorten times by reducing production and delivery times for the product or service.

Management indicators. Management by Processes will imply having a table of indicators referring to quality and other significant parameters. This is the way in which the organization can truly know, control and improve its management.

You can really talk about a process if it meets the following characteristics:

Inputs and outputs can be described.

The Process crosses one or more boundaries of functional organizational areas or departments.

One of the significant characteristics of the processes is that they are capable of crossing the organization vertically and horizontally.

It is required to speak of goals and ends instead of actions and means. A process answers the "WHAT" question, not the "HOW".

The process has to be easily understood by anyone in the organization.

The name assigned to each process must be suggestive of the concepts and activities included in it.

In addition, all processes must meet the following basic requirements: they must have a designated manager who ensures their compliance and continuous effectiveness, they must be able to satisfy the PHVA cycle (Deming Management Cycle), they must have indicators that allow graphic display its evolution. They have to be planned in phase P, they have to ensure compliance in phase D, they have to be used for monitoring in phase C and they have to be used in phase A to adjust and / or set goals, as well as be audited to verify the degree of compliance and effectiveness thereof. For this it is necessary to document them through procedures.

To measure the quality of a process, different measures or indicators are established depending on the author in question. According to Juran, 2000 there are three main dimensions to measure the quality of a process: Effectiveness, Efficacy and Adaptability. A process is said to be effective when its outputs meet the needs of its clients, it is effective, when it is effective at the lowest cost and adaptable when it manages to remain effective and efficient in the face of the many changes that occur over time.

In general, a process orientation is vital for organizations that intend to remain healthy through:

Increase efficiency.

Reduce costs.

Improve the quality of the process and with it the quality of its outputs.

Shorten times and thus reduce production and delivery times for the service or product.

To measure the quality of a process, different measures or indicators are established depending on the author in question. Effective and efficient in the face of the many changes that are being the objectives of process management, which are usually approached selectively, but can also be undertaken jointly given the relationship between them. For example, if times are shortened, quality is likely to improve. In addition, there are other characteristics in process management that give it a personality well differentiated from other strategies and that suppose, in some cases, radically new points of view in relation to traditional ones. Thus, the following can be approximated:

Identification and documentation. Typically in organizations, processes are not identified and, therefore, are not documented or delimited. The processes flow through different departments and positions of the functional organization, which are not usually perceived in their entirety and as differentiated and, in many cases, interrelated sets. Definition of objectives. The description and operational definition of the objectives is an activity of management. The feature of the approach at hand is to explicitly define those goals in terms of the customer. This will allow the processes to be oriented towards Quality. Specification of those responsible for the processes. As the activities of a process are usually distributed among different functional areas, it is usual for no one to be responsible for it,nor of its final results. As previously mentioned, process management introduces the essential figure of process owner as one of its basic requirements. Being the owner of the process a person who participates in its activities and who will be the maximum responsible for the control over it from the beginning to the end. Generally this role is assigned to a command or manager. The process owner can delegate this leadership to a team or someone else who has important knowledge about the process. In this case, it is vital that the owner of the process is informed of the actions and decisions that affect the process, since the responsibility is not delegated. Reduction of stages and times. There is generally a substantial difference between process and cycle times.Process management affects cycle times and the reduction of stages, so that the total process time decreases. Simplification. It tries to reduce the number of people and departments involved in an exercise of simplification characteristic of this management strategy. Reduction and elimination of activities without added value. It is common to find that a good part of the activities of a process do not contribute anything to the final result. These may be duplicate control activities, or simply carried out because they arose, for some more or less operational reason in principle, but which have not justified their presence today. Process management questions these activities, allowing the strictly necessary ones to continue,such as those of evaluation essential to control the process or those that must be carried out in compliance with the law and current regulations. Reduce bureaucracy. Expansion of staff roles and responsibilities. Often it is necessary to provide more functions and greater responsibility to the personnel involved in the process, as a means of reducing stages and shortening cycle times. The implementation of these changes strongly affects the personnel, so it must be carefully carried out to reduce the resistance that may occur in people. Including value-added activities that increase customer satisfaction in the process.Expansion of staff roles and responsibilities. Often it is necessary to provide more functions and greater responsibility to the personnel involved in the process, as a means of reducing stages and shortening cycle times. The implementation of these changes strongly affects the personnel, so it must be carefully carried out to reduce the resistance that may occur in people. Including value-added activities that increase customer satisfaction in the process.Expansion of staff roles and responsibilities. Often it is necessary to provide more functions and greater responsibility to the personnel involved in the process, as a means of reducing stages and shortening cycle times. The implementation of these changes strongly affects the personnel, so it must be carefully carried out to reduce the resistance that may occur in people. Including value-added activities that increase customer satisfaction in the process.therefore, it must be carefully carried out to reduce the resistance that may occur in people. Including value-added activities that increase customer satisfaction in the process.therefore, it must be carefully carried out to reduce the resistance that may occur in people. Including value-added activities that increase customer satisfaction in the process.

The specialized literature (Espinoza, González, Poblete, Ramírez, Silva and Zúñiga, 1994: 15-22) find various quality conceptions that transfer the evaluation processes in higher education institutions. Among the most traditional is the classification of Harvey and Green (1993) and Harvey (1997) that raises five options, namely:

Quality as an exception is a traditional concept that assumes that it is something special.

Quality as perfection or consistency. Quality as aptitude for the achievement of a mission or purpose and as added value.

Quality as transformation is based on the notion of qualitative change.

From another perspective, for ISO standards, quality has been defined as "the degree to which a set of inherent characteristics meets certain requirements" (Zúñiga, 2007) '5. Deming points out that quality "is the reduction of variance, for which evaluation is essential" (Zúñiga, 2007). In turn, Días Sobrinho (2006) states that the concept of quality is a social construction, which varies according to the interests of groups within and outside the institutions. For example, academics assign importance to academic aspects (knowledge, knowledge); employers to the skills with which students graduate and allow them to integrate into work; students to employability.It is necessary that this social construction be adopted and shared and go through what to do with the essential functions of the university. (Luis Eduardo Gonzales, 2008).

1.3. The systemic nature of Process Management.

When talking about a systemic thought in management, its meaning is not magnified nor the classical approaches are discarded. It is not about these two things. What it is about is to focus the issues in close interrelation between the classic approaches and the new way of thinking, the systemic approach, since the current social scenario is conducive for our way of thinking to be directed to the integration of knowledge about a phenomenon from which each science makes it possible to clarify, seen in terms of enrichment that is the link with life and the simplification that is to go to the essence of phenomena and their regularities taking into account the variety of elements that intervene in the different processes.

However, this knowledge integration approach is not preferred by many. Faced with the challenges that arise on a daily basis, a general culture is required that enables analysis within the context and situations where the events occur. Humans for this analysis must prepare and assimilate models of change in the pedagogical, psychological and management levels that develop their way of thinking, making it a new "instrument" for integrative analysis, different from the one we traditionally use. Before us comes a situation with a good complexity.

This approach is considered in the new version of the ISO 9000: 2000 standards, which establishes the principle, system approach to management, which states that: Identifying, understanding and managing interrelated processes as a system contributes to effectiveness and the efficiency of an organization in achieving its objectives.

Management and process are two terms that must be understood so that the quality management system is an effective tool. The term process implies the orientation of the effort of all the members of a company to the client and the term management assumes the search for improvement objectives.

The application of a known concept (management) to another also known but little used (processes) raises a series of questions to which «Management by processes» answers throughout its pages: How many processes are there in my company? How are processes planned? How are they managed?

The bibliographies, mainly, show tools that allow the identification and systematization of the processes of a company to later go on to present a management model based on the application of the PDCA cycle and on the design of the pertinent tools to measure and monitor the process (indicators).

Understanding process management as a system requires considering it not as an end in itself, but a means for the organization to effectively and efficiently achieve its objectives. For this reason, processes must be part of a system that allows obtaining global results in the organization aimed at achieving its objectives, which implies the existence of cause-effect relationships between the results of individual processes and global results. of the system, which may be linked to one or more interest groups in the organization.

For this purpose it is necessary to know the component elements of Management by process that are responsible for conditioning it.

Its component elements

The growing concern of organizations for the adaptation of processes to market demands has been showing that proper management, taking processes as their organizational and operational base, is essential to design policies and strategies, which can then be deploy successfully.

For this reason, it is considered important in this research to refer to the elements that must be taken into account by any organization that wishes to apply a process-based approach to its management system. Being these according to the author:

Identification and sequence of processes.

Description of each of the processes

Monitoring and measurement of processes

Process improvement.

The identification and sequence of processes requires precisely reflecting on which processes must configure the system, that is, what processes must appear in the system's process structure.

This identification and selection of processes should not be trivial, it should be born from a reflection about the activities that take place in the organization and how they influence and are oriented towards achieving results.

Once the identification and selection of the processes has been carried out, the need arises to define and reflect this structure in a way that facilitates the determination and interpretation of the relationships between them, using for this purpose the process map, which comes to be the graphic representation of the structure of processes that make up the management system.

For the elaboration of the process map, and in order to facilitate its interpretation, the processes must be grouped within the map allowing the establishment of analogies between the processes. The type of grouping can and should be established by each organization, for which there is no specific rule, as an example shown in the figure. 1.4 one of the most common forms of grouping.

Depending on their purpose, the processes can be classified into three categories: Strategic Processes, Key Processes, and Support or Support Processes. In this way

Classification of processes

Figure 1.3: Classification of processes

Source: Referenced in Villa, Eulalia & Pons, Ramón, 2006

Through the process map, although the organization can identify the processes, know their structure and reflect the interactions between them, this tool allows us to know how the processes are "inside" and how the transformation of inputs is carried out in exits. Hence the description of the processes is necessary.

The description of the processes is intended to determine the criteria and methods to ensure that the activities that comprise these processes are carried out effectively, as well as the control of them, which necessarily implies focusing on the activities, as well as in all those relevant characteristics that allow the control of the same and the management of the processes.

The description of the activities of the processes can be carried out through different diagrams, where the activities are represented graphically and interrelated, facilitating the interpretation of them as a whole, because it allows a visual perception of the flow and the sequence thereof, including the inputs and outputs necessary for the process and its limits. Although the elaboration of a process diagram requires a significant effort, the representation of the activities through this scheme, in addition to facilitating the understanding of their sequence and interrelation, favors the identification of the value chain, as well as the interfaces between the different actors involved in their execution.

After the description of the process activities, it is necessary to describe the characteristics of each process in order to obtain an information support that allows the control of the activities defined in the diagram, as well as for the management of the process, being able to use a process tab.

1.3.1- Methodology for the implementation of Process Management.

There are different methodologies and procedures that have been proposed by various authors: Hammer and Champy (1993), Harrintong (1997), Pons, R & Villa (2003). ISO 9000: 2000, which in one way or another guides organizations to develop their management with a process-based approach.

From this conglomerate of methodologies and procedures, the following four were studied, which are explained in more detail in Annex 2.

Process Quality Management Methodology (PQM). Joseph M. Juran (Juran, 5th E, 2000)

Methodology for the Improvement of Business Processes (MPE), H. James. Harrington, 1997).

Implementation methodology of the Process Based Approach, ISO 9000: 2000

Procedure for Process Management, (Pons, R & Villa, E, 2003).

The study of the different procedures showed that in general, the authors have proposed similar methodological approaches, all agreeing that the identification, description, analysis, measurement and improvement of processes are essential elements to implement a process-based approach; This statement corroborates what was stated by the author in previous sections. It should be noted that the study also found that these methodologies differ in some elements such as the number and order of the logical sequence of activities, the level of detail, use of terms, emphasis on continuous improvement, etc.

1.3.2. Factors Establishing Management by Process.

The fundamental premise of quality management is found in Cantú (2001), who expresses it in the intentional search for the responsibility of managers to achieve excellence, through the permanent improvement of the processes under their responsibility.. According to the guidelines of the Venezuelan Planning Institute (IVEPLAN, 1991), the application of this approach attempts to provoke a revolution, through a change in management philosophy in three directions:

Quality planning based on customer needs.

Quality control or statistical observation of processes.

The improvement of the quality from the design of projects, that allow to face the detected problems.

It should be noted that in the company's management philosophy, the quality management approach is a complement to the corporate strategic approach, with which the planning system of the Venezuelan Planning Institute is identified (IVEPLAN, 1993). The purpose of this approach is, on the one hand, to build the viability of the organization, through a structure that allows it to adapt and respond to changes in the internal and external environment, and, on the other hand, to achieve efficiency through integration of the technical, psychosocial and administrative subsystems. This approach is also proposed, to operationalize the programs, through the coherent development of the activities that allow the corporate strategic plan to be carried out. In the analysis of the organization and operation of the company studied,An integration of the strategic, tactical and operational levels is observed, evidencing a shared vision in planning, through the unity of purposes and compatibility of technical criteria, between the instances that participate in management. This situation facilitates the implementation of the quality management approach.

Organizational culture is one of the components of managerial action that most influences companies, and even when this statement is commonplace, it must be taken as a starting point, especially in those companies that seek excellence. Therefore, it is considered one of the comparative advantages of organizations and the cornerstone of change and continuous improvement. Culture has been a key factor, not only for human resource management, but also for the advancement of technology.

Some specialists have founded the existing theories on the subject, such as Robbins (1991), who in search of an explanation for the social processes that take place in organizations, points out that workers deploy their actions in a highly complex relationship, with learned concepts, which are often in contradiction with the image of the company. From there it is considered that cultural values are essential for the organization and must be promoted from within the company and incorporated into planning instruments, such as vision, strategic objectives and organizational structure, for the organization to function as a system. dynamic. This contributes to the viability of the business to which it is engaged in the framework of globalization and competitiveness. For this reason,One of the issues raised by the organization's cultural approach is the quality of leadership to drive change, related to the management of power, role, tasks and people.

The theoretical analysis of organizational culture finds Ouichi (1982) among its main specialists, who points out that organizational culture is a series of symbols, ceremonies and myths that communicate the company's most deeply held values and beliefs within the organization..

There is also Schein (1988), who calls culture a model of basic assumptions invented, discovered or developed by a given group as they learn to cope with their problems of external adaptation and internal integration, that have exerted enough influence to be considered valid and, consequently, be taught to new members as the correct way to perceive, think and feel these problems.

On the other hand, some definitions stand out, compiled by Cruz (2001), which broaden the spectrum of this topic. Among the authors managed by Cruz we have, in the first place, Petigrew, who points out that the culture of a company is manifested by the symbols: language, myths, rituals, among others, that are created and disseminated by certain managers to influence the behavior of company members. Second, there is Anzinzu, who says that culture is a set of basic principles and beliefs of an organization that are shared by its members and that differentiate it from other organizations. Then we have Pumpin,who defines culture as the set of norms and values and ways of thinking that mark the behavior of employees at all levels and thus give their image to the company. There is also Robbins, who calls it the perception shared by all members of the organization, that is, the system of shared meanings. Finally, we have Mintzberg, who points out that organizational culture is the assumption by members of the organization of a peculiar way of behaving, which differentiates it from others, along with the material objects of the organization.who points out that organizational culture is the assumption by members of the organization of a peculiar way of behaving, which differentiates it from others, along with the material objects of the organization.who points out that organizational culture is the assumption by members of the organization of a peculiar way of behaving, which differentiates it from others, along with the material objects of the organization.

According to Granell (1997), the organizational culture is the set of beliefs, values, assumptions and behaviors shared and transmitted in an organization, which are acquired over time and have been successful in achieving its objectives.

For Romero (1996), organizational culture is a set of beliefs developed by an organization in its process of internal interaction and external adaptation, shared by its members, manifested and transmitted through different expressions: values, rites, norms, expectations, attitudes, ceremonies, codes of conduct, identifying symbols and even architectural forms.

Process-based management is not an end in itself, but a means for the organization to effectively and efficiently achieve its objectives. For this reason, the processes must be part of a system that allows the achievement of global results in the organization aimed at achieving its objectives, which may be linked to one or more interest groups in the organization.

The aforementioned approaches help to revalue the holistic conception of culture as a pervasive factor in the organization, since it is considered that today it is not possible to operate a functional structure, nor to design productivity policies, but rather the values and beliefs of the business community are known, which concerns both the management system and the division of labor and the organization's environment.

Undoubtedly, an educational institution is a universe of individualities that present different hierarchical levels and varied cultural, geographic, academic, administrative and labor backgrounds. The challenge then becomes to implement continuous improvement processes focused on the optimal use of the richness of this diversity and heterogeneity without losing sight of its essence.

1.4. Process Management in service organizations.

The current economic scenario and the great competitiveness in business demand greater agility on the part of companies to face changes. This agility is frequently held back by the systems and applications structure of organizations, inflexible environments that limit the ability to adapt to change. This rigidity means that any business need requires implementing technical development, installing a new solution, etc. Organizations demand reliable solutions that in turn provide them with enough flexibility to face a market as changing as the current one, making them more competitive.

Factors such as cost savings, efficiency and control are fundamental values that facilitate competitive differentiation, allowing the provision of optimized services in an agile manner.

Providing optimized services in time and cost lies in knowing our internal processes and optimizing them.

Business process improvement is a comprehensive strategy that deeply analyzes the processes and practices of an organization, and aims to identify opportunities for optimizing them in terms of reducing costs, adjusting delivery times and generally optimizing the use of all human, technological and financial resources of the organization.

The experience of more than 15 years in the world of continuous process improvement, together with an appropriate collaboration model, provides a differential value to the client, allowing us to offer a comprehensive customized solution to the needs of each organization, comprising services from the early stages from identification, modeling and documentation of processes to the automation and continuous improvement of the same.

The objective of this service is to carry out an exhaustive analysis of the processes included in the scope and identify possible points for improvement.

Among the first American companies to perceive the benefits of company process identification and management is IBM Corporation, in the early 1980s. (Harrington, 1997).

Recognizing the value of these tools in manufacturing and their application to company processes, the IBM Senior Management Committee ordered that this Process Management Methodology be applied to all major company processes such as: product development, planning, distribution, billing, etc. and not just the manufacturing process.

In mid-1985, many of the organizations and sectors were managing

important company processes chosen with the same attention normally devoted to the functions, departments and other units of the organization. The earliest endeavors bore names such as business process management, continuous process improvement, and quality improvement of company processes.

This type of management, as well as the efforts to improve quality, have been directed at manufacturing processes since its inception, due to the difficulties that service processes present for their application, due to their own characteristics: intangibility, heterogeneity, etc.

1.4.1. Process Management in Higher Education Institutions.

The management of University processes has been defined in many ways:

The National Commission for University Evaluation and Accreditation (CONEAU) of Argentina defines institutional management as "a set of factors (resources, processes and results) that must be at the service and contribute positively to the development of teaching, research and extension", whose basic objective is "… to lead to the integral development of the institution and not to an association of isolated academic units" "(Martínez Nogueira & Góngora, 2000)

Process management in the case of a university "consists of the understanding, management and innovation of academic, research and administrative processes, under technological standards, aligned with the entity's strategy; to ensure the quality of its services and create value in the production chain ”(Sánchez, 2005)

Pérez García, for his part, argues that three constituent elements occur in the professionalization process: theoretical knowledge, profession, and science in particular. Where the pedagogical process and the productive process are interrelated, the professionalization process is manifested. (Dra. Janette S sf year 2007).

The contemporary University and its future challenges, imposes a new vision of Higher Education characterized by the search for relevance and quality. These demands produce constant changes and transformations in all the processes of the Higher Education Institutions, that is, in the Universities, both in the updating of equipment and technologies as well as in the methods and management styles that contribute to greater participation, commitment, motivation and creativity of the manager as an active subject of the required transformations and a decisive indicator of the excellence of the profession. University education is not only a matter of careers, degrees and degrees, Hopenhayn and Ottone (2000) defines it as "a field that decides":… The growing importance of innovation and knowledge in economies makes university education not only an investment with a high rate of return, but a field that decides on the future destiny of individuals and entire societies.

"The analysis of university management must start from the consideration of the university as a" complex organization ", as well as from its specific character associated with its multifunctionality, the multidisciplinarity of its activities and the simultaneity of its insertion in different arenas of social action (political, cultural, markets, etc.). " (Martínez Nogueira & Góngora, 2000)

Management cycle in higher education entities.

Figure 1.4. Management cycle in higher education entities.

Source: (Sánchez, 2005)

In the processes of an entity of higher education "The areas of improvement are associated with different processes, among which are research, teaching and the extension activities derived from the operation of the same." Sánchez, (2005)

The problems that prevent focusing on processes in higher education institutions are the following, according to Sánchez, 2005:

Low articulation and integration of the value chain.

Diversity in information systems that participate in the processes of the institution.

Divorce between the academic, investigative administrative processes and the information systems of the university.

Visibility is lacking in the Information that flows horizontally in the institution, suppliers and clients.

Cultural aspects of the social groups of the university institution.

1.4.2. Importance of the management of University processes

The importance of managing a process to ensure the quality of academic services is, according to Sánchez, 2005, in that it allows:

Identify the processes. Determine their sequence and interaction. Determine the criteria and methods of operation and control. Ensure the availability of resources. Measure, monitor and analyze and take improvement actions.

In other words, it favors decision-making that leads to the efficiency and effectiveness of university processes, causing graduates to have the quality that the environment needs.

1.4.3. Quality of University training processes.

“The university must carry out all its activities seeking to satisfy the needs, interests and expectations of its various clients (Quality) and permanently improve the services it provides to offer better results to the community in which it is inserted (Relevance). The criteria of quality and relevance of the university refer to the fact that said social institution satisfies as a whole, in the processes and products, the expectations of society. ” (Álvarez de Zayas, 2001 quoted by Villa González del Pino, Castellaños Castillo, & Pons Murguía, 2006)

"The quality of the services of a Higher Education Institution depends directly on its adequate management of processes." (Sánchez, 2005)

Society as a whole demands that the functioning of universities is linked to ever-increasing criteria of effectiveness, efficiency and excellence (Arranz, 2007: 34), a fact that implies that quality occupies a central axis in the design of university policy.. For this reason, we propose to offer an overview of the different actions that are being carried out in the university environment to reinforce and / or increase their teaching quality, as well as to analyze the principles on which such initiatives are based. (Polo 2011)

With the term teaching quality we want to refer to all those actions aimed at improving the knowledge, competences and skills of the university professor, all of them with immediate repercussion in the classroom and where the role of educational innovation occupies an essential place. (Polo 2011)

For Galán (2009: 19) "quality management is a requirement that is taken for granted by organizations and among them Universities". For Villa (2008: 180), it is evident that quality "has entered the language, the strategic university plans, and what is even better, in the mentality of a large part of the university teaching staff". "Quality improvement reinforces the attractiveness of European Universities" (Harvey and Stensaker, 2008: 433). However, the previous pronouncements indicate that the culture of quality should be a concept to identify changes and not to adapt to them, an issue that seems to be the reality found in the European university environment at the time of its incorporation into the Bologna Process and in many other universities in the world. (Polo 2011)

Although the concept of quality is difficult to concretize when applied to higher education, according to Gvaramadze (2008) two aspects of it can be identified: quality as a process of improvement and quality as individual transformation. In the first case, quality is associated with an institution and is generally based on its autonomy, transparency and effectiveness, while when we talk about individual cases, quality is associated with the students, academics and staff of each of those institutions., whether they are Universities or Academic Programs. (Polo 2011)

The concept of "quality" is today a familiar concept and widely used among theorists and professionals of organizational behavior. However, with the term being so common and having been used continuously for many years, it has not always kept the same meaning in the different contexts and moments in which it has been used. All their meanings have had some relation to each other, but they have been and are finally different. The terms "quality of life", "quality of working life", "product quality", "quality of service", "quality control", "statistical quality control", "total quality", "have been used quality circles ”,“ quality certifications ”and currently they are being developed and applied in different countries and different continents and very similar“ models for quality management ”.(Santiago Quijano 2005)

Quality has been defined in various ways by specialists and scholars of business management. Everyone has a very personal way of expressing it, but most of those concepts are coincidental. In other words, they express the same thing but with different words. The important thing is to know how to differentiate what is quality from what is not. Crosby, cited by Ortega (1983), points out that the quality of a good or service is nothing other than its conformity with customer requirements. This concept emphasizes the user of the good or service provided: the level of quality corresponds to an individual perception while the concept is generic. Juran refers to it as the adequacy of use of a good or service, that is, to what extent that good or service meets the needs of the user.For their part, Feigenbaum and Harrington, cited by Ortega (op. Cit), conceptualize it in terms of the level of compliance or exceeding the expectations of customers or users. (Ortega sf)

Others, such as Adam, Hershauer and Ruch (1985), maintain that quality is «… the degree to which a product or service conforms to a set of predetermined standards, related to the characteristics that determine its market value and its performance based on which it was designed »(p. 22). This has to do with the degree of adequacy to the requirements, needs and expectations of the user regarding the good or service given. For Horowitz (1990), quality is nothing other than the level of excellence that the company has chosen to achieve to satisfy its key clientele. This represents, at the same time, the extent to which such quality is achieved. This concept is focused on two key elements: the "level of excellence" and "the key clientele".The level of excellence is reached when responding to the demands of a selected group "… each level of excellence must respond to a certain value that the client is willing to pay, depending on their wishes and needs" (p. 2). The "key clientele" is one that, due to its expectations and needs, imposes on the company the level that they must reach. Berry (1992) points out: "… quality is the satisfaction of customer needs" (p. 2). This definition focuses on the results of the quality achievement process, on the effects of its application and on the beneficiaries of the services and / or products: the customer. An expanded concept establishes that quality consists in meeting the needs of customers and their reasonable expectations. (Ortega sf)))Due to its expectations and needs, it imposes on the company the level that they must reach. Berry (1992) points out: "… quality is the satisfaction of customer needs" (p. 2). This definition focuses on the results of the quality achievement process, on the effects of its application and on the beneficiaries of the services and / or products: the customer. An expanded concept establishes that quality consists in meeting the needs of customers and their reasonable expectations. (Ortega sf)Due to its expectations and needs, it imposes on the company the level that they must reach. Berry (1992) points out: "… quality is the satisfaction of customer needs" (p. 2). This definition focuses on the results of the quality achievement process, on the effects of its application and on the beneficiaries of the services and / or products: the customer. An expanded concept establishes that quality consists in meeting the needs of customers and their reasonable expectations. (Ortega sf)in the effects of its application and in the beneficiaries of the services and / or products: the client. An expanded concept establishes that quality consists in meeting the needs of customers and their reasonable expectations. (Ortega sf)in the effects of its application and in the beneficiaries of the services and / or products: the client. An expanded concept establishes that quality consists in meeting the needs of customers and their reasonable expectations. (Ortega sf)

Quality experts soon discovered that it was not possible to achieve excellent quality results if only their methods were applied to production processes. These methods needed to be introduced to other departments and divisions of the organization. Therefore, it was necessary to introduce quality control in the design department, in the selection and training of human resources, etc. This reflection gradually affected all the departments of the company. (Santiago Quijano 2005)

In this way, the practices, initially located at different points and moments of the manufacturing of the products, and later linked to different departments of the organization, showed the need for their integration into a joint vision and management, which ultimately resulted in the "total quality" perspective (Karatsu, 1991). Quality thus became a management policy and an organizational strategy. In this way, “total quality” was extended to the entire organization. (Santiago Quijano, 2005). See Annex 3

1.5. Management by process in Venezuela

Higher Education in Venezuela had become the privilege accessed by minorities of the country's population and from which a large number of high school graduates with sufficient potential to carry out a number of professional activities were excluded. Consequence of an unjust, classist system, which has provided knowledge to small groups, making it a belonging used in many cases for personal, private gain, exclusion in turn becomes domination and reproduction of political systems that This is how they conceive and finance it, thus deepening gaps and enormous social differences. Seen this panorama in numbers, some 400 thousand high school graduates became a "floating population".

It is very difficult to ignore the great changes that day by day appear in the economic and commercial scenarios, where companies must be attentive to them, face them, have a management, human resources well identified with what they demand, in order to give way to strategies, actions, plans that guarantee achievements, benefits. (Venegas, 2009)

The economic moments that we are currently experiencing require important structural changes in companies to make them sustainable. It is necessary that they develop management models that are easy and quick to apply and that result in results that interpret the reality that the organization is experiencing. (Oropeza L, 2008)

Public administration organizations in the world are undergoing significant changes. In most of the countries of the region, processes have been implemented to modernize the structures of the services provided by governments, transforming them into increasingly efficient entities. In this sense, management control is increasingly reoriented, assessing the impact that public investments and social programs can have on the beneficiary communities.

In this way, the goal of the improvement processes of public entities is to provide the population with a fairer quality of life by improving services and democratizing their access to them, a process in which Venezuela has come participating, incorporating the most modern methods of contemporary public management through process management in order to achieve a more adequate functioning of institutions, especially those oriented to the educational aspect. (Oropeza L., 2008)

1.5.1. Process Management in Higher Education Institutions in Venezuela.

The current panorama of education in Venezuela indicates its trend towards achieving basic and permanent education, taking into account quantitative expansion, diversification and financial restrictions for its development. Coupled with this, the processes of democratization, globalization and regionalization guide sustainable human development, viewing education as one of its means of solution. For this reason, the expectations that hang over universities, technical institutes, professionals and other institutions require the redefinition of policies and programs in the economic-administrative field (efficient and effective management of the university budget), and the academic (adapt, for example,the study programs to the new curricular realities with social relevance) that allow higher education organizations to adapt to the changes that the environment requires of them at present.

The current situation in Venezuela shows the need for structural changes in higher education institutions and at the same time allows us to know the limitations and weaknesses of the top houses of study. This is how, for the last fifty or sixty years, there has been a constant in the Venezuelan university, the concern on the subject of university transformation for the achievement of an efficient organizational model. Likewise, there have been many criticisms, analyzes and proposals regarding the institutional model, the organizational-managerial structure and especially, on the administrative and academic processes, all under current legal regulations.

In effect, the renewal of the educational task and the teaching / learning process, the inadequate policies and the exhaustion of the traditional schemes, force university higher education to be proactive and have a vision of globality; that will lead it to transform itself into an open, democratic, flexible, innovative, creative, andragogical organization of excellence and thus contribute to sustained human development, based on the following criteria: quality of life, human solidarity, integrity, equity and modernity. Furthermore, the principles of academic freedom, freedom of teaching and institutional autonomy acquire greater relevance (Castro, 2002).

University management is essentially academic in teaching, research and extension. However, its implementation depends on administrative and academic processes that support and empower it. These in turn have been conformed according to regulations that are not always up-to-date and organizational traditions and customs that are not always attached to adequate methods and techniques. In this sense, the country's autonomous higher education institutions in recent years have been characterized by an extremely bureaucratic organizational structure, lack of recognition of achievement; extremely complex administrative processes, absence of leaders, deterioration of the physical plant, lack of motivation, prevalence of personal interests over institutional ones; disarticulation in the undergraduate and postgraduate teaching functions, among others.This reality has resulted in dissatisfaction, disinformation, waste of time, financial and human resources that affect management costs and the optimization of university management itself in terms of efficiency and productivity (Nava, 2002).

That is why there are reasons of a legal, economic and financial nature, which determine the need to have a model for the continuous and permanent evaluation of each university and the university system, with a view to promoting changes from the university institution itself, rather than they are imposed (Gamboa and Naveda, 1999). The needs for change that autonomous higher education institutions currently have are evidence of their capacity to respond to the challenges of an increasingly dynamic society. That is why it becomes essential to identify possible trends that allow an organizational change based on the social order.

It is for this reason that the process of organizational change aims for autonomous higher education institutions, generators, builders and transmitters of knowledge, to contribute to the increase of the world cultural heritage with a sense of social relevance and equity to contribute to scientific and technological development., humanistic and cultural of the country, responsible for the training of highly qualified professionals, with critical and creative capacity, with ethical and moral values, with social sensitivity, skills and knowledge that allow them to develop permanently and insert themselves in the productive and service. All this in a space of tolerance for the confrontation of ideas, in a context of freedom and in constant search for truth and excellence.

1.6. Process Management of the Bolivarian University of Venezuela.

“From 2000 onwards, Venezuela is undergoing a change in education, which promotes the recovery of the concept of formation from being, of itself as nature - matter and as the future that installs the world on the horizon in order to displace the past and assume the historical –political present transforming the denying reality of its human condition and the deterioration of relations with nature, with its urban environment.

It is the recognition of education as transformative training. It is the theory put into practice and at the same time, existence, life, practice brought to theory, to conceptual elaboration.

It is the concretion of the transforming formation that responds to a political vision centered on the being of the human being as a fundamental principle of everything to do, of everything to act for the respect of their human rights, social justice, horizontal relations of political power and consolidation of participatory democracy, which implies an economic liberation, the recovery of autonomy and the training of professionals to generate employment and undertake and not to go out to look for a job, to sell their labor force, reaffirming the dependence on other human beings and other countries dominant.

Ethics in the elimination of poverty, of those excluded from education are reaffirmed. Training arises from endogenous development, from the very conditions of the human being and the communities formed by them. ” (Osario & Jicacuy Rivas, 2006)

The Bolivarian University of Venezuela or UBV is the first public university created in the last decade in Venezuela, founded in 2003 by presidential decree. It began to teach in September of that year. The UBV was created to serve as the tip of the Misión Sucre program, designed to serve the popular sectors traditionally excluded from higher education institutions. Due to the municipalization of its training programs, it is currently the university with the highest enrollment of students in the entire country. The creation of this University and the Sucre Mission in a latest UNESCO report shows that Venezuela is in second place in Latin America and the Caribbean in terms of university education.According to these figures, the university education of this country results in Venezuela being in fifth place in the world, behind Cuba, Korea, Finland and Greece. In other words, it is above countries like the United States.

The UBV's educational program responds to a revolutionary and transformative vision, from which professionals emerge that respond to the needs of the country and the people of Venezuela, professionals with social sensitivity and linked to communities, the neediest and the social realities of the village.

1.7. Conclusion of Chapter I

Currently the economic, political, social and cultural dynamics of the world require higher education institutions to adopt a process of administrative review and reorganization, the main objectives of which must be to establish an effective and efficient functional organization that simplifies decision-making and improve the monitoring, evaluation and administrative control processes on the one hand; and on the other hand, in the academic field, to establish an effective evaluation and monitoring system, both for students and teachers, through academic audits and curricular units facing the reality of each country and a society that requires timely responses. and urgent.There are different authors who have proposed similar methodological approaches for process-based management,studies of great utility for the continuous improvement of companies because their efficiency depends on the proper functioning of their processes. Through bibliographic studies, it was observed that there are several procedures and methodologies that allow improvements to be made in organizations with a process-based approach. Higher Education Institutions worldwide have fundamentally adopted models aimed at evaluating quality in order to achieve international competitiveness, however, university management increasingly demands the use of methodological proposals directed not only at control and evaluation, but, in a more integrative approach, to the management of its processes.Currently, higher education centers, as in most organizations in our country, there is no continuous monitoring of the processes that take place, but rather the results that are obtained, perhaps due to the difficulty, although not impossible, that It turns out to identify the processes that both vertically and horizontally that are developed in a higher educational center, there is little or almost no experience that exists internationally in Process Management in this sector.there is little or almost no experience that exists internationally in Process Management in this sector.there is little or almost no experience that exists internationally in Process Management in this sector.

Bibliography

Briceño M, JH (sf). Sucre Mission and traditional universities. Venezuela: From the traditional University to the global university. (September 24, 2007). Colombia IDEFO model. (November 2011). Retrieved on March 7, 2013, from BuenasTareas.com: http://www.buenastareas.com/ensayos/Modelo-Idefo/3165801.html IDEFO diagram. (November 29, 2012). Retrieved on March 7, 2013, from ClubEnsayos: http://clubensayos.com/Tecnolog%C3%ADa/DIAGRAMA-IDEFO/457811.htmlAngie, S. (2008). What is the difference between the traditional university and the new style of education proposed by the ECCI? Colombia Apaza Sembinelli, MF (sf). Current configurations and characteristics of the university in relation to traditional models.Aponte-Hernández, E., Mendes Braga, M., Piscoya Hermoza, L., Celton, D., & Macadar, D. (sf). Inequality,inclusion and equity in higher education in Latin America and the Caribbean: Trends and alternative scenario for the 2021 horizon. In Trends in Higher Education in Latin America and the Caribbean (pp. 1-46).Bunge, M. (10 de July 2011). Vices of traditional education Cinda - Interuniversity Development Center. (2007). Higher Education in Iberoamerica. Interuniversity Development Center. Santiago de Chile: RIL Editores.Corrales Ayala, S. (June-July 2007). The Mission of the University in the XXI Century. Reason and Word. Estado de México, México.Delgado Fernández, M., Michelena Fernández, E., Fleitas Triana, S., Ansola, E., & Ledo, M. (2010). Self-evaluation of Quality in the Faculty of Industrial Engineering. 7th International Congress of Higher Education, 10. Cuba. Dias Sobrinho, J., Stubrin, A., Martín, E.,González, LE, Espinosa, O., & Goergen, P. (sf). Quality, relevance and social responsibility of the Latin American and Caribbean University. In Trends in Higher Education in Latin America and the Caribbean, Sidriksson, A., Medina, E., Rojas Mix, M., Bizzozero, L., & Hermo, JP (sf). Regional context of higher education in Latin America and the Caribbean. In Trends in Higher Education in Latin America and the Caribbean (pp. 1-43), Dra, & Janette S, B. (sf). monografia.com.Frank A, PJ (2011). Education, science and culture: Martiana's perspective. Didactica y educacion, 58-59.Gimer Torres, I., Michelena Fernández, E., & Hernández Rabell, L. (November 4, 2010). Proposal for a model to improve the management of university educational processes. Industrial, XXXI (2), 6.Horruitiner Silva, P. (2007).The university at the present time. Revista Pedagogía Universitaria, XII (4), 1-12, Landinelli, J., MacDowell de Figueiredo, A., Mollis, M., Manigat, S., & Mato, D. (sf). Scenarios of diversification, differentiation and segmentation of higher education in Latin America and the Caribbean. In Trends in Higher Education in Latin America and the Caribbean, an (p. 25). López Segrera, F. (July 2008). Trends in Higher Education in the world and in Latin America and the Caribbean. Avaliação, Campinas; Sorocaba, SP, 13 (2), 267-291.Malagón Plata, LA (sf). The university-society relationship: a critical vision. Educational Perspectives Magazine, 17-50.Maldonado, J., Gamez, N., Celemin, S., & Rodríguez, J. (2012). IDEFO. Retrieved on March 7, 2013, from http://www.slideshare.net/evasquezg/idefo#Martínez Nogueira, R., & Góngora, N.(2000). University Management Evaluation. Report prepared for the National Commission for University Evaluation and Accreditation, International Organization for Standardization. (2000). International Standard ISO 9001. Ortega, JG (sf). servicio.bc.uc.edu.ve/educacion/revista/a 1n18 / 1-18-2pdf. Retrieved on 2/26/2013, from http: /google.co.ve/seoreh. h / = es419 & sourec = hp & q = quality + education + Osario, B., & Jicacuy Rivas, M. (sf). For a true committed university education: universalization of education in Venezuela through municipalization Pires, S., Lemaitre, MJ, Trindade, H., Trebino, H., & Ali, E. (sf). Accreditation and evaluation systems for higher education in Latin America and the Caribbean. In Trends in Higher Education in Latin America and the Caribbean (p. 21). Polo, F. c. (2011).Quality teaching in a university environment. Educational magazine, 159.Polo, FC (2011). Teaching quality in the university environment: a comparative state of the Universities of Andalusia. Educational magazine in accounting, finance and business administration, 157-172.Riveros, LA, Cáceres, C., Medina, E., & Schwartzman, J. (sf). Challenges and dilemmas on financing higher education in Latin America and the Caribbean. In Trends in Higher Education in Latin America and the Caribbean (p. 24). Romero Fernández, A. (2010). Procedure to evaluate the quality of university processes. University 2010 7th International Congress of Higher Education, 1-10. Havana, Havana, Cuba.Rubio Peinado, V. (November 22, 2010). Flowchart Templates. Retrieved on March 7, 2013, from Microsoft Visio: 1.22 / flow-diagram-templates-in-visio-2010.aspxSamoilovich, D. (sf). Innovation paths, rethinking the government of public universities in Latin America. In Trends in Higher Education in Latin America and the Caribbean (p. 74). Sánchez, F. (September 2005). Quality of educational services: A solution focused on process management. 29. Bogotá DC, Colombia.Santiago Quijano, JM (2005). The quality of processes and human resources as components of the quality of the organization's human system: conceptualization. Anuario de psicologia, 7-36.Sierra Cárdenas, JY (2011). Procedure for Process Management in the Teaching Process of the University of Cienfuegos "Carlos Rafael Rodríguez". Diploma Work, 72. Cienfuegos, Cienfuegos, Cuba: University of Cienfuegos "Carlos Rafael Rodríguez".Solano González, D. (2009). Procedure to improve the Control of the Process of Canned Meat in the Meat Company of Cienfuegos. Diploma Work, 75. Cienfuegos, Cienfuegos, Cuba: University of Cienfuegos.Venezuela, UB (July 18, 2003). Retrieved on 02/26/2013, from http: //www.ubv.gov.veVessuri, H., Cruces, JM, Ribeiro, RJ, & Ramírez, JL (sf). The future reaches us: foreseeable mutations in Science and Technology. In Trends in Higher Education in Latin America and the Caribbean (pp. 1-36). Villa González del Pino, E., Castellaños Castillo, J., & Pons Murguía, R. (2006). Application of a procedure for the management of teaching-educational processes in universities. Cuban Journal of Higher Education, XXVI (2), 50-58. Villanueva, E., Bentancur, N., de Lacerda Peixoto, M., & Duriez González,M. (sf). Higher education reforms: 25 proposals for higher education in Latin America and the Caribbean. In Trends in Higher Education in Latin America and the Caribbean (p. 52). Wikipedia. (2012). Block diagram, 2012. Retrieved on March 7, 2013, from Wikipedia: www.wikipedia.comWikipedia. (2012). Data flow diagram. Retrieved on March 11, 2013, from Wikipedia Free Encyclopedia: www.wikipedia.comWikipedia. (2012). Process, 2012. Retrieved on March 7, 2013, from Wikipedia Free Encyclopedia: www.wikipedia.comWikipedia. (February 8, 2013). IDEFO. Retrieved on March 7, 2013, from Wikipedia Free Encyclopedia: https://es.wikipedia.org/wiki/Wikipedia:PortadaZarur Miranda, X., Burbano López, G., Didou Aupetit, S., Guarga, R., Parkins, L., & Siufi, G. (sf).Regional integration and internationalization of higher education in Latin America and the Caribbean. In Trends in Higher Education in Latin America and the Caribbean (p. 71). Panivel and Calvo (2006) Management management in school community integration. IUPMRAB. Maracaibo = ZuliaRobbins, S and Coulter, M. (2005) Administration. México, Prentice HallChiavenato, I. (2006) Human Resources Administration. The human capital of organizations. 7th. Edition. Mexico. EditorialMcGraw HillEscobar, P. (2005) The manager as integrator of the community of Basic Education of the school municipality N '4. state Falcón. Rafael María Baralt University. Capatarida (Eulalia 2006) processes / Eulalia, M Villa & Ramon A Pons. «Management by Monograph Processes.» 2006: 127 Salcedo, Irma & Romero, Juan José."Organizational Culture and Quality Management of the Venezuelan State." Scielo, January 2006.TPC, Specialized Services. Process Consulting. Madri, 7 of 24 of 2014. Nelson, Labarca, and Ferrer Juliana and Villegas Esmeralda. "Organizational Change: Transcendental Aspect for Venezuelan Higher Education Institutions." SCIELO, April 2006: 1.