This article addresses the subject of university management indicators within the Bolivarian University of Venezuela.
Its structure allows for an identification and description of student admission, prosecution and graduation, through processes according to the current university context, exposing the way in which university management is done at the UBV, unlike traditional universities and the approach from the field of teaching, research and extension.
In Venezuela, for the year 2003 the wide demand of students without access to Higher Education Institutions (IES): Universities, Institutes and University Colleges, was a problem that the Venezuelan State had to address through the Ministry of Higher Education, as an entity regulator of university education in the country, for which it proclaims Presidential Decree No. 2,517, dated July 18, 2003, the creation of the Bolivarian University of Venezuela (UBV); In addition, in this period, the National Council of Universities (CNU) in its ordinary session of July 1, 2003, in accordance with the provisions of articles 10 and 187 of the University Law, according to act 114 resolves to approve the UBV, as IES; in order to address the problems presented in previous paragraphs.
Likewise, the Sucre Mission (MS) is founded as an inclusion policy of the Ministry of Higher Education, which is created by Presidential Decree No. 260, dated September 8, 2003. This policy is based on providing education in the various municipalities of the country, for this the structures of schools and high schools are used as university villages that allow the training of these high school graduates.
DEVELOPING
Management
It is presented as Management according to Shaw (1991) as the process by which strategies are converted into concrete plans and goals that allow evaluating performance in comparison with said goals.
Management in essence is presented as an articulation between the way each institution is organized, how resources are managed, the processes that it executes and what result the achievement of its objectives implies.
In the terms on which this research is based, management is the result obtained as a result of the determination of the objectives and goals and the design and execution of strategies to choose to achieve said objectives. Management cannot be described as an isolated stage within an organization, because it is the cause and effect of a set of tools that interact to achieve an optimal quality result. This is why the term Management System is configured, which according to Beltán Sanz et al (2000) is called a “General Scheme of processes and procedures that is used to guarantee that the organization performs all the necessary tasks to achieve its objectives. ”. Based on the above, many organizations use reference models to establish,document and maintain management systems that allow them to direct and control their respective organizations.
Figure 1.2 shows that the Management System articulates the objectives set by the organization in the sense of determining what it wants, how it is done, establishing responsibilities in the processes involved and activities carried out, with the resources that are already financial and humans, the methodologies used and the programs carried out, in order to know what is achieved, with the results obtained.
As an appendix to previous paragraphs, where the conceptualization of
Management and Management System, the term Process is introduced according to Beltán Sanz et al (2000) as a <
Management indicators
We can define it as a unit of measurement that allows the periodic monitoring and evaluation of the key variables of an organization, by comparing them over time with the corresponding external and internal references.
Another concept of indicator can be the observable manifestation of a trait or characteristic of one or more variables of interest, susceptible to evaluation, which provides quantitative and / or qualitative information about said characteristic. An indicator, thus conceived, makes it possible to estimate the magnitude or intensity of a variation and consequently act presumptively or correctively.
We can point out two basic functions of the indicators. In the first place, a descriptive function, which consists of providing information on the real status of an action or project, and, in turn, an evaluative function that consists of adding to said information a value judgment as objective as possible, on whether the performance in said project is being adequate or not.
An indicator must meet basic characteristics:
- Simplification: the reality in which we act is multidimensional.
- Measurement: allows comparing the current situation of a study dimension over time or with respect to established patterns
Indicators are useful tools for planning and management in general, and their main objectives are:
- Generate useful information to improve the process of decision making, the process of designing, implementing, or evaluating a plan, program, or project.
- Monitor compliance with agreements and commitments.
- Follow up on the different plans, programs or projects that allow taking the appropriate corrections and improving the effectiveness and efficiency of the general process.
Indicators must have the following properties:
- Validity: they must reflect and measure the effects and results of the program or project and the factors external to them.
- Relevance: they must correspond to the objectives and nature of the program or project, as well as the conditions of the context (social environment) where it is managed.
- Demonstrable: they must show the changes sought.
- Relevance: they must effectively serve the user for decision making. That is, they must capture an essential aspect of the reality that they seek to express, in descriptive terms and in its temporal dimension, bearing in mind that its importance will be given according to the moment in which they provide results; in other words, they may be irrelevant at one point.
- Representativeness: they must effectively express the meaning that the actors give to a certain variable.
- Reliability: the measurements carried out by different people must yield the same results.
- Sensitivity: they must reflect the change of the variable over time, that is, it must change effectively and persistently throughout the analysis period.
- Factual: they must be objectively verifiable.
- Efficiency: they must be exact when expressing the phenomenon.
- Sufficiency: by itself, they must express the phenomenon, without being redundant.
- Flexibility: with the virtue of adapting to the reality of what is to be measured and the availability and reliability of the information.
Any indicator can be presented as:
- Absolute figure: reflects particular characteristics at a given moment. (for example number of students taking a PFG at the UBV).
- Percentages: refers fundamentally to aspects of distribution (example: percentage of the budget allocated to teaching).
- Averages and other statistical measures: represents typical behavior such as: average, median, mode, etc. (Example: GPA of students in Legal Studies PFG).
To construct the indicators that allow the evaluation of a program in any of the categories, it is required:
- Identify the variables found in the objectives of the program or project, in its goals and in its results, selecting the key concepts of the program or project.
- Construct a collective meaning of the variable (agreement on what is meant by each variable).
- Combine the variables in mathematical formulas that result in indicators that represent specific areas of the indicator.
- Design all the indicators that are necessary to express each meaning, coverage or scope of the variables.
- Prioritize and select the indicators. The team is required to identify a set of criteria for weighting and selecting indicators according to the specific characteristics of the program.
Management indicators are one of the determining agents for all production processes to be carried out with economy, efficiency and effectiveness.
- Economy: it is to minimize the cost of the resources used to carry out an activity with the required quality, and it can only be measured if there are reasonable or reasons to do so.
- Efficiency: is to make the best use of available resources, and is related to the economy and refers to the resources used. The main question is whether these resources have been used optimally to satisfactorily. Or if the same or similar objectives had been achieved, from the point of view of quality and time, with fewer resources. It is basically restricted to the question of whether resources have been used optimally or satisfactorily.
- Effectiveness: they measure the degree to which goals are achieved. They include the evaluation of the fulfillment of the objectives (goals) that may correspond to internal or external service units.
From the aforementioned theoretical framework, we will identify and define processes through a process map, which is made up of the following elements: process, satisfaction condition, user, unit that develops the process.
A process matrix is developed to link the processes with the management indicators that allow the control and evaluation of these processes.
Matrix for identifying indicators of the student admission process.
CONCLUSIONS
University management processes in Venezuela are oriented to administrative processes for traditional universities.
The UBV is a pioneer in Venezuela, in university management, from the approach of municipalization of university education.
The management of processes is of vital importance to achieve planning, direction, control and evaluation of university management. Establishing the processes allows the assessment of each of the results and therefore knowing the demands and new requirements, and allowing them to be adapted to the current context.
The definition and design of management indicators will allow the evaluation of university management.
BIBLIOGRAPHY
- ARIAS FIDAS, G. (2006). The Research Project: Introduction to scientific methodology. Caracas, Episteme. BELTRÁN JARAMILLO, JM (2008). Management indicators. Bogotá. Colombia, 3R Editores.BELTRÁN SANZ, JCC, MIGUEL A. & CARRASCO PÉREZ, REMIGIO & RIVAS ZAPATA, MIGUEL A. & TEJEDOR PANCHON, FERNANDO Guide for a process-based management, INSTITUTO ANDALUZ DE TECNOLOGÍA.BERTALANFFY, LV (1976). General Theory of Systems Mexico, Fondo de la Cultura Económica.BORROTO, Y., & ESCORIZA, T. (2010). Management of University Processes. Editions Bolivarian University of Venezuela, UNC-OPSU (2004). "Alma Mater" Project for the Improvement of the Quality and Equity of Education in Venezuela. Venezuela. Caracas, CNU-OPSU.COA, H. (2000).Maintenance Function of the Framework for the Statistical Information System of the OPSU Department of Statistics. UCV. School of Statistics and Actuarial Sciences. Caracas, Central University of Venezuela. Lawyer CORDOVA, Y. (2011). Building Changes: conducting and strategic planning of change projects. Caracas. Venezuela, Bolivarian University of Venezuela, CHIAVENATO, I. (2001). Administration: Administrative Process. Bogotá. Colombia, Mcgraw-Hill Internamericana, SADE ESCOBAR, V. (2005). Study on Dropout and Repetition in Higher Education in Panamamanagement and strategic planning of change projects. Caracas. Venezuela, Bolivarian University of Venezuela, CHIAVENATO, I. (2001). Administration: Administrative Process. Bogotá. Colombia, Mcgraw-Hill Internamericana, SADE ESCOBAR, V. (2005). Study on Dropout and Repetition in Higher Education in Panamamanagement and strategic planning of change projects. Caracas. Venezuela, Bolivarian University of Venezuela, CHIAVENATO, I. (2001). Administration: Administrative Process. Bogotá. Colombia, Mcgraw-Hill Internamericana, SADE ESCOBAR, V. (2005). Study on Dropout and Repetition in Higher Education in Panama
Panama, International Institute for Higher Education in Latin America and the Caribbean DEL POZO NAVARRO, F. (1987). Management by Systems. Mexico, Limusa. DEVELOPMENT, MDPY (2001). General Lines of the Plan of Economic and Social Development of the Nation 2001-2007, Caracas. EDEL, R. (2003). «Factors associated with academic performance.. Organization of Ibero-American States for Education, Science and Culture. " Magazine
Iberoamericana de Educación. from http://www.campusoei.org/revista/frame_participar.htm.EDUCACIÓN, MDPPPL (2009). Organic Law of Education (LOE).. Caracas.FERNÁNDEZ, M. (2005). The Municipalization of Higher Education. The Venezuelan proposal to eradicate the exclusion of Higher Education (Compiler). Editions of the Bolivarian University of Venezuela.GARCÍA G., C. (1998). Higher Education in Venezuela. Debate of the Transition. CENDES Notebooks Magazines. Caracas, CENDES.GARCIA, S. (2007). Towards Socialist Education in Venezuela. Caracas, Bolivarian University of Venezuela, HERNÁNDEZ CALDERÓN, EE (2009). Research for Administrative Sciences. Caracas. Venezuela, Bolivarian University of Venezuela. KENDALL, KK, JULIE (1998). Analysis and design of systems. Mexico, Prentice Hall Hispanoamericana,SAKOONTZ, HYHW (1998). Administration A Global Perspective. Mexico, MacGraw-Hill.MACHADO OSÉS, C. (2009). Quality Management. Caracas. Venezuela, Bolivarian University of Venezuela.MARTÍNEZ, CC (2009). Strategic Direction. Caracas. Venezuela, Univesridad Bolivariana de Venezuela.MARTÍNEZ M., GJ (2005). Statistical Information System for the Statistical Bulletin of the UCV Secretariat (SIEBES). UCV. School of Statistics and Actuarial Sciences. Caracas, Central University of Venezuela.MESA CONTRERAS, G. (2009). Organizational behavior. Caracas. Venezuela, Bolivarian University of Venezuela, MORA GARCÍA, LA (2008). Logistics Management Indicators. Bogóta. Colombia, ECOE EDICIONES.MORALES, VMR, EDUARDO & ALVAREZ BEDOYA, NEPTALI (2003). Higher Education in Venezuela, UNESCO IESALC.NATIONAL, A. (1999). National Constitution of the Bolivarian Republic of Venezuela. Caracas, NADER, M. (2001). Principles of administration. Mexico, TRILLAS.PÉREZ G., JC (2008). Control of Studies in the Sucre Mission at the State Level. A Proposed Structure For Its Implementation. Methodological Scientist ”: Reality and Educational Perspective. Towards a Critical Pedagogy for a Free America. Caracas, IPLAC. 1.RIVAS GONZÁLEZ, E. (2006). General Statistics. Caracas, Central University of Venezuela.ROTUNDO P., E. (1973). Introduction to the General Theory of Systems, FACES, UCV Caracas.RUIZ CALLEJA, JM (2006) Reflections on the Direction and Management of Educational Institutions SALAMA, M. (1997). Introduction to General Statistics. Caracas, Universidad Pegagógica Experimental Libertador SANDER, B.New trends in educational management: Democracy and quality SANTAMARIA, S. (2003) Venezuelan Educational System STONNER, J. (1998). Administration. Mexico.SUPERIOR, MDE (2003). Conceptual Foundations of the Sucre Mission. Caracas TORREALBA SALDÍVIA, ZC (2008). SOCIO-POLITICAL BACKGROUND OF HIGHER EDUCATION IN VENEZUELA. Methodological Scientist ”: Reality and Educational Perspective. Towards a Critical Pedagogy for a Free America. Caracas, IPLAC. 1.UNESCO (1998). World Declaration on Higher Education in the XXI Century:Methodological Scientist ”: Reality and Educational Perspective. Towards a Critical Pedagogy for a Free America. Caracas, IPLAC. 1.UNESCO (1998). World Declaration on Higher Education in the XXI Century:Methodological Scientist ”: Reality and Educational Perspective. Towards a Critical Pedagogy for a Free America. Caracas, IPLAC. 1.UNESCO (1998). World Declaration on Higher Education in the XXI Century:
Vision and Action. World Conference on Higher Education. Paris,
UNESCOVELASCO M., M. (2009). The Universalization of Higher Education: Comparative Experiences of Cuba and Venezuela. Latin American Studies Association Congress. Brazil.VENEZUELA, UBD (2004). Governing Document. Caracas. Venezuela, Bolivarian University of Venezuela. VILA ALONSO, ZM (2009). Administration. Caracas. Venezuela, Bolivarian University of Venezuela.YARZÁBAL, L. (1999). Consensus for Change in Higher Education. Caracas, IESALC / UNESCO.ZAMBRANO D., K. (2007). Planning and Control of Public Production. Caracas. Venezuela, FUNDIL.
