“The era of globalization requires placing everything in the context and complexity of the planet. Knowledge of the world as a world is an intellectual and vital necessity. Therefore, a reform of thought is needed ”. Edgar Morin, 2001.
This article presents an analysis of the internationalization of higher education, a theoretical framework, conceptual approaches, conceptions, an explanation of why the lack of integration becomes a brake on the internationalization of higher education, and proposes some strategies that are they have been adopting in Latin America and Colombia.
Introduction
Globalization has generated various changes in the international order since 1990, but perhaps one of the sectors that has undergone profound transformations is the economic one, therefore, governments in almost all the countries of the world in order to adapt to economic liberalism carried out financial reforms that They represented substantial changes in the processes, procedures and expansion of products that are traded on the stock market and in the services provided by banking institutions.
These financial transformations have had serious repercussions on the economy and on the productive system. When making a retrospective analysis of what has been happening in the last fifteen years, we observe that the economy as a key factor in the development of the productive forces, has become increasingly dependent on scientific innovations, technological applications and the generation and transfer of knowledge.
Faced with this reality, higher education must stop along the way to rethink the articulation of higher education processes in the face of the new economic, social, political, cultural and productive demands.
Given that scientific innovations and technological applications are closely linked to the academic world, education must adjust its: missions, visions, management models, curricula and institutional educational plans in order to achieve sustained development, enhance integration, expand participation and improve competitiveness in the century that is beginning.
It is no secret to anyone that education is a powerful tool that society has to create strategic changes that allow directing economic, political and social transformations. Now, if we accept that we are in the age of knowledge, higher education becomes a leading actor of the first order that has the social commission of carrying out transformations in productive systems and influencing development models.
The internationalization of higher education is a highly topical issue and has become recurrent on the agendas of international educational organizations, the purpose of this article is to investigate it and present some relevant aspects related such as: their conceptions, strategies and what has been done to date in Latin America and Colombia.
Background
Globalization requires the university to do a joint task with: the state, society and the productive sector to design curricula that allow training professionals capable of turning information into useful knowledge, with an ethical sense, a deeply human vision of the world and abrogate by a sustainable planet. In short, it is a challenge that consists of adopting the necessary transformations in higher education that adapt to the changes introduced by globalization.
The proliferation of computer use and the internet network are expressed as the highest representatives of the telematic boom. Today the internet has become a powerful instrument used by millions of users, which has generated profound transformations in education in the 21st century.
The transfer of knowledge expressed in a dissemination that is exercised under the multidiversity of media that facilitates the unlimited socialization of the same that reaches more and more to a greater number of countries, institutions and people that allows in turn to expand the inexhaustible universe of technical knowledge and the scientist.
Curricular openness that is manifested in: the interconnection of higher education institutions, the opening of the curriculum to international topics, subjects more linked to abroad, the offer of double degrees thanks to the interconnection of preparatory cycles or additional subjects that are They are offered in a planned way through interuniversity agreements, they are issues on which the internationalization of higher education must be addressed, and they deserve to establish an open regulatory framework with a sense of integration.
Justification
The boom that the internationalization of higher education has experienced has been accelerated by agents such as: globalization, telematics, curricular openness and knowledge transfer; forcing governments, ministries, development entities and higher education institutions to study the phenomenon carefully to establish rules of the game avoiding the deterioration of educational quality.
Due to the same connotation of the term, this study makes sense when it is approached with a vision of integration in view that the internationalization of higher education requires seeking alliances, articulations and agreements with the education sector and with other countries.
Another purpose that must be expressed, in addition to the integrationist attitude, is the balance that must exist between underdeveloped countries with developed countries, when making alliances and agreements. Academic mobility and knowledge transfer actions must be balanced, there must not be unequal exchange for the signatory countries. Hence the importance of establishing regulations that allow safeguards to be established when detriment to countries or institutions occurs.
The problem
There are currently no clear standards with a vision of integration that regulate the internationalization of higher education for the generation of knowledge without detriment to underdeveloped countries in a changing world with a global environment.
General objective
Establish a theoretical framework that allows understanding the basic parameters in which the internationalization of higher education is framed in order to draw alternatives and strategies at the time of agreeing alliances and agreements with an integrating vision and balance for the interested parties in the generation of knowledge.
Specific objectives
1) Definitions: Define some terms that allow to establish the difference between Globalization, internationalization, and internationalization of higher education.
2) Mission and Principles: Structure the mission and define the system of principles that support the internationalization of higher education.
3) Conceptions: Identify the different conceptions that currently exist about higher internationalization that allows contextualizing a framework of strategies and alternatives.
4) What we are doing in Latin America and Colombia: Inquire about the different strategies that have been advanced in Latin America and Colombia on the issue of internationalization of higher education.
The theoretical framework in which the internationalization of higher education moves
The theoretical framework contains some categories that need to be specified in order to understand the internationalization process of higher education and the challenge of integration.
Definitions on globalization, internationalization and internationalization of higher education.
1. The concept of globalization.
Globalization is the process by which the growing communication and interdependence between the different countries of the world unifies markets, societies and cultures, through a series of social, economic and political transformations that give them a global character. Thus, the modes of production and capital movements are configured on a planetary scale, while governments are losing powers in the face of what has been called the network society.
According to the Royal Academy of the Spanish language, globalization is the tendency of markets and companies to expand, reaching a global dimension that goes beyond national borders.
2. The concept of internationalization.
Various concepts have been written on the subject, here we present four:
It is the process that integrates the international and intercultural dimension in teaching, research and social projection of an institution Knight, 1994.
It is understood as the process of development and implementation of policies and programs to integrate the international and intercultural dimension in the missions, purposes and functions of university institutions. Through internationalization, there is a tendency to formalize the benefits of international cooperation for the university community in general.
Internationalization is recognized as the process that "fosters universal understanding and develops the skills necessary to live and work in a diverse world" (Savage, C., 2001).
Internationalization is the policy that a country, institution or people decide to adopt in order to articulate with countries other than their own.
The concepts of Internationalization Policy and Plan: Based on this conceptualization, a distinction must be made between policy and plan, both are different documents. While politics is a category articulated with the mission of an educational institution, the plan is the set of actions that must be carried out to achieve the provisions of the internationalization policy.
However, it is frequently observed that many higher education institutions lack an internationalization policy, but since they have International Cooperation units, this condition prompts them to have an internationalization operational plan.
In other cases, it happens that some institutions in their mission express the importance of leading the institution on the path of internationalization, but nonetheless, they lack a document that sets out a clear and coherent policy and, in turn, lack an operational plan that allows execute strategies and actions aimed at internationalization.
Methodological suggestion: an institution that adopts the internationalization policy should follow the following methodological route: a) include in its mission the will to institutionalize itself. b) This policy must be supported by a document called internationalization policy, which presents a theoretical framework that includes the justifications, principles and general long-term strategies. c) Based on the internationalization policy, an action plan will be formulated in which a diagnosis, objectives, projects will appear with their respective evaluation that allows them to be achieved and d) Within the institutional communications activities, it must be disclosed to all the university levels the existence and scope of both the policy document and the internationalization plan.e) Empower and entrust the people and the respective agencies to carry out the proposed actions.
Internationalization has become a policy that almost all countries have adopted, thus a series of classifications arise that are specific to the concept itself, hence it has become common to hear terms such as: economic internationalization, internationalization of capital, internationalization of the company, the internationalization of the industry, the internationalization of SMEs, the internationalization of banking, the internationalization of information technologies, and even the internationalization of education.
There are even contrary decisions or policies that are adopted in a country and that have a protectionist sense, the idea is not to internationalize because it is considered inappropriate. While some economic schools encourage openness, others stop it because they consider that a country or region does not have enough development to face and compete with more developed countries.
Other researchers such as Knight and Wit (1997) argue that protectionist policies are put into practice because “the flow of technologies, economy, knowledge, people, values and ideas across borders… affects each country in different ways due to the national individuality, history, traditions, culture and priorities ”.
Internationalization of higher education.
At present, the concept of the internationalization of higher education is approached from two points of view: From the academy or from the commercialization of educational services in the international sphere and on these concepts it is also important to observe the purpose that is pursued in both.
From the academy: a definition is approached that articulates the three basic processes that are handled in universities at an international level that are teaching, research and extension on which, Joseph knight (1997) expresses that:
The internationalization of education can also be understood as "the process of integrating an international or intercultural dimension with the teaching, research and service functions of the institution", which are ultimately the purposes of the university.
From the commercialization of educational services: The General Agreement of Trade Services GAT is directed by the Ministers of Economy and Foreign Trade of several and promoted by the World Trade Organization WTO, as a regulator of international trade has classified educational services in four modalities:
The first and most traditional, consists of the provision of an educational service that crosses borders but without the flow of people (distance education and virtual education). The second modality, characterized by the displacement that a consumer of the educational service makes from one country to another to obtain training. The third establishes a commercial presence of a supplier in the territory of another by establishing a headquarters and finally the fourth modality that consists of the physical movement of professors or researchers from one country to another to provide the training service and the admission and linking international students.
Mission, pei, principles, and interactions
The internationalization policy has its starting point in the institutional mission of each university, which means that the adoption of this policy must be expressed in the Mission and the PEI, but at the same time must make explicit the principles that constitute the support of the itself, and once the mission, principles, and existing interactions have been established, strategies must be formulated.
The Mission: The mission statement is a statement of concepts and attitudes rather than specific details. In general, it is established that it must be broad, which means that: it must have a wide range of objectives, with feasible long-range strategies and be careful to develop a formulation that includes all the strategic alternatives.
In this sense, establishing the scope of institutional policy is a strategic matter that must be reflected in the mission of each educational institution, in other words, it must be declared what type of environment is interested in addressing the institution, if it is to venture into a local or international scope, or both at the same time.
Institutional Educational Plans (PEI): Institutional educational plans contain the set of goals and objectives that guide academic and administrative actions, thus becoming, as a kind of constitution or navigational compass that traces the destinations of an academic institution, also there The internationalization policy must be established.
The principles: Social responsibility is understood as the set of commitments and obligations that an educational institution must meet with society as a whole, including the impact it can have on it.
Now, if one of the basic social tasks that are typical of the university is the generation of knowledge, it suggests that the transfer of it has to be based on the principle of social responsibility.
Participation and equity: these are unavoidable principles, education, research and the transfer of knowledge must radiate more and more, without difference of creeds, races and religions, thinking that it must be within the reach of society. It is about spreading education while respecting equal opportunities for all, recognizing multiethnic groups and multiculturalism.
Ethics and quality are other principles inherent to the internationalization of education, education, research and the transfer of knowledge, it must be done in a respectful way if it undermines the quality of education avoiding making a vulgar commercialization of it, without transgressing the culture and customs, seeking the truth and preserving the dignity of people.
The process of internationalization of higher education must include the principle of sustainability, it is unthinkable to build the education of the XXI century, without making explicit the care for our planet, we must take care of our natural resources and combat predation, actions aimed at sustainable development. It will be necessary to find sustainability alternatives in correspondence with the levels of internationalization required by the new environment of globalization.
Interactions: There are two interactions in higher education where the internationalization process should be tied to a first triad called the three essential processes of higher education, teaching, research and extension, processes that are interrelated. Likewise, there is a close relationship between the academy and the company and the state, a triad that is also interrelated with each other.
The issue of the internationalization of higher education has to consult both interactions and cannot be isolated from them, it makes even more sense because precisely the transfer of knowledge originates and expands thanks to the dynamics that are exercised between these two triads.
Conceptions on how to internationalize higher education, curriculum content versus competencies
On the issue of internationalization, two trends have emerged whose conceptions are oriented to propose modifications through: the curricular content focused on the subjects and the other on training by competencies, both are based on the fact that in a globalized planet it is necessary respond to the generation of knowledge with a transformation in higher education from teaching, research and extension.
In practice, a new model of society is emerging that demands a new model of school or, more clearly, it calls for the Refoundation of the School and its revolution from knowledge. We are moving towards the "glocal" as the integration of the global and the local in the framework of the global village, which implies a new reading of personal space and time.
In both, actions are required to seek the insertion of the demands of internationalization in the curriculum or what has been called the integration of the curriculum.
Internationalization through the content-based curriculum
Before beginning the analysis, the etymological origin of the word curriculum is addressed, which comes from the Latin curriculum, which is derived from the verb curro that means career. In the field of education it means that students are directed to an objective, developing in their training, criteria based on instruction and education that allow them to solve problems and situations, in this sense the curriculum is something like, the " path of learning ”that the academy must design so that students obtain specific training.
Educational institutions that offer training in specific careers design the curricula, according to the technical and scientific knowledge that students must acquire to train them in the capacities required by the productive apparatus, this set of knowledge is called instruction. But not vast with instructing, educational institutions also have the duty to educate in principles and values.
Expressed in general words, a curriculum is intended to instruct and educate. Now, the question always arises , what kind of training should a student receive in a specific career and how to do it? the pedagogues respond that training is achieved with an adequate curricular design and implementation, to respond to the issue of what to train in instruction and education.
If the importance it represents is accepted, the curricular design in the training of instruction and knowledge, the internationalization policy of an educational institution should not be alien to it. It means, then, that if the internationalization policy is embodied in the mission and the institutional educational plans (PEI), there must be an integration between curricular design with the mission and the PEI.
When the issue of internationalization is approached, curricular integration takes on special importance not only because it is about articulating intra-institutional matters but also of an inter-institutional nature, whether of a national or international nature. In this sense, the curricular design must be properly articulated with: the Mission, the Pei, and internationalization to achieve pedagogical objectives that harmonize with the training of the technologist or professional, trained to face the demands of the productive apparatus of the knowledge society.
Defenders of the curricular conception argue that the internationalization policy should be integrated into the curriculum, which suggests that the elements that are traditionally included in the curricular design should be crossed by a cross-cutting axis of internationalization.
The proposal of the defenders of the concept of training focused on subjects can be summarized in that the internationalization policy, which has been inspired by the Mission and the Institutional Educational Plans (PEI) should be a transversal axis that crosses and covers the elements that structure a curricular design, such as: The approach or theory on which the institutional pedagogical model is based, the methodologies specific to the directed approach, the communication strategies, the means and materials to be made available, the evaluation system, the study plan and the pedagogical relationship.
This first conception maintains that a curriculum that does not consult international trends and the needs of the local context is simply an irrelevant curriculum, in this sense it abrogates the social relevance of higher education curricula. And he proposes that for there to be relevance, the internationalization policy must be integrated into the curriculum.
Internationalization through the competency curriculum
The second conception is based on professional competences, that is, the disposition to use knowledge appropriately in its various application contexts. This means that internationalization must be integrated into the curriculum not based on the curricular contents, but with the close purposes of the curriculum, where the objective is to train the professional skills required by the globalized world, respecting cultural differences and institutional identity. from each university.
The defenders of this conception of internationalization argue that, where there are different educational institutions, it is necessary to establish agreements, and it is easier to reach agreements on the ends than on the means, but goals must be established for the ends. It is a question, then, of agreeing on the “what” and not the “how”, leaving each higher education institution the choice of the means to achieve them.
Pedagogues in charge of analyzing the issue of internationalization have outlined a system of competencies that are common to all professions which must respond to the globalized world, and present them as: a series of generic competencies, which could be adopted by any type of profession, for training processes that respond, from a competency-based approach and as a single language, to the demands of the internationalization processes of the curriculum.
The competency system is characterized because the person trained in higher education must have: Ability to solve problems, Ability to analyze and synthesize, Ability to organize and plan, Make decisions, Ability to learn, Critical and self-critical ability, Systemic vision, Research skills
Interpersonal skills, Motivation towards achievement, Initiative and entrepreneurial spirit, Concern for quality, Ability to work in an international context, Ethical and social commitment, Ability to adapt to new situations, Ability to generate ideas, Leadership, Ability to work in team, interdisciplinary teamwork capacity and appreciation for cultural diversity.
This system by competencies pursues, among others:
Learning replaces teaching, The adequate integration of content and methods (ways of knowing and ways of doing) as means to develop skills and values. The innovative and creative school that uses the systematic development of new ways of learning to learn. Objectives by capacities and values in the framework of the knowledge society. The organization of content (ways of knowing) a clear distinction between data, information and knowledge. Teachers with excellent training in instruction and education.
Countries of the European Union that try to lay the foundations of their agreements have shown a clear commitment to try to change and unify the notion of the university education system, under the concept of a European Higher Education Area, they have been promoting training by competencies.
This second conception argues that it is necessary to carry out a profound transformation in education that is in tune with the demands of a globalized world, and to achieve them it is necessary to integrate competency training into the curriculum.
The pedagogues who defend this trend argue that in today's society knowledge changes so rapidly that teaching processes focused on the transmission of knowledge are rapidly outdated and anachronistic to respond to advances in science and technology that promote change of knowledge. our society.
3.3 Integration an obstacle to internationalization
Integration as the main obstacle to the internationalization of higher education.
The debate should not focus on analyzing whether one conception or another is better, the discussion should be oriented to investigate how much we have been making progress on integration issues. In fact, it has been stated that Latin America has great possibilities of achieving regional integration because it brings together a series of common points such as: ethnicity, race, language, and anthropological issues, however, although some important efforts have been made, we are still far from achieving it. However, regional integration includes addressing in a broad sense the areas: economy, health, education, infrastructure, jurisprudence and politics.
The issue of integration viewed from the particular point of education, in practice higher education institutions try to open their own spaces through agreements and have been venturing into the offer of: specializations, masters, doctorates, homologation and double degrees. But precisely this diversity of educational offerings requires a regulatory framework through the ministries of each country but with a vision of regional integration to open common spaces avoiding rigorous restrictions that slow down academic mobility and knowledge transfer. With a common regulatory framework for regional integration, it transcends an issue between institutions that have specific agreements to an open space for all Latin American students and for many educational institutions.
But the issue of regional integration must also open space for graduates of higher education, and constitutes a challenge for the 21st century consisting of establishing a common regulatory framework for regional integration, allowing professional and technological degrees to be enabled so that They can work in any Latin American country. There is still a long way to go to achieve integration in these matters, but it will be necessary to arrive there with the political will and the agreement between the governments, giving way to the integration of higher education. However, there are several aspects that must be reviewed before to achieve integration:
University academic autonomy: International agencies of various origins have emerged, whose purpose is to seek the accreditation of academic programs, and others dedicated to the international certification of professional skills. However, although they are interesting and viable initiatives, they are still a threat, tenuous so far, but which threatens university academic autonomy and in some cases against the quality of education.
Financing: Another serious problem is that of financing, the internationalization of higher education requires contributions in money and resources from governments and state-type governing institutions to dedicate efforts to analyze and plan the regional integration process.
Weak commitment: Until now, policies related to regional integration issues in higher education have been confusing.
Unification of programs or homologation: The alternative of responding through the incorporation of content, encounters difficulties such as: the unification of study plans between institutions of different legal nature, from different cultural contexts and from different countries, which have their own frameworks legal.
Homologation: The same happens with the unification or homologation of university degrees, a deeply complex problem, since in the institutions there are discussions of an epistemological nature, up to aspects related to the cultural tradition of the country.
Evaluation: The learning evaluation systems and the ways of expressing this evaluation are different between countries, which in turn are protected by internal legislation.
How to guide internationalization
Cooperation mechanisms: The internationalization of higher education also seeks to generate cooperation mechanisms and institutions for the development of research, for the improvement of professional training processes and of projection to the community.
Active exchange agent: If we carefully observe the concept of internationalization exposed by Knight, the meaning of the academic-curricular approach can be understood as the development of the functions of the university with a sense of openness, communication and international interaction; In other words, it transcends the territorial, political, linguistic and cultural borders of its own context, to become an active social agent for the exchange of cultural heritage, for the dissemination and joint appropriation of scientific and technological advances.
Broad vision of reality: Higher education with an international vision must allow the student, undergraduate or graduate, to be aware of technological advances and scientific advances. Privilege pedagogical actions and academic content that provide students with a broad vision of reality, and allow them a reading of social phenomena from an intercultural perspective.
Search for the essence of reality: The curricular contents should be oriented to interpret reality with greater clarity, trying to seek social projection, connecting with the cultural essence of the society where higher education operates, promoting art seeking a greater articulation with the dimension of science and technology. These curricula should guide the student to achieve a deeper understanding of local and global problems in order to propose new alternative solutions; providing the student with knowledge and skills that allow them to overcome communication barriers to achieve a greater understanding of cultures.
Pedagogical strategies based on dialogue and participation: that stimulate the development of communicative competence at a high level. It should help to develop in its students the cognitive skills and practical skills that allow them to be adequately inserted, and to be an active agent, in the multiplicity of professional and cultural contexts generated by the globalization of the labor market.
Strategies in Latin America and Colombia on the process of internationalization of higher education
The issue of internationalization of higher education concerns the entire international community. It is a matter that has become a concern of international organizations, ministries, institutions and researchers committed to drawing directions for the orientation of education.
In Latin America, seminars, forums and seminars have been held that try to analyze the subject in order to propose strategies that allow us to trace the way forward. The guidelines that have been followed have their starting point in the "World Declaration on Higher Education in the 20th Century: Vision and Action", and in the "Priority Action Framework for the change and Development of Higher education ”.
In the understanding that Latin America is a region that brings together a set of strategic countries, especially because it is necessary to start generating a transformation and drastic changes in science and technology for the sustainable development of the region, it was held in Colombia Regional Conference for Latin America and the Caribbean (CRES) held in Cartagena in 2008.
This Conference was significant because from there state public policies in higher education and the guidelines to achieve regional integration were oriented. In turn, this Conference was constituted as a preamble to the CMES World Conference on Higher Education.
Although it is valid to note that the issue of internationalization of higher education has been systematically debated in Colombia for 15 years, it is important to mention that the concern and leadership of the issue has been addressed more from the academy than from the Government. From this point of view, a first strategy that has been proposed by the interested universities consists of the government adopting as public policy at the service of the state and the country, the issue of Internationalization of higher education so that planned actions are formulated.
In this same order of ideas and with the understanding that in the development of higher education institutions in Colombia there is heterogeneity in their development levels, establishing agreements on internationalization becomes an expensive task, for which it is proposed as a second strategy, that the government make the issue of higher education a matter of national interest.
Another strategy that has been proposed is to approach other experiences, it is about studying more in depth and requesting advice related to some policies adopted by other Latin American countries such as the case of Brazil, Argentina and Chile who have advanced on the subject and have achieved establish clear concepts in the management of international relations.
The existence of academic programs that have a high profile and that have all the possibility of competing abroad to become poles of attraction and comparative advantage that it can offer in other countries and continents, wasting a existing fortress. It is suggested as a strategy of insertion to the internationalization of higher education to look for some niches of attraction and exchange for students and teachers for which it is proposed, Central America, the Caribbean and the Pacific Basin.
The other issue that has been analyzed, and that is taking more and more importance is to avoid that the internationalization of higher education depends solely on the state and the academy, the researchers have indicated that private companies should intervene in this process, supported by the argument that the transfer of knowledge ends up being commercialized by private companies and therefore cannot be marginalized from it. Thus, another of the strategies that has been imposed is to introduce as an accelerating element of the process, the university-company-state triad so that it becomes a dynamic element so that by using innovation in a spiral, it has the ability to capture the multiple reciprocal relationships that occur between institutional, public,private and academic to enhance knowledge.
Conclusions
The process of the internationalization of education is just beginning, which represents a challenge for the substantive functions of what to do university, and it is from there that we must respond to the demands of globalization, so that according to the World Conference on Higher Education of 1988, generates “an unprecedented demand for higher education, accompanied by a great diversification of it, and a greater awareness of the fundamental importance that this type of education has for socio-cultural and economic development and for construction of the future… ”.
Faced with the existing debate between the two conceptions set out: those who defend training by curricular content and the promoters of curricula by competences, it is not possible to state yet which of these satisfies the criterion of relevance of higher education in the face of internationalization. What has been tried to outline up to now is the set of: knowledge, instructions, skills, attitudes, values and minimum principles, which the graduate must gather to face globalization.
The internationalization of higher education finds its main obstacle in the issue of integration not only of a regional nature but also in particular issues of integration related to higher education itself.
For this reason, the debate should not focus on analyzing whether one conception or another is better, the discussion should be raised in terms of exploring how much we have been making progress on integration issues. In fact, we have always stated that Latin America has great possibilities of achieving regional integration because it brings together a series of common points of race, language, and anthropological issues, but we are still far from reaching it.
In Latin America and Colombia there is concern about the issue and a range of basic proposals have been proposed, such as: adopting by the government the issue of the internationalization of higher education as a public policy at the service of the state already in turn, this issue must be of national interest, so that planned actions are formulated. Request advice related to some policies adopted by other Latin American countries such as the case of Brazil, Argentina and Chile, who have made progress on the issue. Identify and assess the existence of academic programs that have a high profile and all the possibility of being offered abroad so that they become poles of attraction and comparative advantage. And link as an accelerating element to the process of Internationalization,the university-company-state triad in such a way that it becomes a dynamic element so that by using innovation as a spiral, it captures the multiple reciprocal relationships that arise between institutional, public, private and academic organizations, thus allowing to enhance knowledge.
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