Methodology for the evaluation of science and innovation with a gender perspective

The increasing importance of science and technology in the economy, public administration and even in personal experience, as a result of the intense contemporary scientific-technological development, has made the concern for scientific and technological culture reach today dimensions never before recorded.

The need to promote a socially appropriate science culture and make it accessible to citizens has created new challenges in the knowledge society.

In Cuban higher education, scientific, technological and social studies have been institutionalized, above all, through undergraduate and postgraduate courses. The University Center of Las Tunas as part of the system of Cuban higher education institutions and specifically the base section of the ANEC of the accounting department of the Faculty of Economic Sciences requires the consolidation of a scientific culture that corresponds in its dynamics with its prospects for strategic development.

The objective of this research was to characterize the current development of science and innovation in the basic section of the Anec in the Faculty of Economic Sciences based on a methodology that allows the evaluation of science and technological innovation.

For its development, a study was carried out in the accounting and finance department of the Faculty of Economic Sciences, delving into the aspects linked to the features that characterize its scientific culture.

The most up-to-date bibliography on the subject was reviewed, allowing to form the theoretical framework and hence the design of the methodology applied to consolidate the scientific culture in the accounting department of the Faculty of Economic Sciences.

In today's society, which legally confers equal rights to men and women, the issue of women scientists is of particular interest. Every day it occupies a more privileged place within regional, national and European institutions and in universities. Because women have significant potential within the development and participation of Agricultural, Economic and Social, Pedagogical, Technical and Medical sciences, among other functions.

The information revolution corresponds to the age of knowledge.

Each woman who makes the decision to dedicate herself to research or intellectual creation has to start by convincing others of the firmness and viability of her purposes and really demonstrating her capacity for research and science. This affirmation was demonstrated in the study carried out to know the contribution of scientific women to the Electronic Magazine "Technological Innovation" edited by the Center for Information and Technological and Environmental Management (CIGET) of the Ministry of Science, Technology and Environment of the province from Las Tunas. Publications allow the scientific community to be made aware of the most relevant information generated on a research topic, from the bibliographic review or state of the matter to the presentation and analysis of the partial or final results.

In Cuba, the work carried out in the field of science and technology takes place under specific conditions that determine its theoretical and practical orientations. In recent decades the development of culture, education and science has been a fundamental priority of the Cuban State. Given the need for science in various fields, there was an extraordinary boom in the studies of Science, Technology and Society, and its increasing institutionalization through study and research programs in numerous universities (mainly in developed countries).

In Cuban higher education, scientific, technological and social studies have been institutionalized, above all, through undergraduate and graduate courses. The defense of doctorates requires among its requirements the completion of courses and examinations of social problems of science. Through master's and doctoral programs, professionals dedicated to scientific, technological and social studies are trained.

The University Center of Las Tunas, as part of the system of Cuban higher education institutions, in charge of contributing to the socio-economic development of its province through the fulfillment of its mission and corporate purpose, requires the consolidation of a scientific culture that corresponds in its dynamics with its strategic perspectives and to facilitate the achievement of these purposes, for this the contribution that each area (Faculties and Study Centers) makes as an essential part of its structure is essential.

The Faculty of Economic Sciences of the University Center of Las Tunas, has among its priorities that of contributing to the development of the scientific culture of the University and making it correspond with the needs and demands of the environment. However, it has been found that despite its efforts, it has not reached a significant development in relation to science and technology, which is manifested in the limited dissemination and introduction of scientific results, the low academic and scientific level of its cloister, insufficient scientific management related to research projects, publications and participation in events of recognized prestige and national and international level.

According to the previous arguments, it constitutes the Scientific Problem of this research: Insufficiencies in the control of science and innovation indicators with a gender perspective.

Taking into account the problem raised, the process of development of science and technology in the Faculty of Economic Sciences is assumed as Object of the investigation.

Faced with such a situation, it is obvious to carry out studies that allow characterizing, describing, analyzing and interpreting those aspects that may constitute facilitators or barriers to a scientific culture of the institution. In this way and taking into account the problem raised, the general objective of this research aims to promote the maximum economic and social performance of the resources made available to the University through efficient management of its Intellectual Capital (Human, Structural and Relational).

Specific objectives

1- Deepen the knowledge of the University, about its own activity as social agents oriented towards the development and extension of Intellectual Capital.

2- Offer transparent information to society and governing bodies on the levels of quality, intellectual competence and efficiency in the use of scarce resources made available to Universities by society.

3- Provide a versatile tool, that is, adaptable to the needs and characteristics of each University, as well as to each base association of the ANEC that serves to integrate the indicators related to Intellectual Capital so that its analysis and control by part of its administrators and researchers.

In this way, the Field of Action will be the development of science and innovation in the Faculty of Economic Sciences.

Taking into account the problem and objective of the research, it is based on the hypothesis that if a methodology is established that characterizes the main constitutive features of science and innovation of the Faculty of Economic Sciences, it will contribute to reduce the limitations in its relevance and social impact.

Agents involved:

• School of Economics. Faculty of Technical Sciences. Faculty of Social and Humanistic Sciences. Faculty of Agricultural Sciences.

Specifying the research in the Faculty of Economic Sciences.

The structure of the work contains the introduction, two chapters with their corresponding epigraphs, conclusions, bibliography and annexes.

Chapter 1.

Theoretical considerations of female scientific culture.

1.1 Causes of the shortage of women in science.

The debate about the shortage of women in science was sparked from a research study conducted in 1997 and funded by the Swedish Medical Research Council. The study uncovered sexual tendencies in the awarding of awards. Women had to be 2.2 times more productive than their male colleagues to receive financial support.

The Swedish study marked a turning point in Europe, according to Nancy J. Lane in the journal Nature on September 9, 1999. Thus, research organizations, universities and governments could not ignore a documented proof of discrimination, when this fact before it had been considered anecdotal. Before it was easier to consider that it was a problem of the women themselves.

Studies indicate that those women who remain in science face discrimination, with more precarious jobs and lower subsidies than their male colleagues.

The male orientation of science is not the only cause that explains the low representation of women.

Where is the solution to be found? Actions can be taken at different levels and, according to experts, the most effective way is through education. School, university or the workplace are the areas in which to act, first.

Achieving equality in the participation of women in all scientific disciplines and at all levels is an important part of this Sixth Framework Program. Women scientists become important axes to encourage and encourage the participation of those women in their same professional area. They, as observers and actresses of gender issues in science and technology.

1.2 Women in science.

The scientist woman, a subject scarcely treated. Every day it occupies a more privileged place within regional, national and European institutions and in universities. Because there is real discrimination, supported by data. Because diversity is a weapon in favor of science. Because women have undervalued potential.

Why are there so few women in science ?, European measures in favor of gender equality, female researchers in Spain and university institutes specialized in studies on women are the topics covered in this monograph on women scientists.

The idea was born with an outreach and awareness vocation. The content is based on statistics, institutional information and various studies on the subject.

1.3 Development of Science in Cuba.

Scientific thought in Cuba was expressed in the 18th century as part of the process of integration of the Cuban nationality, favored economically, by the increase in sugar production and free trade; culturally, by the propagation and assimilation of anti-scholastic philosophical systems and by the generalization of modern methods in teaching in general, all of which led to the flourishing of letters and the arts in the country.

The following facts are an example of this development:

At the beginning of the 20th century and after the intervention of the United States in Cuba, North American interests predominated in the development of scientific work. Until 1959 - the year in which the Revolution triumphed - scientific work was maintained primarily with individual expressions, mainly in applied research and in studies of natural resources, essentially of an agricultural nature, on soils and minerals. At that stage, the few existing research centers had little government support and their attention was scattered.

In January 1980, during a process of simplification in the structure of the organisms of the central State Administration, the Government made the decision to dissolve the State Committee for Science and Technology and transfer its functions to the Cuban Academy of Sciences, the which from that moment until April 1994 would have the directing responsibility of the scientific research activity. In 1994 the Ministry of Science, Technology and Environment (CITMA) was created, an institution that to date assumes the responsibility of drawing up and directing the scientific strategy in the country up to the present time.

1.4 Intellectual Capital (Human, Structural and Relational).

Intellectual capital.

The expression "Intellectual Capital", which appeared in the early nineties, is used to designate the set of intangible assets that generate value for the organization in the future, such as people's knowledge, capabilities, talents and skills, recognition from society, the quality of relationships maintained with members and teams belonging to other organizations, etc. (Edvinsson and Malone, 1997; Bueno, 1998; CIC, 2003).

Human Capital.

It refers to the knowledge (tacit and explicit) that people and teams have and that is useful for the entity or used by the organization on the basis of the explicit or implicit contracts existing between them and the organization, as well as the ability to regenerate it. That is, the ability to learn. As has already been said, Human Capital belongs mainly to people since knowledge resides in them.

Structural Capital.

Represents the organization's own knowledge, and arises insofar as it is possessed by the entity's people and teams, whether explicit, codified, systematized and internalized by the organization or through a formal process that operates through creation of a succession of organizational routines or action guidelines that are systematized and socialized by the organization. Consequently, Structural Capital is the set of knowledge that, basically, is the property of the organization and that remains in it despite the fact that people leave it, since it is independent of them, although they, in their social interaction, do so. generate.

In Universities and Research Centers, Structural Capital is related to bibliographic and documentary resources, archives, management systems and procedures, culture and values, databases, technical developments and other intangible means available in Faculties, Schools, Institutes, Centers, Laboratories and other dependencies.

In this greater relative stability of Structural Capital with respect to Human Capital lies a good part of its importance from the modern perspective of Intellectual Capital. Therefore, the directors and managers of the organization must pay special attention to the development of Structural Capital as a means to make profitable and project into the future the intelligence, talent and work of all its members, as a value proposition of the entity.

Relational Capital.

It refers to the value that the set of relationships that it maintains with the different social agents has for the organization. It incorporates in a double dimension, and, more specifically, with the members of the knowledge system, the set of economic, political and institutional relationships that Universities and Research Centers have developed and maintain with the different agents that make up their socio-economic environment. economic.

Consequently, the Relational Capital is directly linked to the capacity of the University and Research Centers to integrate into their socioeconomic environment and develop networks. Human, Relational, Structural and Historical capital are taken into account in the measurement of Intellectual capital, as can be seen in the following formula:

Intellectual capital = (Human Capital) + (Structural Capital) + (Relational Capital) + (Historical Capital).

Episode 2.

Methodology for the evaluation of science and innovation in the basic section of the Anec in the accounting and finance department of the Faculty of Economic Sciences.

2.1 General characterization of the Faculty of Economic Sciences.

The Faculty of Economic Sciences has as its mission its high commitment to the development of the province by guaranteeing with a highly committed cloister the Training and Universalization of Higher Education of economists and accountants with the quality, relevance and comprehensiveness that the territory and society demand Cuban, its continuous postgraduate improvement and the generation, dissemination and application of scientific and technological results.

The composition of the Cloister behaves as follows:

Accounting Department: It has 28 teachers, 9 of them trained for a total of 28 own teachers, of them five have the category of assistant teachers, eight assistant teachers, 13 instructors and 9 recent graduates. There are 13 masters and 14 currently pursuing master's degrees. These 28 teachers include two management cadres, the Vice Dean of the Revolution Program and the J´ of the Department.

The Department has 8 part-time teachers, of them 5 master and with the following teaching categories: 3 Assistants, and 4 Instructors and 1 holder. The department has 23 women.

Department of Economics: Composed of 23 professors and 10 trained for a total of 23 own teachers, which includes four management cadres: the Dean, the Vice Dean of Teaching, Vice Dean of Research and Postgraduate Studies, and the Head of the Department, 2 assistant professors, 4 assistant professors, 7 instructors and 10 recent graduates. There are four masters and 10 currently pursuing masters. The Department has three part-time teachers, two of them with instructor status and an assistant who is also a master.

CEDIT: Composed of 12 workers, 3 of them trained, 3 assistant professors, 1 assistant, 1 instructor, 3 recent graduates, 6 masters, 2 full professors and 3 doctors. The study center has 4 women.

It is observed that the faculty faculty is very young so the scientific and academic level is low, it has 2 doctors in its faculty, no woman has this scientific category, the work is directed in order to achieve that in the medium term The situation changes, which is expressed in that of the 63 teachers that the faculty has, 47 are women, currently there are 24 teachers studying master's degrees and already, in addition to a group of these in doctoral training.

In the last courses a modest advance in scientific research has been observed, at the moment there are 7 approved projects. Only 2 of them are represented by women. Awards have been obtained in Scientific Events of a provincial and national nature of the ANEC, mainly in events of women economists.

As a summary, Table 1 shows the scientific, academic and teaching composition of the faculty.

Categories	Accounting	Economy	CEDIT
ATD	-	-	-
Trained	9	10	3
Instructors	13	7	one
Assistants	8	4	one
Auxiliaries	5	two	3
Headlines	-	-	two
Master	13	4	6
Doctors	-	-	3

2.2 Methodology for the evaluation of science and innovation with a gender perspective in the ANEC Base Section.

For the evaluation of science and innovation, a set of steps is required that are defined in the following procedure:

Step 1 Pre-investigation preparation.

It requires a prior preparation of the female researcher, representing a higher percentage than men in the faculty, of the 63 teachers, 47 are women, taking as a sample for the investigation the accounting department, composed of 23 women, of the Of which 50% participated in provincial events and 10% in national events, 90% of the women have published publications on electronic sites, working to make publications in indexed journals, promoting scientific research on women in particular. This process is one of familiarization and reconciliation of the features that make up the scientific culture, reaching a consensus on its conceptualization.

2.3 Proposal of a methodology to consolidate the development of science and innovation in the accounting department of the Faculty of Economic Sciences.

The methodology followed in this research is based on the following pillars:

• The starting model on which this Research has been built is the Intellectual Capital Model «Intellect» (Euroforum, 1998), although it is being subjected to a thorough revision, especially to make it more dynamic and operational, within the Intellectus Knowledge Forum (Center for Research on the Knowledge Society - UAM) following its own logic of temporal relationship of indicators from present to future, a question that is summarized in figure 2.

Subsequently, an in-depth review of the existing literature has been carried out to know the structure of other alternative and complementary models and, above all, their tables of indicators and possible applications to the subject under study.

Figure 2 presents a basic architecture of the knowledge map –designed as a neural network structure– that refers to the research process subject to development.

Development of a systemic, decentralized, interactive and experimental work program, thanks to the refutation carried out in the pilot tests, which is described below, synthesized in figure 4.

2.3 Phases of identification of knowledge.

Sensitization

At first, various awareness-raising activities have been developed in the Universities of the region, to highlight the strategic importance of the analysis of their Intellectual Capital, and of Knowledge Management within each faculty. This activity has been directed preferably towards the governing bodies of Universities (Rectors, Vice-Rectors and deans.)

Selection of collaborating agents of the project

At this stage, a selection was made of Universities and Public Research Bodies to study. The University of Las Tunas was part of this first phase, addressing the ANEC base section of the Faculty of Economic Sciences, in the accounting and finance department. Given the excellent reception that the experience carried out in these institutions had, it is planned to incorporate, throughout 2008, other universities in the country. The global perspective of the project allows it to be classified as systemic, as expressed in figure 1 above.

Coordination meetings and constitution of working groups

In the first place, an “art study” was carried out corresponding to the review of the existing literature on Intellectual Capital and Knowledge Management applicable in Public Administrations, selecting those proposals that were relevant for these purposes. Next, all the existing databases in relation to research were consulted to extract all the information that could be useful and we ended up forming the working groups that would be responsible for data collection in each institution. In this way, the project has been decentralized, in order to work in parallel in the different institutions selected for the pilot tests.

Design of the preliminary model for the measurement and management of intellectual capital in the university: tables of indicators.

Starting from the Intellectual Capital model "Intellect", a preliminary model has been designed that has consisted of defining a battery of indicators for each of the classes of institution analyzed (Faculty and accounting department, in which we have four disciplines, accounting, finances, cost and audit) in order to inventory the results obtained in the matter of investigation by them.

Constitution of the advisory working group.

The application of the model to each of the research centers has been advised by a group of experts from each institution. With this practice, the indicators previously defined by the research team have been refined. Furthermore, the participation of this Advisory Working Group has facilitated the development of field work in each of the centers. With this phase and the one that follows, the project has developed its facet of interactivity.

Pilot tests: University and Faculty of Economic Sciences.

Once the preliminary model for the Measurement of Intellectual Capital had been perfected, introducing all the corrections raised by the Advisory Working Group, a pilot test has been launched in the faculty, in the accounting, economics and CEDIT departments, which has been completed in its entirety, carrying out complementary experiments with the analysis of the University of Las Tunas. In this way, the project offers its experimental character.

Definitive design of the model.

The experience acquired through the development of the pilot test carried out has provided essential feedback to establish the definitive characteristics of the model, not only in the aforementioned universities but also the successive incorporation of other universities and colleges is foreseen, which would validate the completion of construction the definitive model.

2.4 Global methodology

The methodology followed by the work groups in charge of carrying out the analyzes at the University of Las TUNAS, analyzing a base section, are organized into work groups: the base section of the ANEC of the Faculty of Economic Sciences, organized by three working groups, the department of accounting, economics and CEDIT. Focusing on the accounting department.

2.5 Analysis of the relevant scientific literature

The experiences of Measurement and Management of Intellectual Capital in the public sector have been based mainly on the theoretical models elaborated by the literature on private business management. Specifically, Norton and Kaplan's Balanced Scorecard (1992) has had a great application in various public organizations. The most significant examples of its use are listed in Table 1.

Table 1

Main experiences of measurement and management of intellectual capital in the accounting department

• International Experiences:

University of Loja in Ecuador.

• National Experiences:

Holguín University

Eastern University.

Central University of Las Villas.

Agrarian University of Havana.

University of Havana.

2.6. Proposal for a knowledge management model at the university based on its research function.

Figure. 5

Source: Bontis (1998) and own elaboration.

This figure includes the elements of Intellectual Capital (IC), that is, Human Capital (CH), Structural Capital (CE), Organizational Capital (CO), Technological Capital (TC) and Relational Capital (CR).

Research strategies

The main outputs to be observed are, firstly, the increase in Intellectual Capital in reference organizations and the establishment of research networks.

Its estimation and evaluation will be made from the calculation of the research results

(dynamic evolution of the indicators), benchmarking, and analysis of the social perception of the results of the University and faculty. A “summary indicator” can be calculated that weightedly consolidates the specific indicators previously estimated. The relationships between inputs and outputs of the research processes indicated above can be estimated through statistical analysis of correlations between the different aspects of Intellectual Capital and the performance of the organization. There are antecedents in

• “Benchmarking” –Univer. And faculty

• Better practices

Estimation and evaluation

accounting department

Inputs Gral. And esp.

• "Intelect" model

• Design and description of processes and tasks

Investigation processes

• Improvement procedures

• Networks

• Investigation

Outputs

• Indicators

• “Benchmarking” - Univer. And faculty

Estimation and evaluation

Evol. dynamics of the University and faculty

• “Benchmarking”

- Univ. AND FACULTY

- Departments

Estimation and evaluation

• Project development

Whose summary appears in Bontis, 1999: 75. A good part of them could be used for this research. literature (Bontis, 1998) that offer interesting ideas for this research project. We will describe them below. We can approach the previously set objective in two complementary ways:

a) Econometrically estimate the relationships studied from the available empirical evidence.

b) Conduct surveys of adequate samples of experts. The literature supports this option by underlining the specific character of Intellectual Capital with respect to each organization.

2.7 Indicators.

The selection of the indicators that will allow to inventory and measure the potential and quality of the results obtained in the field of research in the University and the faculty must be adapted to the characteristics of the organizations under study. In this sense, the measurement of Intellectual Capital in the aforementioned centers has led to the definition of two batteries of indicators (see table 2). The choice of the different indicators that make up the two alternatives (one for each type of organization) has obeyed a theoretical-practical development that has followed the stages that we cite below:

1. Consultation of existing literature.

2. Analysis of related experiences.

3. Continuous review process of the indicators.

Apart from this previous classification, the list of indicators is also specific for each type of organization studied, being mainly the research indicators related to teaching (Doctoral Programs, for example) that establish the difference between the analysis carried out to the University and the one made to the accounting department.

Finally, it should be noted that the Intellectual Capital Measurement study that has been developed attempts to offer information as disaggregated as possible, starting from the most global to the most particular based on the current organizational structures in each institution. In the case of Universities, data are collected at the Institution, Faculties and Departments level, with their corresponding research lines and teams.

Table 2

List of indicators for capital measurement

Intellectual of the research activity at the university. Base section. School of Economics.

1 First level and second level indicators.

1.1. No. of international congresses, conferences and seminars organized.

1.2. No. of congresses, seminars and seminars 1.2. Number of national congresses, conferences and seminars organized.

1.3. No. of PhD Programs in progress. 1.3. No. of current agreements signed with foreign public institutions.

1.4. No. of European Doctoral Programs. 1.4. No. of current agreements signed with national and regional public institutions.

1.5. No. of "Excellence" Doctoral Programs. 1.5. No. of current agreements signed with companies.

1.6. No. of active research projects, 1.6. No. of current operating licenses managed. competitive and international in nature subsidized by supranational Administrations.

1.7. No. of active research projects 1.7. Number of research projects developed with international subsidized foreign institutions.

1.8. No. of active research projects, 1.8. Number of research projects developed with competitive national institutions. subsidized by national administrations.

1.9. No. of active research projects 1.9. No. of books published with ISBN.

1.10. No. of active research projects 1.10. Number of articles published in foreign national magazines subsidized with evaluation. By the faculty.

1.11. No. of books published with ISBN. 1.11. No. of articles published in national journals with evaluation.

1.12. No. of articles published in journals 1.12. No. of patents registered internationally. Foreigners with evaluation.

1.13. No. of articles published in journals 1.13. No. of patents registered at the national level with evaluation.

1.14. Number of conferences, presentations and 1.14. No. of doctoral theses read. Communications delivered at international congresses.

1.15. Number of conferences, presentations and communications 1.15. No. of research awards. Delivered at national congresses.

1.16. No. of patents, trademarks, utility models registered internationally.

1.17. No. of patents, trademarks, utility models registered nationwide.

1.18. No. of doctoral theses read.

1.19. No. of awards granted.

1.20. No. of active lines of research.

1.21. No. of research fellows.

1.22. Number of professors who are members of international scientific societies.

1.23. No. of professors who are members of national scientific societies.

1.24. No. of professors who are members of national academies.

Development of research projects.

Table 2

List of indicators for measuring the Intellectual capital of research activity.

2 Second level indicators 2 Second level indicators.

2.1. No. of published books / teachers 2.1. No. of books published with ISBN / total staff. Part-time and full-time (Full-time equivalent Professors and Professors).

2.2. No. of published books / teachers no 2.2. No. of articles published in full-time foreign journals, Associates, with evaluation / total staff. Visitors, Full-time Equivalent Fees).

2.5. No. of articles published in journals 2.5. No. of patents registered at the national level / total national with evaluation / teaching staff Part time and full time.

2.7. Number of conferences, presentations and 2.7. No. of doctoral theses read / doctoral students. Communications delivered at international conferences / full-time professors.

2.11. No. of doctoral theses read / doctoral students. 2.11. No. of scholarship holders / total staff.

2.12. No. of doctors / total workforce.

2.13. No. of people in support units / total workforce.

2.15. % of financing from agreements with companies.

Third level indicators 3 Third level indicators.

3.1. % of financing from the National Plan.

3.2. % of financing from agreements with companies.

Table 3.

Human, structural and relational capital.

1.% of Researchers (PI).

2.% of Researchers with a Ph.D. degree (PID).

3.% of Researchers with a master's degree (PIM).

4. Number of defended master's theses (NTM).

5. Number of defended doctoral theses (NTD).

6. Number of Research projects (NPI).

7. Bibliographic Publication derived from the investigation (PBDI).

8. Number of articles in journals (NAR).

9. Number of articles in indexed journals (NARI).

10. Number of patents (NUPA).

11. Selection pressure (PS).

12. Total number of undergraduate students (NAPR).

13.% performance of Undergraduate students (PRA).

16.% of graduates (PT).

18.% of master's graduates (PEM).

19.% of doctoral graduates (PED).

20.% of full-time and full-time appointed teachers (PDN).

21.% of teachers with a doctorate degree (PDD).

22.% of teachers with a master's degree (PDM).

1. Density per section (DS).

2. Bibliographic production of the teaching processes

(PBDD).

3. Total number of projects (NTP).

4. Worker per teacher index (ITD).

5. Budget execution index (IEP).

6. Investment rate (TI).

7. Investment in Research and Postgraduate Studies (IIP).

8. Laboratory investment index (IIL).

9.Investment per student (IPE).

10.Total number of volumes in libraries (TVB).

11.Number of titles acquired (TA).

12.Number of magazine subscriptions (SR).

13. Computers per student (CE).

1. Index of graduates working in their profession

(IELP)

2. Master's degree offer (OM).

3. Doctorate offer (OD).

4. Number of cultural and sporting events in the Year (ECD).

Conclusions

- An advance of the application of the «Intelect» model to the measurement of Intellectual Capital to the research activities of the Faculty is shown. The importance of using management indicators for capital: human, structural and relational in quantifying the intellectual capital of the faculty and seeing its evolution over time.

- The possibility of applying other models in the measurement of intellectual capital remains open.

- The proposed methodology will constitute a support material, not only for the development of scientific research in the ANEC Base Section of the Faculty of Economic Sciences of the Las Tunas University Center, but also for other universities in the country.

- From the characterization of the constitutive features of the scientific culture in the ANEC Base section and the analysis of the results, a set of actions are defined to consolidate the development of science and innovation with a gender perspective in science. base section.

- A science and innovation evaluation model is established that can be applied by the base organizations of the ANEC of the Territory and its subsequent generalization in the country.

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