Design project of the organizational structure of the Bolivarian University of Venezuela

Introduction

The Bolivarian University of Venezuela

Created by Presidential Decree No. 2,517, dated July 18, 2003, issued by the President of the Bolivarian Republic of Venezuela, Hugo Chávez Frías, the UBV stands as an institution of higher education, as an alternative to the traditional educational system, by time that overturns the University's link with the national and Latin American reality.

Currently, the UBV has eleven (11) training programs at the national level, which are represented by a group of professionals in various areas of academic training and with extensive professional experience, which have been changed over seven (07) years since the inauguration of the Institution in 2003, which have provided a number of significant contributions for the development of each Training Program, but their appointments and the way to carry out the functions, tasks and responsibilities each does not allow formal control over their activities and makes accountability, follow-up and control and supervision of them and of these over their subordinates difficult. According to governing document.

Basic units of curricular organization

Each axis and component is expressed in content and training practices for innovative basic units. This means that the traditional organization by subjects that, in general, remain unchangeable and isolated from each other, with differentiated hierarchies and promoted by the logics of power-knowledge that function in the organization and curriculum development, will not be considered. The innovative basic units seek to interrelate knowledge with each other and with the social and professional contexts and practices, thus promoting formative research and collective and participatory team work. In this sense, they break with the vision of knowledge as something given, prescribed and external to the subject; with the organization of knowledge in rigidly classified disciplines and sub-disciplines;and with the hierarchy and demarcation of the contents that re-contextualize the disciplines, excluding knowledge and approaches. Faced with this, the proposed alternative is that of basic units for organizing content and training practices that reduce isolation and bring into play forms of interrelation. These units are listed and discussed below.

Projects

The organization by projects is closely linked to the articulation between training, research and socio-community interaction. From this point of view, a project is an investigation of a topic / problem that, due to its relevance and relevance, deserves to be studied and involves both the articulation of knowledge and the socializing participation of groups of students that transcends the traditionally called classes. The organizational space for students around a project is not the class, but the team or group working around a problem. Hence, the fundamental characteristic of a project is to be a deliberately oriented research effort to find answers to questions or solutions to a problem selected by mutual agreement between the group of teachers and the group of students.The goal of a project is not only to seek answers or provide solutions but also, and essentially, to develop broad cognitive and socio-affective skills of the student.

In the projects, the problems and contexts act as integrating nuclei of knowledge that necessarily imply interdisciplinary or transdisciplinary practices and, importantly, a transversal treatment from which two or more training components contribute to the expected knowledge and solution.

The projects will be an important part of the curricular organization but they do not constitute in themselves an added element to other organizational units or an organizational unit separate and isolated from the others. They are integral and integrative work units that make up the Study Plan and their realization implies the interactions between problems and knowledge that can come from different fields.

For the aforementioned, the projects offer students opportunities to develop and socialize their skills, develop their interests, select the contents of their work and access knowledge in a more comprehensive way. Its development generates a diversity of actions by teachers and students, which demand a responsible use of autonomous work time, but also requires moments of encounter and socialization of the work carried out. Hence, this development can incorporate different meeting modalities such as the seminar, the round table, the panel, the forum, and tutoring as the most important modality, because with it the students solve questions, doubts, present reports of their advances, of obstacles,and they receive the support of the teachers to continue advancing in their learning with increasing autonomy. It also promotes interaction in different contexts, initiative, assumption of responsibilities, decision making, commitment and tolerance; and profoundly transforms the teacher-student pedagogical relationship to the extent that it makes it more personalized and horizontal.

Lastly, the degree of presence of the projects in the organization of the curriculum depends on several conditions, such as, for example, the number of students, the possibilities offered for tutoring and monitoring of the students, the support available. (bibliographic, technological, material resources, among others). For this reason, the organization by projects can alternate with other organizational units of the curriculum such as those indicated below, but each training program must include at least one annual project that, of course, will incorporate increasing levels of complexity. The projects of the last two years will be linked to the degree work of the students.

Draft

Axis of the comprehensive training process for UBV students and a privileged space for interaction with the community.

Project at the UBV is the process through which the university fulfills the mission of the comprehensive training of its students as professionals with a high degree of training coupled with a deep sense of citizenship and the experience of human values, while assuming its commitment to what public interacting with the community for the transformation of its reality and the consolidation of participatory and protagonist democracy within the framework of the Social State of Law and Justice.

Goals:

Project has two main objectives at the same level of importance.

Comprehensive Training of Students:

The knowledge that the participant acquires in the curricular units of their Training Program are confronted with the socio-community reality in a process of interaction that allows their interpretation and transformation, contributing to the generation of new knowledge and the training of a professional citizen and with values.

Exercise of Participatory Democracy:

The process is based on the protagonism of the community in the reconstruction of the country, consolidates community organization and promotes participation in such a way that they can occupy the spaces of power created by the CNRBV.

Fundamentals:

Project at the UBV is based on the following elements.

Participatory Action Research: Qualitative research methodology that promotes knowledge and transformation of social reality and in which the researcher is directly involved in the process.

Topo philology: Learning from the love of the place of origin, that is, the student develops his activity in his own community or a nearby one, developing his sense of belonging and becoming an important actor in the development process.

Axis: Organizational culture generating democratic culture

The Bolivarian University of Venezuela will be constituted as an educational organization whose organizational culture will be based on the principles of solidarity, respect for human dignity, equality, responsibility and respect for differences. Consequently, it will promote in its daily institutional life, the creation of spaces for reflection that enable the construction of meanings, around the forms of individual and collective bonding and the permanent creation of a culture of democratic coexistence.

The aforementioned is the part of how the Bolivarian university of Venezuela was born, its foundations and the leading role of what is the project curricular unit within all training programs.

Problem situation

There are difficulties in organizing the coordination of social management, preventing the results from being satisfactory.

Overall objective

Redesign the structure of the coordination of social management for local development within the organizational structure of the Bolivarian University of Venezuela Nueva Esparta state

Specific objectives

Prepare a theoretical framework that allows identifying the different types of organizational structures in university programs and specifically in the social management curricular unit of Universidad Bolivariana de Venezuela Diagnosing the weaknesses presented by the project curricular unit at the new Esparta headquarters Propose within the structure organizational implementation of a specialized team that supervises and strengthens the curricular unit project of the different programs Execute actions before the corresponding entities to enable the creation of the coordination of the curricular unit project Evaluate the socio-educational integration in the creation of the coordination of the project curricular unit in the social management program.

Justification

The project curricular unit within the Bolivarian University of Venezuela comes to make this link with the community that gives it a touch of distinction from traditional universities, this with the aim of knowing the problems of said communities by presenting road alternatives together with the organizations that do life in it, in the same way the knowledge imparted is put into practice (learning - doing) taking into account methodological aspects when carrying out their action plans and reflecting the written report, which has become cumbersome, generating different situations such as the abandonment of students, the freezing of sections and the retirement of teachers by not assuming their responsibility, leaving students adrift.

The relevance of this proposal seeks to have a specialized team that controls it. Direct, supervise and strengthen this curricular unit allowing them the integration of the programs when approaching a community, and the management of the projects with the training and dedication that it requires in this stage of political and ideological change with which the UBV was born.

Scope of the investigation

According to Hurtado, J. (2000), the scope implies a brief and precise statement of the extent of the research based on its geographic, temporal and thematic scope. In general, with the development of this research work, socio-educational integration was pursued in the creation of the coordination of the project curricular unit in the social management program, to determine strength and weaknesses on the subject, taking into account the different theoretical bases existing of the same.

Research limitations

One of the main limitations for the research is the lack of bibliographic antecedents because the project curricular unit is innovation in the university environment.

Hypothesis

The redesign of the coordination structure of the project curricular unit will allow organizing the coordination of social management, preventing the results from being unsatisfactory.

Definition of variables

Independent variable: Structure Dependent variable: Organization of social management

Kind of investigation

Exploratory. Descriptive.

Chapter structure

The work was made up of three chapters:

Chapter I: It consists of the bibliographic analysis of the organization where it is intended to study the type of organizational structure that the social management program has.

Chapter II: A characterization of the entity under study is carried out and the different types of organizational structures that are intended to be analyzed for the study and incorporation of a project curricular unit in the social management program of the Bolivarian University of Venezuela are exposed. For this, criteria from different authors are taken.

Chapter III: An organizational structure design is elaborated with the theory analyzed in chapter II where the project curricular unit is included in the social management program of the Bolivarian University of Venezuela.

Chapter I

Theoretical referential framework

Figure: 1.1 Thread of the theoretical framework

Source: self made

Background of the organizational structure

The purpose of an organizational structure is to establish a system of roles to be developed by the members of an entity to work optimally together and to achieve the goals set in planning.

The capacity of an organization must be structured and restructured to adapt to changing internal and external conditions, it is important to increase the maximum organizational performance. Unlike other capacities, the structuring and restructuring of an organization does not happen formally on a constant basis, but there are adaptations that can be applied to the structure.

The organizational structure is the ability of an organization to divide work and assign functions and responsibilities to people and groups in the organization as well as the process by which the organization tries to coordinate its relationships in different jobs.

For a long time the organizational structure was of interest to professionals. At the beginning of the 20th century, experts focused on the formal structure of Weber (1917) which evolved towards different ways of organizing work. Taylor (1917), this led to a period of consideration of the informal structure.

According to Deming (1956), debates continue on the importance of issues such as the stages of organizational development to new organizations that must be structured differently from the old ones. The size of organizations is determined by how the work should be done. In recent years the debate on the structure has been more complicated in terms of decision-making and the influence of technology

National Organizational Structure