Some dimensions of institutional intervention at the level of higher education

• Main Author: Santiago Lucero (Author)
• Format: Book
• Published: Ministerio de Educación, Dirección General de Educación Superior, 2017-12-01T00:00:00Z.
• Subjects: article
• Online Access: Connect to this object online.
• Notes: 2422-5975
• Keywords: Dimensiones de Intervención; Trayectoria institucional; Sujetos; Institución y Grupos; Education; L; Theory and practice of education; LB5-3640
• Source: Educación, Formación e Investigación, Vol 3, Iss 5, Pp 42-64 (2017)

The present article aims to show some dimensions that were taken into account from an institutional intervention in the "Higher Education" in Mexico. In all change processes or institutional transformation, including those related to curricular practices, the dimensions that unfold are also linked to the "deep" institution core, such as the classroom. It can be argued that the difficulties encountered when trying to transform practices require, at some point, to "leave" the classroom and expand the focus to other dimensions, for example, the institution trajectory, the ways in which it addressed the previous changes, how they resolved their conflicts, the subjects positions, their academic biographies, power struggles, the institutional image in its context, the ways of income of its teachers and students, and so on. In this sense, we argue that denied or unfinished projects are "reactivated" in times of institutional changes or transformations. The presentation of this article covers, from the demand of the institution until the end of the first stage of the intervention, which is composed of four phases. First phase: Conformation of the equipment and framing of the demand; Criticism of the Instrument: "Description and valuation of posts by Academic Unit". Second phase: Re-elaboration of the project; The proposed device; Third phase: Definition of basic coordination functions; Fourth phase: Elaboration and presentation of the document "Basic academic and administrative functions of the coordination in the Academic Units of Teaching of the University" and Conclusion.