Revista Científica Interdisciplinaria Investigación y Saberes
2022, Vol. 12, No. 2 e-ISSN: 1390-8146
Published by: Universidad Técnica Luis Vargas Torres
How to cite this article (APA
): Alcivar, E. , Prado, A., Caicedo, J., Ibañez, S., (2022) Transferencia de
tecnología, esencia de la Vinculación con la Sociedad. Caso Sede La Concordia - Ecuador, Revista
Científica Interdisciplinaria Investigación y Saberes, 12(2) 85-108
Technology transfer, essence of the Linkage with Society. Case of La
Concordia - Ecuador
Transferencia de tecnología, esencia de la Vinculación con la Sociedad. Caso Sede La
Concordia – Ecuador
Evelyn Eugenia Alcívar Soria
Master in Business Administration, Bachelor in Business Administration. Teacher at the Technical University
"Luis Vargas Torres" of Esmeraldas, Ecuador, evelyn.alcivar@utelvt.edu.ec, ORCID 0000-0001-5822-3678
Alberto Efrain Prado Chinga
Master in Business Administration, Engineer in Business Administration. Professor at the Universidad Técnica de Chile.
"Luis Vargas Torres" of Esmeraldas, Ecuador, alberto.prado@utelvt.edu.ec ORCID 0000-0002-3723-0729.
Julio César Caicedo Aldaz
Master in Teaching and Master in Environmental Management, Agronomist Engineer. Professor at the Technical University
"Luis Vargas Torres" of Esmeraldas, Ecuador, julio.caicedo@utelvt.edu.ec, ORCID 0000-0002-6373-1981.
Ibañez Jácome Sixto Santiago
Master in Business Administration, Engineer in Public Administration. Lecturer at the Technical University
"Luis Vargas Torres" of Esmeraldas, Ecuador, ibañez.sixto@utelvt.edu.ec ORCID 0000-0002-3953-5980.
The objective of this research was to analyze the contribution of the
activities of the students who took the community service subjects in
2021 to the strengthening of technology transfer in the La Concordia
canton of the Santo Domingo de Los Tsáchilas province and its area
of influence. Its contribution to the training processes and therefore
to the link with society is shown at the career level. The leading role
of directors, teachers and students of the university institution in
collaborating in the development of the linking activities reflected in
the study of student intervention in the canton of La Concordia is
recognized. As a result of this documentary analysis, we have that 300
students and 43 teachers participated, providing 49 training courses,
between the academic periods 2020-2s and 2021-1s, in the midst of
the Covid-19 pandemic.
Keywords:
transfer, technology; bonding; society.
Abstract
Received 2022-01-02
Revised 2022-03-11
Accepted 2022- 05-04
Published 2022-05-04
Corresponding Author
Evelyn Eugenia Alcívar Soria
evelyn.alcivar@utelvt.edu.ec
Pages: 85-108
https://creativecommons.or
g/licenses/by-nc-sa/4.0/
Distributed under
Copyright: © The Author(s)
Technology transfer, essence of the Linkage with Society. Case of La Concordia - Ecuador
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Resumen
El objetivo de esta investigación fue analizar el aporte de las
actividades de los estudiantes que cursaron las asignaturas de servicio
comunitario en el año 2021 al fortalecimiento de la transferencia
tecnológica en el cantón La Concordia de la provincia de Santo
Domingo de Los Tsáchilas y su área de influencia. Su aporte a los
procesos formativos y por ende a la vinculación con la sociedad se
manifiesta a nivel de carrera. Se reconoce el papel protagónico de
directivos, docentes y estudiantes de la institución universitaria en la
colaboración del desarrollo de las actividades de vinculación
reflejadas en el estudio de la intervención estudiantil en el cantón La
Concordia. Como resultado de este análisis documental, tenemos
que participaron 300 estudiantes y 43 docentes, impartiendo 49
cursos de capacitación, entre los periodos académicos 2020-2s y
2021-1s, en medio de la pandemia del Covid-19.
Palabras clave:
transferencia, tecnología; vinculación; sociedad.
Introduction
Higher Education Institutions (HEIs) are social institutions whose
mission must be achieved through three fundamental processes: the
training of professionals and researchers; the generation and
dissemination of knowledge; and the linkage with society, processes
that have been present since the origin of universities and their way
of fulfilling them has varied over time (Rueda, et al., 2020).These
processes have been present since the origin of universities and their
form of fulfillment has varied over time as society has changed.
In colonial times, when the first three universities were created in
Quito: the University of San Fulgencio (1619-1786), the University San
Gregorio Magno (1622-1769) and the University Santo Tomás (1683),
the processes of linking with society were created with a sensitivity to
social demand (Castro, et al., 2017; Bestard & López, 2017 cited by
Molina, et al., 2022).. As can be seen, these universities had a strong
link to religious power.
The Cordoba Reform, which was initiated by the "Cordova
movement", so called because it was initiated by the students of the
University of Cordoba in June 1948, is considered an important
milestone in the Latin American university, since it broke the strong
bond of religious power, giving way to university autonomy, student
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participation in university government, teaching qualification
processes, and with regard to linkage, it stimulates and encourages
the university to go beyond the limits of the teaching-learning process
of careers and pressures and become involved in research and
analysis of social problems, including cultural dissemination.
(Tünnermann, 2008).
In 1997, the United Nations Educational, Scientific and Cultural
Organization (UNESCO) issued general criteria on universities and
their contribution to society. These pronouncements are taken into
account by governments.
In Ecuador, the legal framework incorporates the regulations
governing university activities in:
The Constitution of the Republic of Ecuador published in the Official
Gazette No. 449 of October 20, 2008:
Art. 280.- The National Development Plan is the instrument to which
public policies, programs and projects shall be subject; the
programming and execution of the State budget; and the investment
and allocation of public resources; and to coordinate the exclusive
competencies between the central State and the decentralized
autonomous governments. Its observance shall be mandatory for the
public sector and indicative for the other sectors. (Constituent
Assembly, 2008)
This is relevant since it is necessary that all state institutions articulate
their actions.
Art. 351.- The higher education system shall be articulated with the
national education system and the National Development Plan; the
law shall establish the coordination mechanisms of the higher
education system with the Executive Function. This system shall be
governed by the principles of responsible autonomy, co-government,
equal opportunities, quality, relevance, comprehensiveness, self-
determination for the production of thought and knowledge, within
the framework of the dialogue of knowledge, universal thought and
global scientific and technological production. (Constituent
Assembly, 2008)
The Organic Law of Higher Education (LOES) published in the
Supplement to Official Gazette No. 298 of October 12, 2010:
Art. 13.- Functions of the Higher Education System, paragraph a)
Guarantee the right to higher education through teaching, research
and its link with society, and ensure increasing levels of quality,
academic excellence and relevance. (Constituent Assembly, 2008).
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Art. 107.- Principle of pertinence. - The principle of pertinence
consists of ensuring that higher education responds to the
expectations and needs of society, to national planning, to the
development regime, to the prospective of scientific, humanistic and
technological development worldwide, and to cultural diversity. To
this end, the institutions of higher education shall articulate their
teaching, research and activities of linkage with society, to the
academic demand, to the needs of local, regional and national
development, to the innovation and diversification of professions and
academic degrees, to the trends of the local, regional and national
occupational market, to the local, provincial and regional
demographic trends: to the linkage with the current and potential
productive structure of the province and the region, and to the
national policies of science and technology. (Constituent Assembly,
2008)
The Academic Regime Regulations issued by the Higher Education
Council (CES), published on November 28, 2013, currently repealed:
Article 82.- Linkage with society. - The linkage with society refers to
continuing education programs, network management, cooperation
and development, international relations, diffusion and distribution of
knowledge that allow the democratization of knowledge and the
development of social innovation. Higher education institutions must
have a model of linkage with society that ensures the integration of
the three substantive functions of higher education: teaching,
research and linkage with society; for the management of knowledge
according to their domains, lines of research, current academic
offerings and community needs at local, national and regional levels;
responding to the principle of relevance.
The Academic Regime Regulations published in the official gazette of
the CES on March 21, 2019, in Art. 4.- Substantive functions specifies
that the substantive functions that guarantee the achievement of the
purposes of higher education are a) Teaching, b) Research; and, c)
Liaison.
The linkage with society, as a substantive function, generates
capacities and knowledge exchange according to the academic
domains of the IES to guarantee the construction of effective
responses to the needs and challenges of their environment. It
contributes to the relevance of educational activities, improving the
quality of life, the environment, productive development and the
preservation, dissemination and enrichment of cultures and
knowledge.
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It is developed through a set of plans, programs, projects and
initiatives of public interest, planned, executed, monitored and
evaluated systematically by HEIs, such as: community service,
provision of specialized services, consultancies, continuing education,
network management, cooperation and development, dissemination
and distribution of knowledge; which allow the democratization of
knowledge and the development of social innovation. (Higher
Education Council, 2019)
Under this legal framework, the planning of the Linkage with society
at the Universidad Técnica Luis Vargas Torres de Esmeraldas (UTLVTE)
meets these precepts and declares as its mission "To promote
sustainable development of society through programs of service to
the community; articulating teaching, research and linkage, for a
holistic and comprehensive development of the communities
involved" (Universidad Técnica Luis Vargas Torres de Esmeraldas,
2020). (Universidad Técnica Luis Vargas Torres de Esmeraldas, 2020).
Based on the above, the present study aims to analyze the
contribution of the activities of the students who took the community
service courses in the year 2021 to the strengthening of technology
transfer in the canton of La Concordia in the province of Santo
Domingo de Los Tsáchilas and its area of influence, through
quantitative research and methods: synthetic analytical and semantic
observation through a descriptive exploratory analysis of the activity
of linking with society.
The region where the community of La Concordia is located has great
potential for growth and development. Initially an unexplored and
remote region, ignored by the economic and cultural centers of the
nation, it is now one of the richest agricultural and livestock regions,
with a production that supplies national and foreign consumption,
and in the area of commerce it occupies an important position as a
center of contact and transit between the Andean and coastal regions
of the country. (Bonilla, et al., 2022).
This research has taken as input processes generated in the linkage
project developed at the Technical University Luis Vargas Torres,
Santo Domingo, "Center for Technology Transfer and
Entrepreneurship Support for the socio-economic development of the
population of the canton of La Concordia".
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Methodology
In this study, quantitative research was applied to quantify the
outreach activities of the UTLVTE Santo Domingo de Los Tsáchilas
Campus during the year 2021, the results, impact, achievements and
quality of the planned outreach work. The historical method was
applied to review the antecedents in the area of outreach to society.
(Martínez, 2012).
The analytical-synthetic method, used for the analysis of the
documentary review, as well as to synthesize the extensive
information analyzed, for this purpose diagrams, tables among others
were established. (Baena Paz, 2014).
The systematic observation technique was carried out through
observation sheets and needs reports, which facilitated the
interpretation of the current reality and the projection of desired
future scenarios. The number of technology transfer activities and
training courses was 49 for the 2020-2s and 2021-1s academic
periods.
Results
Linkage with society as a substantive function of the Higher Education
System.
According to Ecuadorian regulations, the academic regime issued by
CES, covered by the LOES and in compliance with the Constitution of
the Republic of Ecuador, establishes that the following are substantive
functions that guarantee the achievement of the purposes of higher
education: teaching, research and linkage with society (CES, 2019).
The linkage with society, as a substantive function, generates
capacities and knowledge exchange according to the academic
domains of HEIs to ensure the construction of effective responses to
the needs and challenges of their environment. It contributes to the
relevance of educational activities, improving the quality of life, the
environment, productive development and the preservation,
dissemination and enrichment of cultures and knowledge.(Higher
Education Council, 2019)
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It is developed through a set of plans, programs, projects and
initiatives of public interest, planned, executed, monitored and
evaluated systematically by HEIs, such as: community service,
provision of specialized services, consultancies, continuing education,
network management, cooperation and development, dissemination
and distribution of knowledge; which allow the democratization of
knowledge and the development of social innovation. (Higher
Education Council, 2019)
According to the Council on Higher Education (2019) the linkage with
society is articulated with the substantive function of teaching, for the
integral formation of students, complementing theory with practice in
the teaching-learning processes, promoting spaces for experiential
experience and critical reflection. It is articulated with research, by
enabling the identification of needs and the formulation of questions
that feed the lines, programs and research projects; and, by
promoting the social use of scientific knowledge and knowledge.
The aforementioned, agrees with Soleimani, et al. (2016) who argues
that it is necessary for teaching, research and linkage to be related to
each other, creating and maintaining a bidirectional communication
between them. Education must be based on research, research must
be formed according to the needs of society to transfer it through
linkage. This makes us rethink university work in the face of an
increasingly demanding society. In this sense, the role of research is
to support the linkage, and at the same time support the teaching
activity. (de Aparicio et al., 2017).
The LOES, article 107 on the principle of pertinence indicates that the
principle of pertinence consists of higher education responding to the
expectations and needs of society, to national planning, to the
development regime, to the prospective of scientific, humanistic and
technological development worldwide, and to cultural diversity. To
this end, institutions of higher education will articulate their teaching,
research and outreach activities with society, to academic demand, to
the needs of local, regional and national development, to innovation
and diversification of professions and academic degrees, to local,
regional and national occupational market trends, to local, provincial
and regional demographic trends: to the link with the current and
potential productive structure of the province and the region, and to
national science and technology policies. (Asamblea Nacional
República del Ecuador, 2018).
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Malagón (2006)) states that the relevance of the linkage activity
constitutes the phenomenon through which the multiple relationships
between the university and the environment are established.
In the study conducted by Polaino and Romillo (2017) at the University
of Otavalo, model of linkage with the community, they indicate that
the relationship of students, professors and society contribute to the
development of the environment since the knowledge acquired by
students is put into practice in the field through the development of
projects, trainings and professional services. In this sense, it is very
necessary to explain what environment means since article 50 of the
Academic Regulations issued by the CES, on the link with society,
indicates again that this refers to the planning, execution and
dissemination of activities that guarantee the effective participation in
society and social responsibility of the institutions of the Higher
Education System in order to contribute to the solution of the needs
and problems of the environment from the academic and research
field. (Council on Higher Education, 2019).
From the social responsibility of the Universidad Luis Vargas Torres
de Esmeraldas (UTLVTE), the Directorate of Relationship with Society,
in the Institutional Plan of Relationship with Society 2020-2024,
institutional purposes section declares as mission:
To promote a sustainable development of society through programs
of service to the community; articulating teaching, research and
linkage, for a holistic and integral development of the intervened
communities.
And establishes an integral management model, in which its
components (processes) are interrelated, organized to contribute
solutions to the problems of the community; emphasizing the active
participation of the actors of the UTLVTE (students, professors and
academic authorities), these processes are: projects linked to society,
pre-professional practices and service to society. (Luis Vargas Torres
Technical University of Esmeraldas, 2020)..
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Figure 1
. Management model of the Partnership Plan, (Luis Vargas
Torres Technical University of Esmeraldas, 2020).
In which, the projects of linkage with society will be articulated to the
academic domains, approved lines of research and research projects
approved by the UTLVTE; must be consistent with the graduate
profiles of the careers of the respective faculty; and must maintain the
interdisciplinary, multidisciplinary and transdisciplinary criteria,
promoting synergy between faculties and substantive functions of the
Universidad Técnica Luis Vargas Torres de Esmeraldas.
The pre-professional practices are subdivided into two (2)
components: labor practices and community service practices, which
according to the curricular readjustments in the UTLVTE are a subject,
where, according to the Academic Regime issued by the CES, labor
practices are of a professional nature in real contexts of application;
and, community service practices are focused on the attention to
people, groups or contexts of vulnerability.
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The service to society includes all the actions directed towards the
generation of participative instances in which the different members
of the university community are involved for the conformation of
processes focused on improving the capacities of the civil actors of
the community. These sub-processes will be directed to the transfer
of technology and knowledge, free access to professional advice, use
of information and communication technologies, which allow
innovation and entrepreneurship alternatives.
The linkage with society is the process through which the University
transfers knowledge to society, this is one of the substantive functions
and responsibility of HEIs. However, the simple generation of
knowledge does not ensure that it can be disseminated to drive
innovative activity and economic growth. Precisely, knowledge
becomes an important engine for economic development only when
universities disseminate it and skateholders apply it. (Rueda et al.,
2020). For Necoechea-Mondragón et al. (2013). universities, since the
end of the 20th century, began to be considered as providers of useful
knowledge to be exploited in practical terms by industry. From this
perspective, the scientific advances obtained throughout the
twentieth century led the university to deal more objectively with its
role as a researcher, orienting part of its activities to meet economic
demands (Bezerra, 2012). When the university takes the knowledge it
develops to society, it is carrying out technology transfer processes,
with the purpose of solving or satisfying the needs of the community.
In a simple way, the term technology transfer is defined as the process
of moving technology from one entity to another, taking into account
a basic condition, that the transfer is successful if the receiving entity
can effectively use the technology to obtain business benefits
(Necoechea-Mondragón, et al., 2013)..
In other words, the linkage with society is the result of the technology
transfer carried out by the university; in other words, at the moment
the university carries out knowledge transfer, it is simultaneously
carrying out a linkage with society.
According to Solleiro (1990) and Chiavetta et al (1998), cited above,
technology transfer processes are materialized through a wide range
of modalities. (Martínez & Soto, 2007)According to Solleiro (1990) and
Chiavetta et al (1998), technology transfer processes are materialized
through a wide range of modalities, among which the following are
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the most common: technical support and provision of services by the
university; provision of specialized technical information and "alert"
services; training programs; cooperation in the training of human
resources; financial support to students doing industry-related
research; continuing education; personnel exchanges (stays and
sabbatical periods); joint organization of seminars, conferences,
colloquiums, among others; personal contacts: participation in
advisory councils, exchange of publications, among others;
specialized consulting; recruitment programs for recent graduates;
support for the establishment of chairs and special seminars;
incentives and awards for researchers, professors and students;
access to special facilities; support for basic research; joint
technological development; technology transfer .
Martinez and Soto (2007) state that in order for the technology
transfer process to take place in universities, it is possible to start with
specialized services and training programs, based on their available
capacities, i.e., resources such as: teachers, students, courses,
classrooms, ICTs, etc.; and later on, to enter into consulting and
technical assistance contracts based on the institutional academic
domains. To then move on to the higher phases related to research.
As can be deduced, the technology transfer (TT) process also involves
research. For Rueda (2020), the TT process in universities is as follows:
Figure 2
. TT process in universities, according to Rueda, et al. (2020)
This process shows that for the institution to be able to develop
successful TT processes, it must have sufficient research and a solid
group of researchers with a high competitive level, since the main
input for TT to exist are the R&D results generated by its researchers.
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Linkage activities should be planned, coordinated, directed,
controlled and strengthened with projects, allowing the participation
of students, teachers, researchers, and governmental and non-
governmental organizations depending on the project and its
environment that contribute to the development of a locality or region
depending on its scope (Mendoza, 2017).
Maldonado and Proaño (2015) cited by Santana et al. (2018) argue
that the canton of La Concordia is undoubtedly one of the most
important sectors of the country, not only for its important productive
wealth, especially in the agricultural and livestock fields, which
generates an appreciable income of foreign currency for Ecuador; but
for its strategic location that projects it to become in the medium and
long term, a road junction comparable to the city of Santo Domingo,
which will increase its already existing and significant commercial
activity.
La Concordia was founded on October 17, 1955 and became a canton
on November 26, 2007 with the publication in the Official Gazette No.
219 as Province of Esmeraldas. Subsequently, on February 5, 2012,
the population of La Concordia by popular consultation, decided to
belong to the province of Santo Domingo de Los Tsáchilas.
The canton of La Concordia consists of 3 rural parishes: Monterrey, La
Villegas and Plan Piloto; 1 urban parish, Parroquia La Concordia,
cantonal head. It is located northwest of the country, kilometer 40 of
the Santo Domingo- Quinindé road, has approximately 29,003
inhabitants in the urban capital and 42,924 inhabitants throughout the
canton and has a land area of 325 km2. (GAD Municipal La Concordia,
2016).
The sector of La Concordia is surely one of the most important in the
country, not only for its important productive wealth, especially in the
agricultural and livestock fields, which generates an appreciable
income of foreign currency for Ecuador; but also for its strategic
location that projects it to become in the medium and long term, a
road junction comparable to Santo Domingo, which will increase its
already existing and significant commercial activity. (Santana et al.,
2018)
The Linkage Project of the Santo Domingo de Los Tsáchilas Campus,
reformulated and approved in June 2021, entitled Center for
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Technology Transfer and Entrepreneurship Support for the
socioeconomic development of the population of the canton of La
Concordia, proposes:
General Objective:
Strengthen the university presence and portfolio of career services
through the implementation of a technology transfer center and
support for entrepreneurship, which will promote the socioeconomic
development of the population of the canton of La Concordia.
Specific Objectives:
• Enable physical and virtual spaces that facilitate dialogue and
technology transfer with the productive sector and vulnerable
sectors.
• Develop didactic materials for training vulnerable and productive
sectors and the community in general.
• Strengthen productive capacities and skills in the use of ICTs
through training and technical assistance.
• Disseminate and promote the results obtained in research and
outreach projects.
In this context, the UTLVTE Santo Domingo de Los Tsáchilas - La
Concordia campus's social outreach project coordinates activities
with the pre-professional internships (labor and community service) of
the different careers, with the aim of contributing to the transfer of
technology in the communities or localities within its radius of action.
At present, there are Business Administration, Public Administration,
Information Technology, and Accounting and Auditing careers, in
which students take the subjects at the following levels:
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Table 1 -
Level at which students take pre-professional internship
subjects.
Career
Internships
Level
Community
service
internships
Level
Business
Administration
Strategic
Business
Management:
Pre-professional
Internship 1
6th
Pre-
professional
internship 3:
Link with the
community.
8th
Financial
Management II:
Pre-professional
Internship 2
7th
Public
Administration
Management
audit (pre-
professional
internship 1 of
linkage with
society).
6th
Public
Managemen
t I (pre-
professional
internship 3
of linkage
with society).
8th
Design and
management of
social projects
(pre-professional
internships 2 of
link with society).
7th
Information
Technology
Pre-professional
Internships
9no
Community
Service
Internships:
(Community
Outreach)
7th
Accounting
and Auditing
Pre-professional
internships
7th
Community
service
practice
6th
Table 1 shows that students take the pre-professional internship
subjects from the 6th level onwards, where they have already acquired
technical knowledge of the profession.
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Table 2 -
Participation of students in training processes.
No
Career
2020-2s
2021-
1s
Total
students
% Student
participation
1
Business
Administration
31%
Public
Administration
0
12%
Information
Technology
28
22%
Accounting
and Auditing
35%
Total
100%
Table 2 shows that the Accounting and Auditing career has the
highest participation of students in the training processes.
Beneficiaries of training courses, by career.
No
Career
2020-
2s
2021-
1s
Total
beneficiaries
Beneficiaries
1
Business
Administration
589
213
802
27%
Public
Administration
0
Information
Technology
498
342
840
28%
Accounting
and Auditing
884
289
1173
39%
Total
1050
3021
100%
Table 3 shows that the Accounting and Auditing career had a greater
number of beneficiaries, due to the articulation with Decentralized
Autonomous Governments of the sector.
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Table 4
. Training courses given in the Business Administration career.
PERIOD
Course
No.
NAME OF THE
TRAINING COURSE
No
BENEFICIARIES
%
2020-2S
1
Elaboration of
Business Plan
4%
Customer service in
public entities
132
16%
Microsoft Excel, an
entrepreneur's ally
tool
101
13%
Strategic human
talent management
9%
5
Customer service as
an entrepreneur's
strategy
10%
Advice on operating
permits for
commercial
establishments -
Business
Contingency Plan
4%
Associativity and
Popular and
Solidarity Economy
key factors for the
entrepreneur
8%
Digital Marketing
Plan Development
9%
Processing of dairy
products: cheese and
yogurt
2021-1S
1
Safety and risk
prevention in
commercial premises
5%
Human talent
management and
entrepreneurship
4%
Canvas and the
business plan
4%
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Customer service as a
strategy allied to
entrepreneurship
9%
5
Smoking as a
preservation
technique
45
TOTAL BUSINESS
ADMINISTRATION
CAREER
802
100%
As shown in Table 4, in the Business Administration career, in the two
academic periods, solutions were offered to the training needs in
topics related to customer service, human talent management and
others.
Table 5
. Training courses given in the Business Administration career.
PERIOD
Course
No.
NAME OF THE
TRAINING COURSE
No
BENEFICIARIES
%
2021-1S
1
Citizen participation in
the elaboration of
public ordinances
Management
leadership in public
entities
73%
Public Servants
Organic Law (LOSEP)
20%
TOTAL CAREER
PUBLIC
ADMINISTRATION
100%
Table 5 shows that in the Public Administration Career, training was
provided in the 2021-1s academic period, in which most of the
beneficiaries (73%) received the course Management Leadership in
Public Entities.
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Table 6.
Training courses given in the Information Technology career.
PERIOD
Course
No.
NAME OF THE
TRAINING COURSE
No
BENEFICIARIES
%
2020-2S
1
Use of computer tools
Digital marketing
9%
Microsoft Excel
intermediate level
Use of educational
computer platforms
5%
5
Preventive
maintenance of
desktop computers
Data networks
8%
Database analysis and
design
4%
Introduction to
software development
4%
Microsoft Excel
advanced level
Introduction to web
development
2021-1S
1
Corrective and
preventive
maintenance of
desktop computers
Software maintenance
and optimization -
Windows 10
42
5%
Use of Microsoft office
tools
E-commerce and
digital marketing
4%
5
Digital platforms as
strategic tools for
educational processes
42
5%
Use of online tools for
the design and creation
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of dynamic
presentations
Android system
operation and mobile
device security
Safety protocols in the
use of social networks
5%
TOTAL CAREER
INFORMATION
TECHNOLOGY
840
100%
Table 6 shows the wide range of training courses provided to citizens
in the areas of information and communication technology.
Table 7.
Training courses given in the Accounting and Auditing
career.
PERIOD
Course
No.
NAME OF THE
TRAINING
COURSE
No
BENEFICIARIES
%
2020-2S
1
Tax Update
86
Cost analysis for
decision making
11%
Credit and
Collections
Accounting For
Non-Accountants
10%
5
Financial
accounting for
decision making
86
Financial
evaluation of
investment
projects
Bank and
commercial
cashier
253
22%
2021-1S
1
Training
Accountants
4%
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Training
Accountants
Training
Accountants
5%
Training
Accountants
5
Training
Accountants
Tax and Financial
Education for
Entrepreneurs
Training
Accountants
5%
TOTAL CAREER
ACCOUNTING
1173
100%
Table 7 shows the information collected through the reports of each
course regarding the number of beneficiaries. The training courses in
the Accounting and Auditing career emphasized the training of
accountants, processes that achieved a high school-university
articulation.
Table 8.
Consolidated data.
Detail
Totals
Training courses
Direct beneficiaries
3021
Student beneficiaries /
Facilitators
Beneficiary Teachers / Tutors -
Facilitators
After analyzing the results obtained in the training processes carried
out by students and teachers of UTLVTE La Concordia with the
support of the authorities, in the academic periods 2020-2s and 2021-
1s, times of pandemic covid-19, it is determined the contribution to
strengthening technology transfer, since through training productive
capacities and skills in the use of ICTs were strengthened to the
population of the canton of La Concordia and its area of influence.
In the study conducted by Rueda et al. (2020) whose objective was to
determine whether the linkage practices of universities were really
linkage with society, shows that of the 20 activities, 8 are not linkage
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activities (pre-professional practices and internships; networking
among universities; graduate follow-up; job placement; student and
faculty mobility; international relations, sports activities, and research
assistantships. Of the remaining 12, 2 are exclusively outreach
activities (social action; and participation in social and cultural life) and
10 are simultaneously outreach and technology transfer activities
(continuing education; community services; training; consultancy;
provision of specialized services; technology transfer; research-
linkage; creation of spin-offs; technical assistance; and application for
and obtaining of patents). Leading us to conclude that of the total
number of activities, most are technology transfer, but let us analyze
the beneficiary public of these activities.
According to Ecuadorian public policies and those of some Latin
American countries, as established in Art. 53, community service
practices, whose nature is to serve people, groups or contexts of
vulnerability Higher Education Council (2019) in Art. 53, community
service practices, whose nature is the attention to people, groups or
contexts of vulnerability, which could cause HEIs to attend a single
actor of the social environment. According to the Ecuadorian public
policies such as those established by the Higher Education Council
(2019)The beneficiaries of linkage and technology transfer activities
should be directed to people, groups or contexts of vulnerability: the
elderly, pregnant women, children, indigenous communities, which
could cause HEIs to serve only one actor in the social environment.
This assessment is harshly observed by Rueda et al. (2020) who
argues that if universities focus on the social sector, leaving industry
aside, there will be a divorce between academia and the productive
apparatus, a link that in another society would allow an accelerated
advance of the economy. If the Linkage with Society implies the
interaction of the University with its environment, micro, small,
medium and large private companies, state companies or
organizations, non-governmental organizations and civil society must
be attended.
Conclusions
Technology transfer or knowledge transfer allows universities to grow
in terms of quality of services and links with society.
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The students of the Santo Domingo de Los Tsáchilas branch of
UTLVTE, as responsible citizens of society, contribute to the transfer
of technology, meeting the training needs of the community while
developing their professional skills in interaction with reality and its
actors. The active participation of students, professors and academic
authorities contribute to the fulfillment of the universities' mission in
an entrepreneurial society.
Forty-nine training courses were analyzed, taught by 43 teachers and
300 students of the careers offered by UTLVTE La Concordia, in the
academic periods 2020-2s and 2021-1s, which benefited 3021 people
in administrative, accounting, public and ICTs, thus significantly
strengthening the transfer of technology in the canton of La
Concordia and its area of influence.
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