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Los pasados 20 al 23 de Mayo de 2013 evaluadores del Consejo Mexicano para la Acreditación de la Educación Médica (COMAEM), realizaron su proceso de evaluación para la re-acreditación del programa de estudios de la Unidad Académica de Medicina (UAM) de la Universidad Autónoma de Nayarit (UAN). El 8 de noviembre de 2013 en ceremonia oficial, le fue entregada al rector la placa de reconocimiento. Este hecho coloca a la institución como la más importante en la formación médica de pregrado en el estado. El presente trabajo vuelve al pasado y recupera algunas de sus etapas históricas más importantes. The past 20 al May 23, 2013 evaluators of the Mexican Council for Accreditation of Medical Education (COMAEM) conducted their evaluation process for re-accreditation of the curriculum of the Academic Unit of Medicine (UAM), Autonomus University of Nayarit (UAN). On November 8, 2013 in an official ceremony, the rector was given recognition plaque. This fact puts the institution as the most important in undergraduate medical education in the state. This paper returns to the past and recovers some of its most important historical stages.

RESUMEN La Unidad Académica de Medicina (UAM) de la Universidad Autónoma de Nayarit (UAN) es la principal institución formadora de médicos en la entidad. Cada ciclo escolar, de acuerdo al número de aspirantes, se muestra como la primera opción y la más solicitada para los egresados de la educación media superior. El pasado ciclo 2015-2016 el número de aspirantes superó los 1,400. Se ha observado que los estudiantes de primer ingreso, desde hace ocho años, han mostrado, a lo largo de su vida familiar y social, diversos cambios socioeconómicos y familiares, que han impactado de manera importante el curriculum y la organización interna de la institución. A partir de esta realidad, se hace un análisis de estos y se los relaciona con aspectos de infraestructura, situación y condiciones laborales del personal y cuerpos académicos. ABSTRACT The Academic Unit of Medicine (UAM) of the Autonomous University of Nayarit (UAN) is the main medical training institution in the state. Each school year, according to the number of applicants, it is shown as the first and most requested option for high school graduates. Last 2015-2016 cycle, the number of applicants exceeded 1,400. It has been observed that first year students, since eight years ago, have shown, throughout their family and social life, several socioeconomic and family changes, which have significantly impacted the curriculum and the internal organization of the institution. Based on this reality, an analysis of these changes is made and they are related to aspects of infrastructure, situation and working conditions of the staff and academic bodies.

Presentamos nuestra vivencia pedagogica en la unidad de aprendizaje de Socioantropologia de la Salud (SaS) con los estudiantes de los grupos A y B de primer ingreso a la carrera de Medico Cirujano (ciclo escolar 2016-2017) en la Unidad Academica de Medicina (UAM) de la Universidad Autonoma de Nayarit (UAN) en su incursion a los laberintos de la lectura y escritura academicas. De nuestra intervencion resaltamos el trabajo realizado durante la implementacion del taller y la elaboracion de la autobiografia. Nuestro proposito fue colaborar mutuamente para la comprension y puesta en practica de diversas habilidades, destrezas y conocimientos en la lectura y produccion de textos academico-cientificos. We present our pedagogical experience in the learning unit of Socioanthropology of Health (SaS) with students of groups A and B of first entry to the career of Medical Surgeon (school year 2016-2017) in the Academic Unit of Medicine (UAM) of the Autonomous University of Nayarit (UAN) in their incursion into the labyrinths of academic reading and writing. From our intervention we highlight the work done during the implementation of the workshop and the elaboration of the autobiography. Our purpose was to collaborate mutually for the understanding and implementation of various skills, abilities and knowledge in the reading and production of academic-scientific texts.

portuguesO comportamento de Apismelliferaem areas urbanas tem causado acidentes com seres humanos e animais domesticos. Acoes que visem minimizar o problema, como a captura, sao essenciais. Assim, o presente trabalho buscou compreender a dinâmica de nidificacao e a variacao anual das ocorrencias de enxames e colonias, as suas relacoes com a precipitacao pluviometrica e a floracao apicola.O trabalho foi realizadono Sertao Pernambucano, em Serra Talhada, principalmente, e em cidades vizinhas. As ocorrencias foram registradasno periodo de2014 a 2015. Colonias e enxames foram capturados e levados para oapiario da Unidade Academica de Serra Talhada, ou doados paraumacomunidade de assentados. Dados pluviometricosforam coletados, eo levantamento do pasto apicola emSerra Talhada, atraves de transectos aleatorios de 1.500m a partir do referido apiario. Foram registradas115 ocorrencias, sendo65% em areas urbanas e35% emareasrurais.Desse total, 76% foram de colonias nidificadas e 24% de enxamesprovisorios. Em relacao ao tamanho, 62%foram considerados grandes,22% de porte medio e 16% pequeno. O maior numero de ocorrenciasfoi verificadoentre os mesesde marcoe abril, coincidindo com o periodo de maior precipitacao acumulada e as floradas. Desta forma, as abelhas capturadas possibilitaram uma reducao de riscos a sociedade, contribuiram para uma renda extra dosassentados e aulas praticas universitarias.A dinâmica de nidificacao de A.mellifera, na area de estudo, mostrou estar relacionada ao periodo com maior volume de chuvas e tambem de maior disponibilidade de recursos florais. EnglishThe behavior of Apis melliferain urban areas has caused accidents with humans and domestic animals. Actions that aim to minimize the problem, such as capture, are essential. Thus, the present work sought to understand the nesting dynamics and the annual variation of the occurrences of swarms and colonies, their relationship with rainfall and bee flowering. The work was carried out in the Sertao Pernambucano, in Serra Talhada, mainly, and in neighboring cities. The occurrences were registered in the period from 2014 to 2015. Colonies and swarms were captured and taken to the apiary of the Serra Talhada Academic Unit, or donated to a settlement community. Rainfall data were collected, and the survey of beepasture in Serra Talhada, through random transects of 1,500mfrom the said apiary. 115 occurrences were recorded, 65% in urban areas and 35% in rural areas. Of this total, 76% were from nesting colonies and 24% from provisional swarms. Regarding size, 62%were considered large, 22% medium and 16% small. The highestnumber of occurrences was observed between the months of March and April, coinciding with the period of greatest accumulated precipitation and flowering. In this way, the captured bees enabled areduction of risks to society, contributed to an extra income for settlers and practical university classes. The nesting dynamics of A. mellifera, in the study area, proved to be related to the period with the highest rainfall volume and also the greatestavailability of floral resources.

The objective of the article is to systematize the functions and skills that the social worker must possess for professional intervention from alternative means, and to illustrate the main processes implemented for the socioeconomic assessment of applicants to upper secondary education of the High School Academic Unit with Community Interaction of a University in the Southeast of the country, as a result of the epidemiological situation due to Covid-19, which leads to adjustments in the intervention considering the guidelines issued by international and governmental bodies. Therefore, this document is based on the methodological proposal of Castaneda (2014) that consists of: a) rescuing the context of the experience a); b) theoretical referents; c) methodological decisions; d) development of the analysis process for the purpose of systematization and e) reflections, learning and conclusions of the process. Among the results obtained from the systematization, it was found that the professional commitment of social workers, methodological rigor and their ethical principles is required, considering that these must be present in every intervention. The relevant functions during the project were planning, management, research and organization. To carry out these actions, it requires alignment with those sanitary measures, institutional regulations, characteristics of its users and, finally, the competencies of its professionals, which, in turn, requires constant updating and training.

There is increasing interest in how digital innovation is facilitated and enacted in networks of diverse actors, i.e. heterogenous networks. However, while there is considerable evidence that firms can build key capabilities through engagement with external partners, we find a dearth of studies on how digital innovation is orchestrated in situations where an academic unit plays a facilitating role in the heterogenous network. We address this question employing a dynamic capabilities approach, and focusing on experiences from a national academic initiative, the Swedish Center for Digital Innovation (SCDI). SCDI was formed in 2013 and has adopted an engaged scholarship approach and a combination of activities designed to increase digital capabilities among partner organizations. We argue that the acquisition of new knowledge through external and internal sources stimulates firms and public sector organizations engaged in digital innovation to integrate such new knowledge with existing knowledge. Specifically, we demonstrate how SCDI’s core activities create increased integrative capabilities for the involved stakeholders, as well as offer lessons-learned and recommendations for academic units that wish to orchestrate digital innovation.

The project and construction of the Agrohydraulic Botanical Garden, the Benemérita Universidad Autónoma de Puebla (BUAP) in San Juan Acateno, in the municipality of Teziutlán, was developed in collaboration with teachers from the Faculty of Agrohydraulic and the Faculty of Architecture of BUAP, as well as undergraduate students, social service and professional practice of architecture schools, graphic design Urbanism. The botanical garden project is located in the reserve category, to protect species of medicinal, ornamental, tingling and regional interest and thematic level of species of interest, to disseminate botanical knowledge of the region. The development of the project was based on qualitative research, interested in capturing the reality of users to determine the needs to be solved; in this process the designer applies the knowledge he develops in vocational training and induces the characteristics and conditions of the study problem. All this is done through different techniques and research tools such as interview, systematic observation, topographic survey, as well as the climatic conditions of the place, topography and conditions of existing buildings contrasting with documentary research.

How can an entrepreneurial education program simultaneously create entrepreneurial knowledge, skills and competencies, as well as new ventures and jobs? This is a particular challenge for universities that are keen to align with government policies and demonstrate impact. Our paper examines a novel approach to enterprise and entrepreneurship education that integrates training/learning with new venture creation by operating as an entrepreneurial ecosystem (EE). We outline a comprehensive EE framework and apply this model using an exploratory case study of an EE centred around an innovative academic unit called The Entrepreneurial Garden (TEG) at Burgundy School of Business in Dijon, France. TEG offers entrepreneurial education, research and new venture development as an integrated portfolio. This analysis shows how an academic unit can be developed as an EE building from local resources and expertise, aligning with macroeconomic policies and priorities, and leveraging partnerships to provide access to other entrepreneurial players, resources and networks.

espanolContexto: La presente investigacion tuvo por objetivo determinar la pertinencia de los proyectos definidos en un plan estrategico informatico de una institucion educativa mediante la aplicacion de MULTIPOL. La implementacion de esta tecnica facilita la participacion de los actores involucrados en la evaluacion de los proyectos, con el fin de definir de manera objetiva aquellos con la mayor relevancia para mejorar los procesos academicos y administrativos de la institucion. Metodo: La investigacion realizada fue de tipo cuantitativo con diseno no experimental transeccional descriptivo, donde se aplico una revision documental y entrevistas a docentes y administrativos de la Institucion Educativa Cuarta Poza de Manga, con el fin de determinar los parametros requeridos para aplicar MULTIPOL y evaluar los proyectos con aspectos relevantes a la institucion. Resultados: Se establecio que los proyectos con mayor pertinencia para la institucion fueron: Mejoramiento de la infraestructura de computadores, Incorporacion de un sistema de gestion de aprendizaje en linea para apoyar los procesos de ensenanza, Utilizacion de redes sociales para difundir informacion relevante a la comunidad educativa de la institucion. Conclusiones: Existen, proyectos que se deben tener en cuenta para el desarrollo de la institucion, los cuales fueron Incorporacion de un sistema de gestion de aprendizaje en linea para apoyar los procesos de ensenanza, de igual manera, la Utilizacion de redes sociales para difundir informacion relevante a la comunidad educativa de la institucion, la Implementacion de un software para apoyar la gestion del area academica de la institucion y Planificacion formal de la estructura organizacional de la unidad academica. EnglishContext: The purpose of this research was to determine the relevance of the projects defined in a strategic information plan of an educational institution through the application of MULTIPOL. The implementation of this technique facilitates the participation of the actors involved in the evaluation of the projects, in order to objectively define those with the greatest relevance to improve the academic and administrative processes of the institution. Method: The research carried out was quantitative with a descriptive non-experimental design, where a documentary review and interviews with teachers and administrators of the Fourth Poza de Manga Educational Institution were applied, in order to determine the parameters required to apply MULTIPOL and evaluate the projects with aspects relevant to the institution. Results: It was established that the most relevant projects for the institution were: Improvement of computer infrastructure, Incorporation of an online learning management system to support teaching processes, Use of social networks to disseminate relevant information to the educational community of the institution.of the users. Conclusions: There are projects that must be taken into account for the development of the institution, which were the incorporation of an online learning management system to support teaching processes, in the same way, the use of social networks to disseminate relevant information to the educational community of the institution, the implementation of a software to support the management of the academic area of the institution and formal planning of the organizational structure of the academic unit.

En la Unidad Profesional Adolfo López Mateos – IPN se cuenta con una planta productora de composta desde 1999 la cual genera 2250 toneladas de composta al año, pero no tiene la capacidad para procesar todos los residuos orgánicos de cada Unidad Académica. Tomando en cuenta todos los residuos generados en UPIBI-IPN, se diseñó un prototipo de producción de composta (Lombricomposta), cuyo objetivo fue disminuir la huella ecológica, generada por la institución, siendo un indicador ambiental, proporcionando datos relevantes para el diseño del prototipo. “La huella ecológica mide la superficie necesaria para producir los recursos consumidos por un ciudadano medio de una determinada comunidad, así como la necesaria para absorber los residuos que genera, independientemente de donde estén localizadas estas áreas” (p12). llevadas a cabo en el periodo enero 2018 – diciembre 2019, e incluyo una estructura integrada por cuatro cajas de acrílico, sistema de triturado; accionada por una bicicleta fija. El compostaje ha ganado popularidad en los años recientes, lo cual logró evolucionar los sistemas convencionales de producción de composta, haciéndolos interactivos, motivadores e integradores, no requiere de energía, es sustentable y además promovió la actividad física en la institución.

Academic interdisciplinarity has become a powerful means of addressing challenges facing contemporary society as well as offering opportunities to advance knowledge. To better understand the role of university interdisciplinary organizations (IDOs), the authors studied 18 IDOs at Stanford University in the USA. They propose that IDOs not only enhance researchers’ interdisciplinary collaboration but, counterintuitively, also serve departmental and disciplinary interests. While IDOs are traditionally believed to threaten traditional disciplinary departments, the authors find a “more the more” dynamic in which, by bringing shared university resources and faculty to bear on new themes, significant new resources are generated to the benefit of both actors. Traditionally, the relationship between departments and IDOs has been seen as a zero-sum game with winners and losers. This research suggests, to the contrary, a win–win dynamic in which the two formats are mediated by the research group. Some faculty members are alternately departmental chairs and IDO organizers as well as start-up founders, industrial consultants and holders of high governmental advisory positions during their careers, integrating Triple Helix university–industry–government interactions with IDOs and IDOs with departments. The authors examine how these two entities coexist and benefit one another in a cooperative academic ecosystem and consider the implications for the future of the university.

This paper parallels the changes experienced by universities and science at the beginning of the new century in order to explore one relevant source of resilience and change inside the universities’ institutional fabric, which is its persistent dependence on the signs and norms produced by science as a nested institution. In no small degree, science is organized according to its norms and values. Notwithstanding, it de facto exists inside the institutional environment created by the university. As such, one could argue that it is a nested institution. Our argument holds that the interplay between the institutional norms coming from the university and science gives rise to one of the more relevant sources of resilience of universities. The paper explores the soundness of these assumptions on primary data collected in a research focusing on the responses of lower-level academic unit leaders in two universities: the University of Tampere, Finland, and the University of São Paulo, Brazil. In each case, we explore the local responses to the changes engendered by autonomy as a proxy of the substantial change in the university's environment, to map how the small academic units respond to a quickly changing external environment. Resumo Este artigo traça um paralelo entre as mudanças experimentadas pelas universidades e pela ciência no início do novo século, a fim de explorar uma fonte relevante de resiliência e mudança na trama institucional das universidades, que é sua persistente dependência dos direcionamentos e normas produzidas pela ciência enquanto instituição aninhada. Em grande parte, a ciência se organiza conforme suas normas e valores. Não obstante, ela existe de fato dentro do ambiente institucional criado pela universidade. Assim, poder-se-ia argumentar que é uma instituição aninhada. Argumentamos aqui que a interação entre as normas institucionais oriundas da universidade e da ciência produz uma das fontes mais relevantes de resiliência das universidades. O artigo explora a validez dessas premissas com base em dados primários coletados em uma pesquisa focada nas respostas de líderes de unidades acadêmicas menores em duas universidades: a Universidade de Tampere, na Finlândia, e a Universidade de São Paulo, Brasil. Em cada caso, exploramos as respostas locais às mudanças geradas pela autonomia como proxy da mudança substancial no ambiente da universidade, para mapear como as unidades acadêmicas específicas respondem a um ambiente externo que muda rapidamente.

This paper reflects upon the possibilities the public university in Brazil offers to promote actions for the consolidation of an area of emergent studies and practices called Early Childhood Education in Rural Areas (ECERA). The objective here is to discuss experiences in the light of Teaching and Research in the realms of the Federal University of Campina Grande (Universidade Federal de Campina Grande – UFCG), which, via professors-researchers, has contributed for the construction of knowledge and for the strengthening of practices directed to the mentioned area since 2010. The paper also enlightens advancements and situations the University needs to solve in order to consolidate the commitment for knowledge construction and for social transformation. To do so, historical aspects related to the organization of the ECERA are discussed and action regarding ECERA is taken, mainly involving Teaching and Research at UFCG. It is already possible to foresee the presence of ECERA in Teaching and Research carried out especially at Unidade Academica de Educacao (UAEd) [Academic Unit of Education], associated with Centro de Humanidades (CH) [Humanities Centre] of UFCG. However, some other actions must be taken in order to reinforce the ongoing action and to advance in different directions relevant to the university, just like the Extension.