https://doi.org/10.37955/cs.v6i3.277
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eISSN: 2600-5743
Strategic model of
internationalization of Ecuadorian
HEIs: The case of the University of
Guayaquil
Modelo estratégico de internacionalización de las ies
ecuatorianas: Caso Universidad De Guayaquil
Shirley Yadira Huerta Cruz
Master's Degree, Universidad de Guayaquil, Ecuador, https://orcid.org/0000-0002-1591-3631,
shirley.huertac@ug.edu.ec
Sofia Georgina Lovato Torres
Ph.D, University of Guayaquil, https://orcid.org/0000-0001-5831-8554 ,
sofia.lovatot@ug.edu.ec,
Karla Maribel Ortiz Chimbo
Master's Degree, Universidad de Guayaquil, https://orcid.org/0000-0001-7054-5741,
karla.ortizch@ug.edu.ec
ABSTRACT
With the last institutional evaluations carried out by the Council for
Quality Assurance in Higher Education (Control Body) to which the
Universities and Polytechnic Schools of Ecuador, it was possible to
standardize behind a series of indicators the quality and trajectory of
the institution of higher education; which leads Ecuadorian education
to move to the next level, being internationalization the way to
consolidate research, teaching and extension, in order not to lose its
space in the competitive global market. Discussions on
internationalization have revolutionized and have become a new
challenge for Ecuadorian universities, so they are forced to adopt
certain policies formulated by national and international
organizations, inducing them to go through specific evaluations
(career) or institutions, framing as an objective to identify and
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program internationalization processes that universities in
neighboring countries have executed, and that according to the
procedure of these foreign higher education institutions are related to
the Institutional Development Plan (PEDI) and the Institutional Plan
of Internationalization, which deserves attention in this research,
which for this purpose will be taken as a reference to the impacts on
the University of Guayaquil-UG.
RESUMEN
Con las últimas evaluaciones institucionales realizadas por el Consejo
de Aseguramiento de la Calidad de la Educación Superior (Órgano de
Control) a las que las Universidades y Escuelas Politécnicas del
Ecuador, se logró estandarizar detrás de una serie de indicadores la
calidad y trayectoria de la institución de educación superior; lo que
conlleva a la educación ecuatoriana a pasar al siguiente nivel, siendo
la internacionalización el camino para consolidar la investigación, la
docencia y la extensión, con el objetivo de no perder su espacio frente
al mercado mundial competitivo. Las discusiones sobre la
internacionalización ha revolucionado y se ha convertido en un nuevo
desafío para las universidades ecuatorianas, por lo que se ven
obligadas a adoptar determinadas políticas formuladas por
organismos nacionales e internacionales, induciéndolas a pasar por
evaluaciones específicas (carrera) o instituciones, enmarcando como
objetivo identificar y programar procesos de internacionalización que
universidades de países vecinos han ejecutado, y que de acuerdo al
proceder de dichas instituciones de educación superior extranjeras
están relacionadas con el Plan de Desarrollo Institucional (PEDI) y el
Plan Institucional de Internacionalización del cual merece atención
esta investigación que para el efecto se tomará como referencia los
impactos en la Universidad de Guayaquil-UG.
Keywords / Plabras clave
internationalization, research, higher education, Universidad de
Guayaquil, higher education, Universidad de Guayaquil
internacionalización, investigación, educación superior, Universidad
de Guayaquil
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Introduction
At a global level, the term internationalization in higher education
(Bravo 2019) reflects one of the ways in which a country responds to
the impact of globalization, but with the particularity of respecting the
individuality of each nation; focusing on recognizing that the
international dimension is an important component of the mission
and main functions of the university, therefore, it should be included
as one of the elements that are analyzed in the quality review
process.(Bernasconi et al. 2020)It then analyzes the quality of policies,
procedures and specific internationalization programs, related to
student mobility, faculty exchange, research and knowledge transfer,
foreign language proficiency, handling of technological tools and
technical assistance, among others; finally, it refers to the
internationalization of quality assurance procedures, which are
generally defined at the national level.(Boadi 2015).
With the consequent development of new concepts based on Knight
and De Wit (1999) proposed a typology to understand the areas of
emphasis that internationalization has had and according to what they
have found in different investigations, four approaches were
identified, as shown in Table 1:
Table 1. Typology to understand the areas of emphasis and focus of
the researchers.
Approach
Activity
Competition
Ethos
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Process
Source: Own translation. Taken from Knight and De wit (1999, pp14-
15).
Knight (1994) in his research states that the internationalization of
higher education is the process of integrating an international /
intercultural dimension into the teaching, research and service
functions of the institution the following concept of
internationalization; HEIs that focus on this concept should
understand that the integration of the international and intercultural
dimension should be a key part of the institution's programs, policies
and procedures, and not a marginal aspect); making it clear that the
internationalization of higher education is not only a response to the
demands of globalization and countries, but also responds to the needs
of interaction and interrelation of the different cultural and ethnic
groups within a country.
Knight and de Wit (1999) state that institutions have various reasons
that motivate their internationalization, but these should not be part
of the concept, which should be articulated with the primary and
universal functions of a higher education institution (teaching,
research and extension). They state that "it is difficult to find a
definition of internationalization that is appropriate and sensitive to
higher education systems in a wide variety of countries and cultures";
however, from their research they identified four mutually
complementary motives or reasons that explain the inclusion of the
international dimension in higher education: 1) political, 2) economic,
3) academic and 4) social.
With respect to academic reasons, studies and research affirm that one
of the main reasons for the internationalization of higher education is
the achievement of international academic standards for teaching and
research; in the face of which, the authors warn of the concern that
exists for the uniformity and homogeneity that may arise from the
excessive application of international norms(Ortega, Garces, and Ruíz,
2021).
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The term internationalization of higher education in the 21st century
is used not only by higher education institutions, but also by
governments, non-governmental organizations, UNESCO, the World
Bank, the OECD, among others.(Vol, María, and Zuluaga 2021).
Almost all higher education institutions refer to their international
dimension in their mission statements and in the formulation of their
profiles. On the other hand, internationalization is embedded in a
national value system, which, in the face of growing competition,
implies that it is better to study at home. Finally, internationalization
also reflects the international inequality that exists between nations
and regions of the world because about three-quarters of global
mobility is vertical.(Iii 2019)
Vicent-Lacrin (2011) has proposed a tentative typology of approaches
to interpret internationalization policies, generating results from
using this typology for the analysis of the internationalization of higher
education allow concluding that "not all countries have an explicit
policy for the internationalization of their higher education programs,
quite the contrary.
From the internationalization policy approach (Rios-Campos et al.
2022) These in turn disaggregate highly skilled migration, profit
generation and capacity building, which, embodied in objectives,
internationalization, mechanisms, focus, migration, policies, long-
term benefits, which gives way to cross-border higher education with
three scenarios that depend on the development of the
internationalization of higher education, illustrated in Table 2.
Table 2. Scenarios that depend on the development of the
Internationalization of HEIs
Scenario 1
Scenario 2
Scenario 3
Sustained and
diversified
internationalization.
The process of
internationalization
of higher education
continues.
Diversity of higher
education systems
HEIs in English and
Asian-speaking
countries that are
Convergence
towards a liberal
model
Higher education is
understood as a service
industry for
commercial exchange.
Competition for foreign
students who can pay
the market price is
fierce and difficult.
The triumph of
the (old)
emerging
economies
Emerging
economies are
already
"developed" and
their education
systems are highly
competitive in
quality and price.
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concerned with
revenue generation
will sell their higher
education programs
according to
international
market
expectations:
acquiring
franchises,
establishing
campuses abroad,
and offering private
institutional
management
services abroad.
Higher education
will become a service
industry in these
countries, mainly in
English-speaking
countries.
HEIs in continental
Europe and Japan
seek to recruit
international
students with
incentives such as
subsidies for
domestic and
international
students.
Countries that do
not have the
resources or interest
to compete
internationally with
educational services
will maintain an
open attitude to
promote academic
and cultural
exchanges.
Almost all countries
have national
education quality
assurance systems
HEIs are free to set the
prices of their services.
Cross-border higher
education continues to
increase significantly
because developing
countries have not been
able to meet local
demand and see in this
type of education a way
to stimulate the level of
national higher
education and improve
its quality.
The concept of cross-
border education has
gained recognition in
affluent countries. A
large number of service
providers, including
private companies,
have entered the cross-
border higher
education market
through partnerships
with traditional
universities.
Private investment for
both the supply and
demand of higher
education has increased
and public resources
have decreased. This
will generate a heated
debate on access to
higher education in a
context in which
scholarships and
subsidies are
insufficient to
guarantee access for the
least favored students.
HEIs will experience
financial difficulties due
to the difficulty of
recruiting enough
students to guarantee
Most local HEIs
and educational
service providers
established
partnerships with
international HEIs
and companies to
develop their own
expertise.
Local HEIs
established flexible
yet strict
accreditation and
quality assurance
regulations to
guarantee the
objective of
ensuring a
minimum level of
quality and
consistency
between local and
cross-border
educational
programs.
This will improve
the quality of
education in these
countries and allow
them to retain a
greater number of
students who have
completed their
studies abroad and
attract students
from other
developing
countries.
An example of this
will be India, which
will become the
number one
exporter of
educational
services and a host
country for foreign
students.
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and play a key role in
coordinating the
international
mobility of students
and highly qualified
personnel.
The recognition of
qualifications and
diplomas remains a
relatively complex
process, examined
on a case-by-case
basis, with the
exception of
professions such as
medicine and
engineering, which
have international
terms of reference.
their economic
sustainability due to the
high competition and
supply in the market.
Almost all countries
have national quality
assurance mechanisms
and diploma and
qualification
recognition systems.
There are more and
more international
qualifications
(certifications) and
HEIs will seek to obtain
these certifications to
avoid doubts about the
quality of their services
and will try to enter the
rankings of accredited
universities.
Most countries consider
their higher education
sector to be an export
sector and, through
trade agreements, have
established binding
commitments for access
to educational services.
There is a growing
tension between
traditional not-for-
profit and for-profit
cross-border education
offerings.
The World Trade
Organization will have
to act in cases of trade
disputes related to
educational services.
Subsidies from public
funds could distort
competition in the
education services
market.
This may cause
problems for the
financing of HEIs in
developed
countries, since
there will be a
decrease in the
number of foreign
students and,
therefore, a
decrease in the
income of HEIs,
and governments
will have to provide
public resources for
their financing.
Developed
countries will face
an aging population
and will need
skilled migration.
They will devise
strategies to keep
the brightest
foreign students in
their countries
through
scholarship
programs and the
granting of
residency upon
graduation.
Mobility among
OECD countries
will continue and
elite Western
universities will be
attractive to
international
students who can
afford to pay
expensive tuition
fees. HEIs will be
highly selective and
will limit their
cross-border
activities to
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receiving the
brightest students
and academics.
Source: taken from Vincent-Lacrin (2011).
For (Macazana; Romero. et al. 2021) internationalization is
conceptualized as one of the current trends in higher education, and is
linked to scientific and technical development, supported by
information and communication technologies, a view that points to the
"global society" and the "knowledge society", proposing a general
procedure for the management of the internationalization of higher
education, based on the need to socialize and motivate teachers and
authorities on the importance of internationalization for the
achievement of quality of substantive and support processes (LOES
2018)It is also a key element in the achievement of university
excellence, emphasizing that internationalization is the way for higher
education institutions to open up to the world.
The Internationalization Process from the point of view of the
Governmental Control Bodies in Ecuador.
In Ecuador, the internationalization process is part of the Institutional
Evaluation Process carried out by the current CACES.(CEAACES
2015)where in its 2015 final report it details "The performance of the
International Relations Area of the Planning Unit is framed in the first
instance in Objective 12 of the National Plan for Good Living 2013-
2017, which states: "Guarantee sovereignty and peace, deepen the
strategic insertion in the world and Latin American integration".
Likewise, CACES defines as policies aligned with the management of
international relations: a) Deepen solidarity and complementary
integration processes with Latin America and the Caribbean. b)
Promote the construction of a new democratic multilateralism, based
on solidarity, sovereign and peaceful relations among the States. c)
Consolidate a sovereign management of international cooperation, in
line with the transformation of the productive matrix and the
strengthening of South-South cooperation.
Article 174, paragraph q, of the Organic Law of Higher Education
(LOES 2018), provides as one of the functions of CEAACES", and that
in the first instance participated with peer evaluators in the external
evaluation processes to be carried out by the Ministry of National
Education of Colombia in order to "Promote the participation of
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academic peers in the processes of evaluation, accreditation and
quality assurance of higher education".
Five years later, CACES to achieve the knowledge of the state of a
university or polytechnic school this is analyzed through the 20
standards defined in the evaluation model, which are the essential
conditions that institutions must have to be part of the higher
education system, the external evaluation for accreditation purposes
of universities and polytechnic schools contributes from the external
evaluation to internal improvement processes driven by the
institutions themselves. (CEAACES 2015)This makes evident the
necessary articulation between the accreditation process and the
internal processes of self-evaluation that higher education institutions
carry out on a permanent basis, and it is here where HEIs already
identify their strengths and weaknesses.
Hence, the external evaluation process for accreditation purposes has
the following purposes: a) To provide elements to universities and
polytechnic schools for their continuous improvement; b) To know the
state of the Higher Education System (SES) to enable adjustments in
public policy; and, c) To guarantee to society the basic quality
conditions of HEIs in which students are educated, and from the 2019
evaluation model in the Research component in its dimensions of
planning, execution and results.(CACES-SIIES 2019).
According to the First Transitory Provision of the Organic
Reformatory Law of the Organic Law of Higher Education approved
on August 2, 2018 (LOR LOES 2018)(LOES 2018), CACES is
responsible for prioritizing "the adequacy of the institutional
evaluation model", i.e. the preliminary model of institutional
evaluation 2018 that was approved by the Council for Evaluation
Accreditation and Quality Assurance of Higher Education (CEAACES),
on August 10, 2017, through Resolution N. 235-CEAACES-SE-21-
2017. The adequacy refers to adjust said model to the new approaches
and precepts of the reformed LOES.
These judgments on the part of Ecuadorian public agencies, lead
Higher Education Institutions IES to sustain in continuous
improvement and project into the future considering the successes and
failures of the past so that potential professionals, technicians and
technologists put into practice that conglomerate of learning being of
significant contribution to the productive and competitive
development that companies and organizations demand for
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competitiveness and globalization. In addition to knowing the needs
and trends of the environment, people and the environment, the use
of foresight is a tool that influences the expected expectations.
The public Higher Education Institutions that adopt the criterion of
internationalization(CACES 2019)must cross some obstacles that are
directly related to public policies, the allocated budget, taboos and
diverse and different paradigms between dominations, students and
teachers; that due to their interests do not allow to correctly raise the
hypotheses that will correctly lead to the correct routes that the
universities must follow. Hence the importance of a Strategic Plan for
Institutional Development with objectives that are sufficiently
measurable in the short and medium term so that in the long term
these objectives will show a proportional growth with comparable
goals. (CACES 2020).
This leads to formulate a projected mapping of internationalization in
the University of Guayaquil (Guayaquil 2016) and how behind its
indicators and academic mobility processes that supported by public
policies and governmental and institutional programs, will be the
catapult to demonstrate that internationalization is the path for the
consolidation of research, teaching and extension with first world
universities, and thus sustain itself in the competitive market
overcoming the demands of the evaluating agencies (Ortega, Garces,
and Ruíz 2021).
Materials and Methods
The scientific methodology used to develop this research was
historical-critical, using Bardin's (2013) content analysis as an
instrument. First, we sought to delimit the paths to follow in the
research, defining the procedures; and for this purpose, an inventory
of the academic productions that work on this topic is exposed in order
to help in the development of the theoretical framework. In addition,
the profile of the research groups in which the University of Guayaquil
enhances its scientific production and lines of research was verified.
(CACES 2020) . Following this, it will be analyzed how the
internationalization policies given by the control bodies and landed in
the UG's own documents such as the POA, PEDI and educational
model allows aligning teaching, research and linkage with society as a
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strategic model of internationalization of higher education for the IES
of study. (CEAACES 2015).
This research was developed under a prospective approach, using
Réigner's Abaco methodology as a starting point. (Godet 2010) where,
based on a strategic diagnosis and consultation, it is possible to
question expert researchers and professional teachers in order to
propose paths to follow; and for this purpose a focus group was set up,
in which the research community is presented with policies, legal
arguments and development of actions in favor of academic mobility,
exchange and collaboration between students, teachers and
technicians, between local, national and international universities.
Dr. François Réigner, promoter and creator of this original method
called "Abaco de Réigner" of consulting experts and obtaining answers
in real time from a color scale; its purpose is to reduce uncertainty, to
confront the point of view of a group with that of others at the same
time, to become aware in its different scales considering the
perceptions of all the members of an analysis group.
This method (Durance and Godet 2010) provides a diversity of
response options for each topic or variable, thus avoiding the
limitations of yes or no answers, limiting the possibilities of
considering the nuances or perspectives with which a topic or event
should be considered; it also allows estimating the behavior of a group
of factors and determining the intensity of a present
problem.(Martelo, Villabona, and Jiménez-Pitre 2017)It also makes it
possible to estimate the behavior of a group of factors and to determine
the intensity of a present problem; and for its implementation it is
executed in phases:
Phase 1: Collecting expert opinion
Initially, it is convenient to "define as precisely as possible the problem
to be studied, which will be approached with care and broken down
into elements or items. These items will be the statements extending
the field of discussion on the evolution of the past and/or future; in
this first phase the experts participate in each statement using the
colored scale made available to them and defined by each researcher
for this purpose.
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Phase 2: Data processing
In this phase, the responses are processed in the form of a matrix,
where the items defining the problem are represented in rows and the
experts participating in the study in columns; this information makes
visible the position of each of the experts on the problem.
Phase 3: Discussion of results
Finally, the debate and/or the explanation of the vote can begin, the
procedure is open and everyone can, at any time, change the color and
justify their change of opinion.
The Réigner abacus can be applied when it is desired to know the
attitude of a group of experts with respect to a particular situation or
topic where actors and experts participate, prioritizing the importance
of the problems of a particular sector or community; highlighting the
applications of this method in: a) estimating the behavior of a group of
factors and b) determining the intensity of a problem in the present.
The options of the method, to reveal the opinions of a group in relation
to a given situation, are based on the international convention adopted
for the colors of the traffic light, that is: green (pass), yellow (caution)
and red (stop); intermediate colors and shades such as white (blank
vote) and black (abstention) are included. The Réigner abacus as a
method has its advantages and disadvantages as detailed in Table 3.
Table 3. Advantages and disadvantages of applying the Réigner
Abacus Method
Advantages
Disadvantages
1. Performs a quick and
didactic analysis in
the treatment of a
problem.
2. It facilitates
intercommunication,
where debate as well
as the exchange of
ideas reach a
consensus.
3. It is effective, simple
and fast.
4. It gives the
opportunity to those
1. This method is not very
well known, so it takes time
to give an explanation of
what it means.
2. It reduces the protagonism
of the leader ¡, favoring
intensive work and the
contribution of points of
view by the members of the
group.
3. The Réigner abacus
modifies the usual
functioning of a group,
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who diverge to
express themselves
and value their
opinion.
5. It can be used as a
voting technique in
combination with
other techniques
(e.g. Delphi Method).
6. The presence of a
leader who can
influence the group
disappears.
7. It is opportune to
detect group opinion.
8. Promotes ideas or
opinions through
discussions, showing
the results once
defined.
9. They allow those who
diverge to express
themselves and value
their opinions.
10. It is considered
an excellent
communication tool,
seeking an exchange
and debate between
individuals.
giving the opportunity to
announce its color.
Source:(Martelo, Villabona, and Jiménez-Pitre 2017)
Results
The present research work was achieved through a focus group directed to the
Research area that included 32 teachers, 101 students inserted in FCI projects
and 3 PhD researchers, considering as the universe of the University of
Guayaquil a total of 133 people interviewed, establishing a balance between
the faculties with the largest number of students versus the faculties of smaller
magnitude. Two Research and Internationalization Managers were also
included with the objective of knowing the development of the activities
involved in these processes, but from different points of view, in order to
institutionally promote improvement actions that lead to timely responses
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and, in turn, to execute optimal processes, thus guaranteeing their
quality.
A bank of questions was made with 45 different questions filtered into
10 key questions, in order to first filter the questions that would lead
us to the 10 scenarios with 6 possibly viable routes required, which
were considered to validate the results:
Are the actions or participation of the UG significant to enhance
faculty and student mobility?
Do you consider that the current process for the approval of new
institutional projects/programs aimed at internationalization can be
optimized in terms of time and number of activities?
Do you consider that the process carried out by the University of
Guayaquil to participate in international academic-research activities
should be optimized in terms of time and requirements to be fulfilled?
Do you know of any experiences that students/teachers/researchers
have had in the execution of new internationalization projects?
Do you know of any dissemination plan that is being applied in your
Academic Unit regarding the execution of the projects involved in
internationalization?
Do you believe that both students/teachers and researchers have
sufficient training, courses or education to participate in
internationalization programs/projects?
Do you think that the mobility carried out by the UG contributes to
internationalization?
What do you think are the 3 main problems that arise when
participating in an internationalization program/project promoted at
the University of Guayaquil?
How could the participation of the University of Guayaquil in
internationalization projects and/or programs around the world be
improved?
What academic-technological-scientific tools do you think the
University of Guayaquil should promote in its students/teachers and
researchers?
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From the 10 possible open questions, strategic questions were
generated from the participants, which for this purpose were evaluated
on a scale of very favorable, favorable, unfavorable, very unfavorable,
neutral and no response, and from this group of questions/strategies
a consensus zone was created using the Réigner Abacus methodology.
Table 4. Réigner Abaco Survey
Strategies for the University of Guayaquil to
2030
Very
favorable
Favo
rable
Unfav
orable
Very
unfavo
rable
Neutr
al/did
not
answe
r
The current process for the approval of new
institutional projects/programs aimed at
internationalization can be optimized in terms of time
and number of activities.
45
The process carried out by the UG to participate in
international academic-research activities must be
optimized in terms of time and requirements to be
fulfilled.
Learn about the experiences of
students/teachers/researchers in the execution of new
internationalization projects.
5
Dissemination plan that is being applied in your
Academic Unit on the execution of the projects
involved in internationalization.
Both students/teachers and researchers have sufficient
training, courses or education to participate in
internationalization programs/projects.
1
Mobility implemented by the UG contributes to
internationalization
The 3 main problems encountered when participating
in an internationalization program/project promoted at
the UG.
The participation of the University of Guayaquil in
internationalization projects and/or programs in the
world could be improved.
Strengthen academic-technological-scientific tools that
the UG should promote in its students/teachers and
researchers.
0
Encourage new technical/technological and global
trend careers.
The concept of a sustainable university is promoted,
generating educational and environmental policies.
Alliances to complement and transfer technological and
financial resources with the public-private sector will
be valued.
Total
ORIGIN: taken from the participants involved.
The Réigner Abacus was used to evaluate each possible scenario with
the participants involved, associating the traffic light colors green
(very favorable), yellow (neutral) and red (very unfavorable), yellow
(neutral) and red (very unfavorable), 2 light green (favorable) and pink
(unfavorable) scenarios are involved, and 2 additional scenarios of
non-response that include white (votes blank) and black (refuses to
participate), the criteria of each participant is taken, considering that
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for this analysis they were taken up to 3 times, with the results shown
in Table 4.
Table 5. Réigner's Abacus Results
Route
Scenario
Responses (interviewees)
R1
E1: The process
carried out by the
UG to participate
in international
academic-
research activities
must be
optimized in
terms of time and
requirements for
E2:
students/teachers
and researchers
aiming for
internationalizati
on
R2
E3:
Students/teacher
s and researchers
have sufficient
training, courses
or training that
E4: lead to a
sustainable
university,
generating
educational and
environmental
policies.
R3
E5:
Students/teacher
s and researchers
have sufficient
training, courses
or training that
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E6: aim for
internationalizati
on
R4
E7: Academic-
technological-
scientific tools
promoted by the
UG in its
students/teachers
and researchers
have added to
E8: experiences
that
students/teachers
/researchers have
had in the
execution of new
internationalizati
on projects?
R5
E9: Are the
actions or
participation of
the UG significant
to enhance the
mobility of
teachers and
students?
E10: Increased
participation of
the UG in
internationalizati
on projects
and/or programs
around the world.
R6
E5:
Students/teacher
s and researchers
have sufficient
training, courses
or training that
E10: increase the
participation of
the UG in
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internationalizati
on projects
and/or programs
in the world.
Source: data collected from focus group
As preliminary results that route 4 is the most successful, this implies
that the strategy of having academic-technological-scientific tools that
the University of Guayaquil promotes in its students, teachers and
researchers has contributed to the experiences that they have in the
execution of new internationalization projects. The results of route 6
should be analyzed as part of the medium-term objectives, since it
indicates that both students/teachers and researchers have sufficient
training, courses or formation to increase the participation of the
University of Guayaquil in internationalization projects and/or
programs in the world. Finally, it is evident that it is necessary to
include Route 1 as a strategic axis, since the alliances to complement
and transfer technological and financial resources are aimed at
internationalization. These three routes are projected for the
University of Guayaquil as the sure path to internationalization, as
shown in Figure 1.
Figure 1. Strategic axes to be followed by the University of Guayaquil
for Internationalization by 2030.
Educación Superior en la
Universidad de Guayaquil al 2030
Las alianzas para
complementar y transferir
recursos tecnológicos y
financieros influyen
positivamente en la
internacionalización
Promover herramientas
académicas-tecnológicas
–científicas
Capacitaciones, cursos o
formación suficiente aumenta la
participación de la UG en
proyectos y/o programas de
internacionalización en el
mundo.
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Conclusions
Finally, deciding the optimal path that will lead the University of
Guayaquil to internationalization is what should be reflected as an
objective in its institutional strategic plan, which to ensure its scope
from year to year must be measured and reliable; and that the mobility
currently promoted by the institution to continue along the path of
internationalization taking into account trends and projections.
It is recommended to remain predisposed and attentive to the new
changes, technologies, transcendence, and innovations that the world
forces to insert; for that it is of vital importance that each of the
careers, academic units and all those who make up the University of
Guayaquil are involved and participate in national and international
calls, in academic and cultural exchanges, technological,
environmental and social issues where programs and projects are
exposed.
The linkage promoted by the University of Guayaquil is a key actor in
the achievement that internationalization requires, since behind the
social projects developed by the students of the University of
Guayaquil, they recognize and identify research that will influence
programs of national and international interest.
Hence, public control agencies in Ecuador should consider among
their allocations an item that encourages and promotes the
internationalization of HEIs in the world, and that by 2030 the
University of Guayaquil through its teachers, students, researchers are
being part of various international projects of global interest.
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