Red Universita1ia de Jalisco - CUAAD IVERSITY OF GUADALA JARA Mtro. Itzcóatl Tonatiuh Bravo Padilla / Gral. Chancellor Dr. Miguel Ángel Navarro Navarro / Excecutive Vice-chancellor

UNIVERSIDAD DE GUADALAJARA Red Universita1ia de Jalisco

Development Plan 2014-2030

Art, Architecture and Design

University Center.

UN IVERSITY OF GUADALA JARA

Mtro. Itzcóatl Tonatiuh Bravo Padilla / Gral. Chancellor

Dr. Miguel Ángel Navarro Navarro / Excecutive Vice-chancellor

Lic. José Alfredo Peña Ramos / Gral. Secretary

ART, ARCHITECTURE AND DESIGN UNIVERSITY CENTER

Mtro. Ernesto Flores Gallo / Chancellor

Dr. Francisco Javier Gómez Galván / Academic Secretary

Mtra. Eva Guadalupe Osuna Ruiz / Administrative Secretary

Lic. Ángel Igor Lozada Rivera Melo / Connection to Business and Cultural Broadcasting Secretary

Mtra. Gabriela Ruiz Velasco Vaca / Controller

Mtra. María Dolores Del Río López / Director of the Design and Project Division

Mtra. Aurea Santoyo Mercado / Chief of the Projects of Communication Dept.

Dr. Francisco Javier González Madariaga / Chief of the Projects of Design Dept.

Dr. Ramón Reyes Rodríguez / Chief of Urban Projects Dept.

Mtro. Luis Giachetto Carrillo / Chief of Architecture Projects Dept.

Mtro. Juan Ernesto Alejandro Olivares Gallo / Director of Technology and Processes Division.

Mtro. Alfredo Cárdenas de La Mora / Chief of the Techniques and Construction Dept.

Mtro. Juan Ramón Hernández Padilla / Chief of the Representation Dept.

Dra. Lilia Roselia Prado León / Chief of Production and Development Dept.

Mtro. Jorge Enrique Zambrano Ambrosio / Director of Arts and Humanities Division

Mtro. Boris Goldenblank / Chief of the Sound and Visuals Dept.

Dr. Juan López García / Chief of the Theory and History Dept.

Mtra. Claudia Villalobos Santana / Chief of the Theatrical Arts Dept.

Mtro. Sergio Eduardo Medina Zacarías / Chief of the Music Dept.

Mtra. Dolores Aurora Ortiz Minique / Chief of the Visual Arts Dept.

Index

Message from the Chancellor …………………………………………………………………..7

1. Main trends in art, architecture and design .................................................................... 9

2. Background of the Art, Architecture and Design University Center ................................ 13

3. Main problems, challenges and opportunities .............................................................. 17

4. Mission ......................................................................................................................... 19

5. Vision ............................................................................................................................ 21

6. Strategic Guidelines .......................................................................................................... 23

7. Thematic axes, goals and strategies ................................................................................ 25

8. Strategic Indicators ........................................................................................................... 43

9. Considerations for implementation ............................................................................... 51

10. Annexes ………………………………………………….………………………………………………………………..53

Message from the Chancellor

The renewal of the Development Plan 2014-2030 of the

Art, Architecture and Design University Center gathers and

organizes objectives and strategies, and allows the evaluation

of goals and outstanding issues in search of development,

which will benefit society and satisfy its demand for top, ethic

and competent professionals.

The main issues of this document are Teaching,

Investigation and postgraduate studies, university connection to business, expansion and

broadcasting, internationalization, management and government, which are organized in

common goals for all university network in the year 2030.

For each one of these issues there are very particular and specific objectives, strategies

and indicators planned from a critical point of view according to what we are and do in present

time as a university community, aimed to what we want and have to be in the future to adapt

ourselves and improve our constantly changing environment.

The proposals made by the Institutional Development Plan have created quality indicators

that have given our Center its reputation. Participation of all the members within the CUAAD1

community is critical not only to reach the goals set, but also to maintain the reputation and

Excellency that we must keep to be part of the distinguished University of Guadalajara.

Ernesto Flores Gallo.

Chancellor of the Art, Architecture and Design University Center

1 Spanish abbreviation which stands for Art, Architecture and Design University Center

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1. 1. Main trends in art, architecture and design disciplines

In the artistic disciplines, regional and at times national trends echo exogenous in-

puts, enhanced by criticism and often by the market, based on local proposals or

counterproposals to exogenous inputs, enhanced by criticism and often, by the market.

Art and culture are undeniable elements for social development as seen in the Mexi-

can Governement recommendations for

strengthening them both internationally

and nationally. However, Mexico’s

assigned budget for these matters fails

to meet expectations substantially.

The regional aspect receives, through

the Information and Communication Te-

chnologies (TIC’S), the influences of the

artistic expressions nationally and inter-

nationally. Some of them, in the case of

Visual Arts, respond to the use of new

tools, materials, processes and

techniques (electronic and / or

mechanical) for

the gestation of a project or exhibition. In the search for new stimuli, some other res-

pond to resources with a conceptual-methodological character, with emotional

extraversion.

The Fine Arts student is a progressive exponent of his discipline, from orthodox to

minimalist art, deconstruction, conceptual art, the happening. He knows the heritage of

the twentieth century trends, many of them attached or contesting, from

postmodernism and consumerism.

Globalization always leads to knowledge of new cultural expressions. Similarly, in the

case of the Performing Arts such as theater and dancing, technologies are integrated

from the conception of the work and its application to scene. It is through

experimentation and the different narrative structures that the genre trends point to

new perceptions of the spectacle of the performance. In these trends, schools,

formats, supports and paradigms blend, demonstrating the need for a high

qualitative performance of the student, but also from the teacher in the sense of a

constant training and updating.

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Plan de Desarrollo Institucional 2014-2030 | cuaad

Folk dance is also favored by the use of new tools in the assemblies, and this finds

expression in an increased demand for tourism and cultural training. The tradition of

the dance performance languages that speak and show the great cultural wealth of

the region is barely diminished by the ravages of modern disciplines.

In the case of film studies, the Department of Image and Sound (DIS) holds a powerful

methodological and social consciousness corpus. A demand for the use of digital

platforms in image and sound as well as for marketing is foreseen. On the other hand,

the Department of Music trains professionals according to their purposes. One of its

challenges will be to include musical genres and languages that are not necessarily

classic; from the vernacular, to the technological.

In all cases, the imprint is a constant updating of teachers and their curriculum, as

required and promoted by new artistic experiences. The creation of forums for the

performing arts (dance, music, theater) and film, the emphasis on the social

commitment of university-graduated artists poured into their cultural proposal.

Reinforcing criteria and non-hegemonic paradigms, not inbred. A take towards multi

and trans-disciplinary art, the crossovers and transversal-like disciplines; and the

necessary increase of the budget for staging, management and implementation of

projects for the dissemination of our academic work. In the latter category there is a

clear disadvantage in the international comparison, which is only limited by the

reputation and quality of education in our university.

The profession of architecture, due to its relevance, importance and significance in

the history of humanity, is regulated in most countries. On the other hand, there

are worldwide professional and architectural education organizations that have

established the Letter of Architectural Education Unesco-International Union of

Architects (UIA) and the recommendations of international standards and

professionalism in the practice of architecture. These and other similar documents are

intended to establish the required skills for architects, allowing them international

mobility with the guarantee that the health, safety and welfare of the public will be

taken, essential duties of the profession.

Similarly, architects, of both mutual recognition and educational accreditation

systems that allow the professional practice of architecture, carry out international

agreements. This discipline and the built environment have humanistic and social con-

notations, so that building is considered as a part of the human being; it is stated that

producing working tools and the construction of the dwelling or living space are among

the first acts of civilization.

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The essence of architecture is the

arrangement of the space inhabited by

humans. An adequate environment for

human activities should be built

according to a set of different

constraints (technological, ecological,

etc.) Their progress in terms of

participation in national and

international organizations related to the

professional and educational field allows

this discipline to be at the forefront of

the core competencies.

Our university is actively and jointly

working to establish basic parameters and requirements resulting in updating of

curricula and better preparation of graduates. In the theoretical and practical

production in architecture and design there is relatively recent knowledge of interest,

these are environmental design and human environment. Moreover, in contemporary

times a strong conceptual foundation for socio-humanistic training must consider the

Theory of Sustainable Human Development, understood as the relationship between

nature, man as a social being and Architecture as part of society and culture: an

integrated and interactive system.

The conceptualization of the project activity should be strengthened, to give

structure to the learning process based on the student role, cultural training as a way

to increase the quality of architecture and urbanism. It is necessary to adopt a form of

integrative thinking that combines the protection of socio-humanism, environment,

economics and business, plus the heritage conservation. It should promote

motivation for the profession and ethics in performance; promote excellence in

teaching, include customer’s requirements and participation of the population,

increase the knowledge of the fine arts as an influence on the quality of design,

distribute environmental education content and the legal instrumentation of the

profession.

Finally, the design process requires discipline and a particular methodology; the scope

of Industrial Design is not reduced to determine the outer shape of the objects. More and

more, the creative ability and methodology of designers can be used to solve problems

of various kinds. It is important to integrate “Design Thinking” methods to design new

products and services, and to explore new trends, new markets and innovative growth

strategies proposals.


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Universal design is a relatively new paradigm that directs its activities to the

development of products and environments accessible to as many people as possible,

without the need to adapt or redesign them in a special way.

What really matters in design pro-

ducts is not only the final idea, but

a l so the result of the research process.

This factor gives its real value to the

object to be designed.

The interest in making the most of

local materials and artisanship becomes

evident. It seeks to recover techniques,

materials and even manufacturing

sites. This favors the idea that the

Mexican design has a distinctive identity,

while remaining contemporary and

global.

It is intended that the objects have more than one use; to achieve this, the

possibilities of shape are explored. Chairs that are also booksellers; pots that can be

used as fruit bowls, and lamps that work as tables are some examples of it. The new

offices are exploring innovative and independent ways to sell their products. Online

commerce is nowadays one of the most used options, but this trend also explains the

recent interest in “collective” bazaars, where buyers can meet face to face with the

creators of those brands they find through social media and specialized publications.

In recent years, collaboration has turned into one of the most used working schemes

for design in Mexico. The search of local and easy to get feedstock has led to the use of

raw materials. Furthermore, these resources are used naturally, without exaggeration in

the finish. Stone without sanding, unglazed wood and raw ceramic are some

examples.

The design approach to museums and galleries is another phenomenon that we have

seen in recent years. The pieces are exhibited in institutions or in separate spaces, which

take on a much more artistic character that when seeing the same object in a store.


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Environmental concern remains as one

of the major issues at all levels due to a

strong presumption that the problem will

worsen in the coming years. It is no longer

just about designing more efficient what

we already have (reduce, reuse and re-

cycle) but to raise a paradigm shift in how

we’re doing things, which requires a new

mindset. We are being invited to rethink

production methods and reinvent social

practices so that they are sustainable. It

is not enough to consume less, to do the

least damage; it is about doing things

differently.

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2. Background of the University Center of Art, Architecture and Design

The Univers i ty Center of Art, Architecture and Design (CUAAD) is a dependency of thematic higher education at the Universidad de Guadalajara (University of

Guadalajara). The Center’s main goal is to bring education to a professional level in the arts, architecture, design and urban planning. CUAAD has three campuses: two in Guadalajara downtown (San Agustín and Santa Maria de Gracia), and the third at the north end of town (Huentitán). Currently, our university community

consists of 6,347 undergraduate and 269

graduate students, divided into 10

Major Educational Programs: Music

(MUS), Performing Arts (ARE), Visual

Arts (ARV), Audiovisual Arts (ARA),

Design for Graphic Communication

(DCG), Interior De- sign and Ambience

(DIA), Industrial De- sign (DIN),

architecture (ARQ), Fashion Design

(DIMO) and Planning and Environment

(AMU); and 11 graduate educational

programs, nine master programs and two doctoral programs: Architectural Sciences

(ICA), Film Studies (MICI), Design and New Product Development (MIDD);

Management and Cultural Development (MIGD); Planning and Development (MUD);

Processes and Graphic Expression in Architectural Design Urban (MPAG); Education Arts

and Expression (MEEA); Ergonomics (MER) Ethnomusicology (METH); Doctorate City,

Territory and Sustainability (DUCT) and an inter-institutional PhD in Art and Culture

(DIAC). In addition, 588 professors and researchers impart daily their knowledge to

students.

In recent years, CUAAD has accomplished very important progress in different areas,

for instance: now we have three new research offices and our students got an

outstanding integration to research activities that have grown nearly 14 times as much.

Also, the production of external publications increased by 51 percent. It is noteworthy

that five of our graduate programs belong to the PROGRAMA NACIONAL DE

POSGRADOS

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DE CALIDAD (PNPC -programs recognized as high quality-) and besides, now we have 18

Academic Groups (CA-CUERPOS ACADÉMICOS) recognized by the federal administration

in three different levels: (4 consolidated, 4 in consolidation process and 10 in formation).

Figure 1. Researchers and Students integrated into the research

Source: Coordination of research and graduate studies, CUAAD, January 2014.

CUAAD, concerned about the rate of applicants wishing to enter our Center, is

making an effort to expand enrollment by 4 percent, providing 90 percent of its

educational programs with a high level of quality. A 7 percent increase in

bibliographic acquisition, as well as a growth in the demand for our academic staff is

also a fact: a rise of 51 percent increase in PTC PROMEP PROFILE has been shown, and

two new researchers got to the SNI level. Also a notably, graduation rates increased by

30 percent.

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Chart 2: Graduated students, PTC Promep Profile and SNI

Source: Personnel and School Coordination Control, CUAAD, January 2014.

We have opened 50 percent more laboratories equipped for the development of

education and investigation, and have increased the number of agreements with companies

and organizations for the sake of students’ improvement. Moreover, we have also made

close bonds and agreements with different universities in order to exchange knowledge.

In the area of student enrollment, we have gained a significant 71% growth in the number

of external students through educational exchange programs. There was also a 24% increase

in the number of students who graduated. We keep motivating teachers to increase their

student enrollment in their own areas.

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CUAAD has an extensive list of

specialized faculty members who are

professionally active. This contributes to a

better student performance to a national

and international level. We keep a social

commitment with the community,

prominence and social recognition, offering

opportunities of a broader educational area

within spaces dedicated to culture, fostering

more student and teacher mobility, and the

possibility of social impact with new

educational programs.

Furthermore, we accept there is a lack of inf ras t ructure and fac i l i t ies that

wi l l a l low a compet i t ive teach ing - learn ing exper ience. There ’s a lso a lack

of in terest f rom teachers regard ing educat iona l programs updat ing and

innovat ion. Aging teachers represent an important percentage f rom our

facu l ty members. Teachers rank ing f rom 51 to 60 years o ld correspond to a

35% of our members.

Chart 3. Teachers by Age Ranking

Source: Personnel Coordination, CUAAD, January 2014.

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3. Main Problems, Challenges and Opportunities

It’s also worth noting that we need to increase the number of artistic creators well-

known by the National System of Art Creators (SNCA), and the number of professors

who yearly attend the calling of the National System of Investigators (SNI). The

Virtual Library Network gives the investigators the opportunity to have

access to other l ibraries worldwide, get updated information, enrich

their investigation and publ ish i t in other countries.

CUAAD has hu ma n reso urc es ,

knowle dge a nd expert i s e to

crea te a n d co ns o l idat e re l eva nt

agree me nts d ep en din g o n t he i r

majors , post-graduate programs and

extension programs. Cultural and

investigation projects are

developed which are l inked with

society and industry to regional,

national and international levels.

It is essential to the university to

spread and implement -in the syllabus

academic planning- the knowledge and

comprehension of the “Triple Helix”

model in their community.

We have an extensive educational offering linked to art and culture. Nevertheless,

the dissemination of these activities and accomplishments of the university community

in this area is not enough.

Being leaders in the international agreements help our graduates be successfully

and permanently integrated to work force. CUAAD recognizes that both teachers and

students show little participation and limited use of the international scholarship

programs, low or lack of proficiency of a second language and the lack of a Budget aimed

to their permanent mobility.

The CUAAD Development Plan 2014-2030 intends to establish the guidelines of

the Center to increase, in the medium term the strengths which identify

ourselves, and to achieve international recognition of our students for their

competitiveness in the professional area.

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The Center of Arts, Architecture and Design is a dependency of the University of Gua-

dalajara engaged to form professionals with a high level of education committed to the

disciplines of art, architecture and design. Its students involve with their social

surroundings and environment in a sustainable framework. They are able to influence

through social and scientific research applied in a social, artistic and cultural field. Our

community generates and applies knowledge with ethics, equity and respect for all

members of our society.

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4. Mission

The Center of Art, Architecture and Design is the best educational option in its areas of

competence on the basis of the creative processes and scientific and technological re-

search. It counts with a consolidated international academic leadership on the quality of

its educational programs, its social commitment and involvement with the productive,

cultural and economic sectors. Its graduates satisfactorily meet the social,

environmental, productive and cultural demands.

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5. Vision

The Center of Arts, Architecture and Design, as well as the University of Guadalajara

PDI is ruled by six strategic guidelines articulated by the same number or themes that

run the University of Guadalajara:

• A university that promotes and strengthens educational innovation.

• An inclusive, equitable and driver of social mobility university.

• A socially committed university community, its transcendence and social recognition.

• A university that fosters a culture of transparency and accountability.

• A university with a global vision and local commitment, positioning and international

management.

• A university that promotes a culture of entrepreneurship among the academic

community.

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6. Strategic Guidelines


Teaching and learning

The Center of Arts, Architecture and De-

sign generates and transmits knowledge

in the disciplines of art, architecture and

design through a student-centered

educational model that stimulates the

development of their skills.

The university faces now an

international challenge in training

highly qualified students through on-

site education and distance learning,

capable of meeting labor needs.

It is essential for the university to

strengthen a shift from a teacher-based

learning paradigm to a student-centered model to achieve multiple competencies; to

privilege technological innovation and a keep the faculty constantly updated.

Compliance with the Commitments of the Centre with society, culture and regional

development is critical to the relevant professional training in art, architecture and de-

sign. In addition, coordination and participation of national and international

organizations is required.

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7. Thematic axes, goals and strategies

Goal PDI Goal 1

Expansion and diversification of enrollment with high quality

standards, relevance and equity, considering global and regional

development trends.

Goal CUAAD 1.1

Effectively participate in curriculum reform at the University of

Guadalajara through new high quality and relevant study plan.

Strategies * Optimize available resources

• Manage new resources.

• Faculty training and update

• Updated and flexible curricula

• Implement and strengthen the process of applicants’ selection.

• Redesign and enrich educational programs with new graduating

possibilities.

Goal PDI Goal 2

Improve the quality of processes, environments and teaching-

learning outcomes.

Goal CUAAD 2.1

Improve the performance of the teaching-learning process at the

center.

Strategies * Integral and ongoing faculty training.

• Provision of adequate and appropriate spaces for new teaching-

learning processes.

• Promotion of new educational media originated in house.

• Promotion of international experiences for teachers.

• Strengthen self-learning and continuing professional development

of teachers and students.

• Intensify students’ professional stages.

Goal PDI Goal 3

objective 3

Consolidation of the pedagogical approach focused on learning and

the integral formation of the student.

28


Goal CUAAD 3.1

Consolidate the Integral System of Attention to students.

Strategies • Effective participation in curriculum reform.

• Comprehensive training of students. Link with the social problems.

• Strengthen the tutorial system through the dissemination of the

program, adequate equipment and intensify tutorship training.

Research and postgraduate studies

The Center of Arts, Architecture and Design is responsible for developing research

that solves problems generated within society, and for staying ahead in a globalized world to collaborate with entities engaged in research, at both national and international levels.

Currently research related to art,

architecture and design is conducted in

many places of the world, aiming to

apply knowledge related to art,

architecture and design. It is here

where opportunities for collaborative

networking are found, in order to

promote the exchange of experiences

among researchers, teachers and

students.

Preserving the acknowledgement that the Center of Art, Architecture and Design of

the University of Guadalajara has currently at an international, national and local level,

is essential in order to transcend borders. Contributing to the state of the art and

knowledge generation, developing research and strengthening student and faculty

mobility, are actions that must be present to increase research and graduate studies of

our Center.

The creation of quality graduate programs, relevant to society, that are highly

applicable to solve problems locally, nationally and internationally in different fields,

promotes the competitiveness that their graduates aim to, creating a critical and

proactive mass for the welfare of society.

It is essential to promote research and development of graduate programs, to create

links that integrate researchers, undergraduate, graduate students, that through joint

activities, they promote early research strengthening projects and consolidating

curricula, creating a virtuous circle for solving social problems.

29


Goal PDI Goal 4

Positioning both research and graduate programs as the education

model axes.

Goal CUAAD 4.1

Develop a research program according to the educational model.

Strategies •Include researchers to conduct further educational programs and

projects and involve at least one of them, with the advisory

committees of each of our programs.

• Link faculty members with researchers to create synergy.

• Strengthen the link between researchers and academic units

throughout all departments.

• Develop texts oriented to educational programs that strengthen

academic activities.

• Develop a network of research oriented to solve environmental

problems and multidisciplinary needs.

• Define research lines according to a balanced development of

applied, basic, educational and technological innovation re-

search.

• Involve students in the research process to develop their skills

and interest on this activity.

• Create conditions so that early research talents remain in the

Center

Goal CUAAD 4.2

Develop a research program that strengthens academic processes

and extension within the University Center.

30


Strategies • Create a Research master plan at CUAAD that includes improving

the development of researchers, Academic groups (CA) and

Academic Units together, with postgraduate and undergraduate

programs.

• Operate editorial policies that strengthen productivity around re-

search, emphasizing the one applied to teaching.

• Find financial, human and infrastructural resources that strengthen

the development of research.

• Promote association and monitoring agreements with public and

private agencies providing operational conditions and

infrastructure for the optimal development of projects to be

undertaken.

• Simplify administrative procedures to encourage the use of

resources for research and graduate programs.

Goal PDI Goal 5

Achieve the critical mass of high-level human resources needed for

the appropriate development of research programs and research

lines.

Goal CUAAD 5.1

Implementation of policies for the development of high quality

human resources for research.

31


Strategies • Create the conditions for promotion and tenure for researchers.

• Link researchers and postgraduate teachers.

• Promote the organization of research and thesis progress

colloquium at undergraduate level, with the mentorship of

researchers.

• Establish research lectures at the Center.

Goal CUAAD 5.2

Integration of undergraduates in research and graduate pro-

grams.

Strategies • Strengthen the development of applied research relevant to

degrees that meet society needs.

• Dissemination of knowledge generated by researchers and

undergraduate studies (courses, conferences, workshops).

• Create forums for exchanging experiences in project development,

for both students and researchers.

Goal PDI Goal 6.

Expansion and diversification of graduate programs with highest

quality standards and national and international relevance.

Goal CUAAD 6.1

Support for the development of graduate programs quality.

Strategies • Create postgraduate programs that link with undergraduate

courses that are relevant with respect to the society needs.

• Support the creation of laboratories that support the development

of research projects for interns.

• Strengthen linkages with national and international universities for

graduate project development and exchange of experiences.

• Create a network of university graduate programs to encourage

research projects development.

• Encourage the use of another language, both for specialized rea-

ding as for the lecturing and teaching courses in foreign language.

32


Entailment

The Center of Art, Architecture and Design links with society and the different factors or

elements that comprise it, have a highly significant value for the achievement of quality

indicators and relevance.

This requires that our institution poses the scenarios that challenge the best

performance of its activities. From an international perspective, there is no

methodology that allows the university and its various agencies, to work together

with other institutions worldwide in order to perform binding actions. In this context,

a significant interest in guiding most projects where market criteria is also perceived,

leaving aside the aspects that define the social commitment of universities as agents

of change.

Nationally, universities do not develop a framework of partnership and cooperation

that allows them to assess the relevance of its substantive actions, including their

academic programs. There is no shared dimension of analysis through which each

university serving strategies are developed. In this context, a working model that allows

the collection of resources and support at national or state level to develop projects is

absent.

Currently there is no working model at the level for the University of Guadalajara Net-

work that favors the linking of all units, there are no diagnoses on the conditions and

the current impact of its majors, additionally there is no general linking project

oriented to strengthen the strategic aspects of the state and region.

Goal PDI Goal 7

Bonding as a strategic function that promotes the transfer of

knowledge and technology.

Goal CUAAD 7.1

Disseminate and promote the Triple Helix model as a management

and development tool among the environment.


33


Strategies • Promote awareness of the Triple Helix model among the com-

munity of teachers of CUAAD. Use the model when planning pro-

grams of the main subjects, which conform the academic major

structure of CUAAD.

• Favor a professional environment, together with the University’s

Major Coordination Centre and its Advisory Committee, in order

to establish the state of things in social and economic perspective

of each graduate programs.

• Promote the development of specific agreements with other

educational, internal or external institutions, government

agencies and organizations of various kinds.

• To foster understanding and integration with programs and re-

search areas of the University Center, among the university com-

munity CUAAD.

• Produce and disseminate a tool for linking physical and virtual con-

tent of academic, scientific and cultural fields delivered by the

University Center for companies that are related to the strategic

development of the state and region.

• Encourage the development of internship vacancies.

• Develop and promote cultural projects that support financially

sustainable social impact and artistic processes.

Goal PDI Goal 8

Innovation and entrepreneurship in students training

Goal CUAAD 8.1

Promote a culture of entrepreneurship among the university com-

munity.

34


Strategies • Implement programs with universities or institutions that promote

the integral instruction of students

• Provide programs or activities that encourage an entrepreneurship

culture among the community of CUAAD and its link with

university authorities, business organizations and government

entities.

• Organize conferences on topics of forefront in coordination with

other units of the University Network.

• Establish a model of procedures, consultations and monitoring of

outreach activities in accordance to the requirements of

Transparency of the Center.

Extension and dissemination

In CUAAD the extension functions promote science, culture and sport as an integral part

of the community. On the other hand, the Center dissemination function reports on the

different artistic, scientific and humanistic activities through various media and social

networks that convey local, national and international recognition to the University

Centre. At the international level, developed countries have strategies diffusion and

dissemination programs and projects, which are duly established. In Latin America,

some countries are making an effort to follow European models; such are the cases of

Chile, Brazil,

Argentina and Costa Rica.

Universities in the center of the country have more resources since they are managed

through duly established programs, while the rest of the public universities do not have

these policies. Hence, financial resources are limited.

In west central Mexico, the University of Guadalajara is a pacesetter despite not

having a policy in accordance with the needs of these areas.


35


Goal PDI Consolidation of the university as a center of cultural and artistic de-

velopment as in local as international level.

Goal CUAAD 9.1

Consolidate CUAAD’s leadership for a greater development of

artistic and cultural activities, creating a greater social impact,

both nationally and internationally.

Strategies • To offer free cultural spaces, for artistic groups, both, from the

University of Guadalajara and from other cultural dependencies.

• Incorporate to course activities, workshops and seminars, efforts

towards creating new audiences.

• Support the improvement of educational programs related to art

and culture through the generation of better equipped physical

spaces.

• That the bands, dance, theater and other art forms, recognized,

in training and experimental, have access to the cultural spaces

of the network, including the Cultural Center of the University of

Guadalajara.

• Increase the presence of arts professionals with proven track re-

cord to enrich educational programs.

Goal PDI

Goal 10

Strengthen the identity and values of university students, teachers

and administrators, with emphasis on the social responsibility of the

university.

Goal CUAAD 10.1

Intensify belonging, identity and social commitment in the commu-

nity of CUAAD and the University Network.

36


Strategies • Incorporate actions that address the creation, evolution, mission

and vision of the University of Guadalajara to strengthen the

identity of the university community, during transit of the stu-

dents in the curriculum.

• Create mechanisms to link projects to support the further

development of communities.

• Promote that students extend their social service to

underprivileged communities.

Goal PDI Goal 11

Achieve full institutional sustainability.

Goal CUAAD 11.1

Contribute to CUAAD’s sustainability through the design of activities

related to this issue.

Strategies • Encourage that all educational programs incorporate

sustainability in the curriculum.

• Develop a plan to operate environmentally friendly energies at

CUAAD.

• Design programs for promotion and dissemination of specific

sustainable actions that can be incorporated into the campus by

the entire university community. (Bank of Projects).

• Encourage the participation of the university community to create

sustainable and multidisciplinary projects.

• Generate University generating business incubator program.

37


Internationalization

Internationalization is one of the most important efforts in all higher education

institutions around the world. In CUAAD is a must to collaborate in the international

framework in all disciplines, through students, faculty and alumni that transcend their

artistic, cultural and scientific activities.

CUAAD’s activities and educational programs have a great potential for

internationalization, they seek to update their curricula so that graduates are within a

competency profile and have greater presence and recognition worldwide through

constant innovation and learning process management. It is essential to increase

international agreements and the participation in mobility program networks. The

center develops a major effort to establish links with institutions in other countries.

However, these efforts are not rewarded in an equal proportion.

It is necessary to establish equivalence in CUAAD’s curricula to ease mobility of

students and teachers; likewise, improve the English-speaking abilities of students and

faculty, so they can expatiate in labor, social and cultural contexts.

Goal PDI Goal 12

Development of global and intercultural skills in students.

Goal CUAAD 12.1

Continuous updating of the curriculum within global standards

and parameters of academic, professional, national and

international organizations.

Strategies • Bring to the teachers groups (academies) training and research

projects from the corresponding counterparts in other higher

education institutions.

• Take advantage of nowadays-technological available resources.

• From the core of government institutions, promote the increase of

programs with an international perspective.

Goal CUAAD 12.2

Integrate the learning of foreign languages and promote its

certification.

38


Strategies • Establish foreign languages as a requirement of permanence, with

support and monitoring strategies during the academic

trajectory.

• Encourage the learning of foreign languages among university staff.

• Promote the teaching of courses in foreign languages.

Goal PDI Goal 13

Promote an international profile of the university’s staff.

Goal CUAAD 13.1

Manage regulatory and operational tools to facilitate

internationalization.

Strategies • Implement the participation in international mobility programs

and / or internationalization as mandatory activity.

• International Accreditation of the educational programs (PE).

Goal PDI Goal 14

Positioning and international management of the university.

Goal CUAAD 14.1

Increasing institutional participation in higher education associations

and international organizations.

Strategies • Increase resources and support for participation in networks and

international institutions.

• Implement outreach and dissemination of CUAAD related to

academic and artistic activities.

39


Management and governance Many universities around the world base

their management practices and

government on the modernity and

efficiency of their processes. At the

present, institutions require innovative

and administrative decentralization,

which influence the optimal operation

of the institution. This, for the benefit

of academic quality, reputation and

positioning the University in an

international context.

In Jalisco, the university network was

an innovative process that twenty years

ago allowed the expansion of the

academic offer in all regions of the state,

benefiting various sectors of the population. However, many management processes

and governance of institutional dynamics have become bureaucratic and have been

overwhelmed by circumstances these days.

Our institution must be characterized for having more effective and dynamic

management and governance processes, supported by new technologies that enable

management to optimize processes and decision making.

The achievement of academic goals of the institution must be built and characterized

by flexible, simple, and financially sustainable schemes.

The challenges reflected in the Institutional Development Plan 2014-2030 are:

• Governance

• Financial sustainability.

• Planning and Institutional prospectively.

• Flexibility and quality of the organization and management of university governance.

Access to equity and coverage quality education that guarantees human rights and

environmental sustainability are key aspects that should mark CUAAD’s future.

40


In particular, the following challenges arise for CUAAD:

• International: quality and accreditation of universities (educational programs)

Consolidation of a reliable system of academic and management indicators.

• Accountability and financial transparency.

• Create tools to eliminate obsolete and bureaucratic administrative processes.

Goal PDI Goal 15

Strengthen management and university governance.

Goal CUAAD 15.1

Strengthen the academic and administrative management.

Strategies • Distribute academic and administrative staff working hours

throughout the day to improve the center’s population

attention and service.

• Establish an efficient internal communication system.

• Ensure transparency of academic and administrative processes.

• Increase the academic and administrative staff.

Goal CUAAD 15.2

Provide efficient administrative processes.

Strategies • Establish uniform criteria for the procedures and services through

the application of manuals and procedures.

• Implement training for administrative staff.

• Use and improve of the information and communication

techniques (ICT) installed capacity to optimize specific

processes.

• Seek certification of administrative processes. Goal PDI Goal 16

Financial sustainability’s transparency and accountability.

Goal CUAAD 16.1

Increase financial sustainability.

41


Strategies • Move the cultural economic model of the university to academia.

• Establish links with institutions that operate globally successful

models in terms of financial sustainability.

• Prepare an assessment of the goods and services produced in the

university.

• Promote and expand the number of income generating projects.

Goal CUAAD 16.2

Foster a culture of transparency and accountability.

Strategies • Strengthen transparency systems to the community.

• Develop internal procedures to strengthen CUAAD audits.

• Establish a mechanism for clear and accessible communication for

the community.

Goal PDI Goal 17

Consolidation of equity, inclusion and guarantee of human rights.

Goal CUAAD 17.1

Increasing gender equity in decision-making.

Strategies • Continue with the incorporation of women in positions of middle

and senior management.

• Increase the representation of women in the various governing

bodies of the university.

Goal CUAAD 17.2

Ensure access to the university facilities for community members

with disabilities.

Strategies • Continue with the adaptation of the physical infrastructure to meet

the criteria of universal accessibility.

• Supplying libraries with special equipment for reading and

listening.

42


8. Strategic Indicators In this section, the main indicators that will strengthen the fulfillment of the goals

and strategies are described here. It is important to notice also that most of the

indicators are based on the PDI of the University of Guadalajara, but in a few cases,

other indicators are incorporated by the Center of Art, Architecture and Design.

Table 1. Teaching and Learning / Indicators

Nu

mb

er

Indicator

Metrics

Co

nsi

ste

nce

wit

h

PDI’s

ind

icat

or

Value

2014

Goal

2019

Goal

2030

1 Percentage of full-time faculty (PTC) with a

quality profile recognition by the Program for

Improvement of Teaching (PROMEP).

59% 70% 90% 1

2 Percentage of full-time faculty (PTC) whom

count with post-graduate studies.

89% 92% 98%

3 Percentage of students getting tutorship. 88% 92% 100% 4

4 Percentage of educational programs recognized

for their quality.

90% 100% 100% 7

5 Percent of full-time faculty on permanent

training.

52% 85% 100%

43


Table 2. Research and Graduate / Indicators

Nu

mb

er

Indicator

Metrics

Co

nsi

ste

ncy

wit

h P

DI i

nd

icat

or

Value

2014

Goal

2019

Goal

2030

1 Percentage of academic groups (CA) with a

level of consolidated.

35% 50% 70% 1

2 Percentage of members of faculty with a Ph. D.

Degree.

10% 30% 50% 2

3 Percentage of members of our faculty with a Ph.

D. Degree whom they are members of the

National Researchers System (SNI) and/or the

National Artistic Creators System (SNCA)

12% 35% 50% 3

4 Percentage of research projects with external

funding.

3% 10% 30% 4

5 Percentage of research projects that

incorporate students.

50% 70% 100% 5

6 Percentage of international or coauthored

publications with international counterparts.

3% 10% 25% 6

7 Percentage of articles published in academic

journals with an impact factor higher than 1.

0% 10% 20% 7

8 Percentage of graduate programs in the

National Quality Graduate Program (PNPC).

30% 80% 100% 8

9 Percentage of graduate education programs

with international competence category.

0% 5% 15% 9

44


10 Percentage of enrollment in higher-level

graduate programs.

2% 10% 25% 10

11 Number of doctors graduated annually at

CUAAD’s programs.

10 15 20 11

12 Ratio of undergraduate students that take part

on research projects.

2 to 1 3 to 1 5 to 1

45


Table 3. Bonding / Indicators

Nu

mb

er

Indicator

Metrics

Co

nsi

ste

ncy

wit

h P

DI i

nd

icat

or

Valor

2014

Meta

2019

Meta

2030

1 Percentage of undergraduate programs that

offer professional practices agreements to their

students.

20% 60% 100% 4

2 Percentage of graduate programs linked with

public and private sectors.

5% 40% 100% 2

3 Activities to promote entrepreneurial culture. 3 5

4 Number of registrations for CUAAD of trade-

marks and patents.

4 10 20 6

5 Diagnosis of the environment by PE. 70% 100% 100%

6 Specific agreements with the private sector 2 20 50

7 Specific agreements with civilian organizations

and government entities.

14 30 60

8 Professional practices Agreements for under-

graduated students

135 200 300

9 Training programs and extracurricular update

for students and teachers.

10 20 60

10 Development and promotion of cultural

projects.

20 40 60

11 Linking project participants, teachers. 16 50 100

12 Students participating in linked projects. 222 400 600

46


Table 4. Extension and Spreading / Indicators

Nu

mb

er

Indicator

Metrics

Co

nsi

ste

ncy

wit

h P

DI i

nd

icat

or

Value

2014

Goal

2019

Goal

2030

1 Percentage of undergraduate students in social

service working on assistance programs.

18% 30% 50% 1

2 Regional coverage of programs to support the

sustainable development in the state of Jalisco.

10% 25% 40% 3

3 Percentage of educational programs that

include in their curriculum environmental

education and sustainability

20% 60% 100% 4

4 Percentage of educational programs that

include activities for the students’ integral

formation (culture, sports, health).

5% 35% 70% 5

47

Nu

mb

er

Indicator

Metrics

Co

nsi

ste

ncy

wit

h P

DI i

nd

icat

or

Value

2014

Goal

2019

Goal

2030

1 Number of students participating in mobility

programs. (outgoing, per year)

126 150 160 1

2 Percentage of Full Time Teachers PTC whom take

part in mobility programs. (Outgoing, per year).

2 12 30 2

3 Percentage of students participating in mobility

programs (incoming, per year).

138 160 200 3

4 Percentage of Full Time Teachers PTC who

participated in mobility programs (incoming,

per year).

10 25 4

5 Percentage of educational programs updated

in accordance to international standards.

60% 100%

6 Curricula that integrate a regional, global, inter-

national, intercultural perspective.

60% 100%

7 A foreign language command as a permanence

requirement for students in academic programs.

100% 100%

8 Number of projects promoted with universities

and partner institutions (outreach, research and

training).

30 70

48


Table 6. Managing and Governability / Indicators

Nu

mb

er

Indicator

Metrics

Co

nsi

ste

ncy

wit

h P

DI i

nd

icat

or

Value

2014

Goal

2019

Goal

2030

1 Percentage of certified administrative

processes.

0% 25% 50%

2 Percentage of extraordinary resources obtained

by competition with respect to the annual total

operating subsidy.

42% 50% 60% 2

3 Self-generated resource percentage relative to

regular total annual subsidy.

51% 62% 65% 1

4 Percentage of updated information

transparency portal.

40 95 100

5 Percentage of women enrolled in high and

intermediate management positions.

40 50 50

6 Percentage of building facilities with universal

access.

40 60 80

49

9. Considerations for Implementation

In order to fullfill the CUAAD Development Plan, each strategic guideline must be

evaluated semestrally through assigned technical commitees, which will follow

up goals and indicators and propose the necessary adjustments so as to

facilitate monitoring of established goals.

51

10. Annexes

Methodology of Construction of the CUAAD Development Plan

The University of Guadalajara presented in May 2014 its new Institutional

Development Plan, Document which guides our activities and substantive functions,

and where the university’s mission and vision were redefined to meet goals of 2030,

with consistency with the National and State Development Plans.

The results of the workshop, besides the diagnosis of strengths, opportunities,

weaknesses and threats (FODA), t h r o u g h i n d i c a t o r s o f p e r f o r m a n c e a n d

i m p a c t , s e r v e d a s a s t a n d a r d t o e l a b o r a t e t h e C U A A D

D e v e l o p m e n t P l a n , r e s t r u c t u r e d i n c o n t e n t a n d c o n c e p t u a l

o r g a n i z a t i o n a c c o r d i n g t h e n e w s t r a t e g i c a n d t r a n s v e r s a l

g u i d e l i n e s a n d i n s t i t u t i o n a l p o l i c i e s a n d o b j e c t i v e s .

The drafting committee called to meetings to analyze necessary adjustments in the

document. Afterwards, the CUAAD Development Plan was submitted to study and

approval by the Central Council, which through an assigned commission, suggested

changes in the areas of mission, vision and objectives.

This document, which comprises the result of all the process herein, will serve as a

guideline to lead CUAAD’s operational and substantive activities as a social

commitment, forcing itself to maintain its quality as a Public Organism and Educational

Institution.

10. Annexes

53

10. Annexes

Strategic Vector Investigation and Post-graduate Dept.

Moderator:

Dra. Cynthia Lizette Hurtado Espinosa

Investigators:


Mtra. Hilda Vidalia González Sandoval

Mtro. Cristóbal Eduardo Maciel Carbajal

Mtro. Gabriel Orozco Grover

Dr. Fernando Córdova Canela

Dra. Verónica Durán Alfaro

Dr. José Arturo Gleason Espíndola

Mtro. Luis Rogelio Valadez Gill

Undergraduate school

Coordinators:

Lic. Carolina García Trejo

Mtra. Mónica Iliana Velázquez Ornelas

Mtro. José Francisco de la Torre Cisneros

Mtra. Claudia Cecilia Delgadillo Mejía

Mtro. Tenoch Huematzin Bravo Padilla

Mtra. María de Lourdes Miramontes Bravo

Mtra. Katia Ariadna Morales Vega

Lic. Blanca Esthela Álvarez Pulido

Students:

Fernando Mayoral Gutiérrez

Alejandra Robles Delgado Romero

Livier Olivia Escamilla Galindo

Carlos Alberto Prado Muñoz

Alexa Michelle Barrera Gómez

Lesli Anahí Rodríguez Aguilar

Oliver José María Rivera León

José Antonio Campos Barragán

All coordinations:


Lic. Carolina García Trejo

Mtra. Mónica Iliana Velázquez Ornelas

Dr. Jorge Arturo Chamorro Escalante

Mtro. Alejandro Briseño Vilches

Lesli Anahí Rodríguez Aguilar

Fernando Mayoral Gutiérrez

LDCG. Sara Cárdenas Vázquez

Postgraduate Coordination:

Mtra. María Guadalupe Rivera Acosta

Dr. Jorge Arturo Chamorro Escalante

Dra. Adriana Ruíz Razura

Mtro. Hugo Cristóbal Gil Flores

Dra. María Estela Guevara Zárraga

Mtra. Gloria Aslida Thomas Gutiérrez

Dr. Rosalío Ávila Chaurand

Mtro. Alejandro Briseño Vilches

Dra. Adriana Inés Olivares González

Dra. María Teresa Pérez Bourzac

Mtra. Rocío del Consuelo Pérez Solano

Strategic vector Extension and Dissemination

Moderator:

Mtro. Francisco Javier Mercado Muñoz

Mtro. Saúl Gutiérrez Medina

Mtra. Claudia Cecilia Delgadillo Mejía

Mtra. Katia Ariadna Morales Vega

Mtra. María de Lourdes Miramontes Bravo

Lic. Blanca Esthela Álvarez Pulido

Lic. Yuliana Lizette Padilla Díaz

Mtro. Ismael García Ávila

Mtra. Noelia Agulló Oreja

Dr. Efraín Franco Frías

Dra. Verónica Livier Díaz Nuñez

Lic. Mónica Magallanes

Lic. Sandra Patiño Quiroz

Mtra. Marcela del Rocío Ramírez Mercado

Strategic Vector Linkage

Moderator:

Dr. Omar Alejandro Ruíz Gutiérrez

Mtro. Carlos Fernando Anaya Román

Mtro. Gerardo Hernández Grover

Mtro. Everardo Camacho Iñiguez

Lic. Francisco García Martínez

Lic. Carla Virginia Ruvio Flores

Dr. Juan Carlos Orozco Abundis

Lic. Claudia Fernández Ortiz

C. Saúl Márquez Vitela

Strategic Vector Internacionalization

Moderator:

Mtro. Fernando Mora Mora


Mtra. Alejandra Villanueva Veloz

Mtro. José Francisco de la Torre Cisneros

Mtro. David Martínez Varela

C. David Israel Vázquez Granados

Mtra. Mónica Patricia López Alvarado

Dra. Adriana Inés Olivares González

Mtra. Ana Esther Rentería Mejía

Strategic vector Teaching and Learning

Moderator:

Dr. Francisco Javier González Madariaga

Mtra. Aurea Santoyo Mercado

Mtro. Luis Giachetto Carrillo

Mtro. Alfredo Cárdenas de la Mora

Mtro. Juan Ramón Hernández Padilla

Dr. Rosalío Ávila Chaurand

Mtro. Boris Goldenblank

Dr. Juan López García

Mtra. Claudia Villalobos Santana

Dra. Irma Susana Carbajal Vaca

Mtra. Dolores Aurora Ortíz Minique

Mtra. Rosa Amelia Rosales Cinco

Dr. Miguel Ángel Jiménez Macías

C. Kasim Vera

Mtro. Mario A. Carrera Luna

Mtro. Carlos González Bartell

Strategic Vector Management and Governability

Moderator:

Mtro. Ernesto Flores Gallo

Mtra. Eva Guadalupe Osuna Ruíz

Dr. Francisco Javier Gómez Galván

Mtro. Jorge Enrique Zambrano Ambrosio

Lic. Ángel Igor Lozada Rivera Melo

Mtro. Juan Ernesto Alejandro Olivares Gallo

Mtra. María Dolores del Río López

L.N Jessica Lizet Bautista Hernández

C.P Edgar Ernesto Mora Gutiérrez

Lic. Martín Alonso Sánchez Sánchez

Drafting Committee



Mtra. Fabiola Aceves Covarrubias


Mtro. Francisco Javier Mercado Muñoz

Dr. Omar Alejandro Ruíz Gutiérrez


Dr. Francisco Javier González Madariaga

Organization

L.E.P. Irma Evelia Cortés Gutiérrez

Mtro. Miguel Ángel Casillas López

Ing. Luis Alberto Mendoza Navarro

Mtro. Saúl Gutiérrez Medina

Lic. Héctor Alejandro Cruz López

General Coordinators



Mtra. Fabiola Aceves Covarrubias

Mtra. Eva Guadalupe Osuna Ruíz

Documents

Red Universita1ia de Jalisco - CUAAD IVERSITY OF GUADALA JARA Mtro. Itzcóatl Tonatiuh Bravo Padilla / Gral. Chancellor Dr. Miguel Ángel Navarro Navarro / Excecutive Vice-chancellor