Teaching Perception of University Development Cooperation at the Universidad Michoacana de San Nicolás de Hidalgo
Abstract
Even though universities have had and still maintain significant relevance as sources of knowledge that can be transferred to society, the progress made in terms of sustainable development is scarce, fragmented and with limited synergistic effects. For this reason, this work aimed to analyze the way in which development is contributed from the substantive functions of the Universidad Michoacana de San Nicolás de Hidalgo (UMSNH), through the perception of its teachers. A mixed approach was used, with the intention of collecting information based on the subjectivity of university professors, to later make an analysis using statistical techniques that allow quantifying the opinions of teachers in a general way and by dimensions of analysis. Finally, the information was analyzed to identify possible relationships between variables. Therefore, it is a descriptive-correlational study that was supported by the application of a survey to a simple random sample made up of 336 teachers assigned to said university, with representativeness of all areas of knowledge. The results allowed identifying a very favorable perception about the cooperation of this university to improve the conditions of the environment through its teaching, research, extension and dissemination activities; however, these are insufficient and, according to the teachers' own opinion, efforts to generate synergies in favor of sustainable development should be increased in quantity and qualities. Likewise, it was found that university professors assume a responsibility with social development that, from the exercise of their work, they can fulfill. In this sense, the UMNSH is at a key moment that it should take advantage of to strengthen its legitimacy and social relevance.
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