Interdisciplinary Centers in Latin American Universities: The Challenges of Institutionalization

Baptista, Bianca Vienni; Vasen, Fedérico; Soto, Juan Carlos Villa

doi:10.1057/s41307-018-0092-x

Cited by 16 publications

(11 citation statements)

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“…Max-Neef (2005) noted that a few transdisciplinary efforts at universities exist but mainly as marginal experiences not integrated into the higher education structure. Thus, there are few contributions to the epistemological discussion on how TD is institutionalized at universities in Latin America, the forms of validation within the university context (i.e., Bursztyn, 2004;Vienni Baptista et al, 2018), and teaching and education (Oliva-Figueroa et al, 2014).…”

Section: Rationalementioning

confidence: 99%

“…As the scientific literature has discussed, the misalignment between policy and practice at universities acts against TD's effectiveness to cope with societal challenges (Riveros et al, 2018;Sakao & Brambila-Macias, 2018). To improve TD's effectiveness through better alignment of policy and practice at the university (Vienni Baptista et al, 2018), we propose a definition of TD that strategically accompanies the development of the concept in Latin American universities, which we call "situated TD. "…”

Section: Situated Transdisciplinaritymentioning

confidence: 99%

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Situated transdisciplinarity in university policy: lessons for its institutionalization

et al. 2022

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Although transdisciplinarity has taken hold in many areas, it is still a concept in its early stages of development in Latin America. We see an emergent opportunity to contribute to the current discussion on transdisciplinarity and its institutionalization at universities. Our specific interest in this paper is to disentangle the conditions under which transdisciplinarity is developed in Latin American contexts and how it can be better implemented within those contexts. Our study focuses on the context of “Latin American Public Universities.” We examine the following research questions: (i) How is transdisciplinarity conceptualized in university policy and what are the conditions for its institutionalization? (ii) What lessons can be drawn more broadly from the role of university policy in the process of institutionalizing transdisciplinarity? To address these questions, we take the Universidad de Chile as a case study and apply a qualitative methodology of content analysis of university policy documents in the period 2006–2021. Grounded on empirical data, we elaborate on the concept of “situated transdisciplinarity” that emerges from the interplay between practices and policy at the Universidad de Chile and serves as a tool for future institutionalizing processes. We conclude that the concept of “situated transdisciplinarity” can orient transdisciplinary research policy, by problematizing discourses and perceptions.

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Section: Rationalementioning

confidence: 99%

Section: Situated Transdisciplinaritymentioning

confidence: 99%

Situated transdisciplinarity in university policy: lessons for its institutionalization

et al. 2022

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“…The main objective of this study is to better understand the challenges of transdisciplinary knowledge production processes and its institutionalisation at universities. In this article, we present the results of the case study of Babes-Bolyai University (UBB) in Romania and discuss the results against the background of current discourses on TD and of previous studies where we identified two iterative levels of institutionalising TD within universities as a policy and a practice (Vienni Baptista et al, 2018;Vienni Baptista & Rojas, 2019). We apply a qualitative methodology of micro level analysis to investigate researchers' practices which allows us to address the broader imaginaries and values present in the transdisciplinary regime of knowledge production (Felt et al, 2016), and to reflect on the process of institutionalisation of TD and how this influences researchers' practices and vice versa.…”

Section: Introductionmentioning

confidence: 95%

Models of transdisciplinary knowledge production at universities: a Romanian case study

Baptista

Vilsmaier

2021

Higher Education Research & Development

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The main objective of this study is to better understand the challenges of transdisciplinary knowledge production processes and its institutionalisation at universities. Transdisciplinary research is considered a collaborative and integrative praxis grounded in different ways of knowing, acting and being. However, transdisciplinary research practices differ significantly in the relations between institutions and actors. These differences have an impact on how transdisciplinarity is institutionalised. There is a need to incorporate them into a larger framework of ongoing transformations of scientific timescales and spaces at universities. We present the results of a case study developed at Babes-Bolyai University (Romania). We discuss it against the background of three models of transdisciplinary knowledge production and two approaches of transdisciplinary problemsolving research. We apply a qualitative methodology of micro level analysis that explores research practices and their embeddedness in the institutional environment. We analyse conditions that enable transdisciplinary knowledge production and show how transdisciplinary institutionalisation can be better understood using the proposed framework applied to the case study. It could be shown that taking into consideration the differences in the models of transdisciplinary knowledge production proved to be useful to gain a deeper understanding of processes of institutionalising transdisciplinarity at universities.

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“…It is a theory of continuous development that may provide various skills and analytical resources that should satisfy the needs and the expectations of any higher education institution (Shams & Belyaeva, 2019, Tasopoulou & Tsiotras, 2017, De Vincenzi et al, 2018, Magulod, 2017. Within the new global economy, which is marked by accelerated technological transition, intensive knowledge transfers and increasing competition through the elimination of trade barriers and commerce, the universities around the world are compelled to gradually evolve as enterprises that are guided by the competitive necessity of market mechanisms, despite the common issues and problems that they all have to face (Baptista et al, 2019, Brint, 2019, Costandi et al, 2019, Taylor et al, 2019.…”

Section: Introductionmentioning

confidence: 99%

Quality is Never an Accident: A Survey on the Total Quality-Management Practices amongst Selected Higher Education Institutions in the Philippines

Cabacang

2021

IJLTER

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Total Quality Management (TQM) is regarded as a gauge of university management, in order to maintain global standards. This study examined Total Quality-Management (TQM) implementation and the practices of higher education institutions in the Philippines. It utilized a cross-sectional survey-study design to 347 respondents recruited from the total population of 3847 administrators and academic members of nine selected institutions in the Philippines. The measure of TQM adoption and practices was extracted from several sources of previous TQM researches. This study was done for six months. The analyzation and interpretation of the data were done by using descriptive and inferential statistics. The results indicated that participating Filipino HEIs had a high degree of adoption on top-management commitment, Teaching and Learning Delivery Modes, campus amenities, system and process management, customer satisfaction, and linkages. In contrast, the HEIs have a modest degree of acceptance in strategic planning and Data Management. The test of differences indicated that strong confirmation to top management commitment and strategic planning as indicators of TQM is significantly more evident in private-type HEIs; and it was placed at the university level, when compared to those of the provincial and national HEIs. The findings provide some practical implications to further enhance Filipino HEIs in the advent of the Fourth Industrial Revolution.

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Interdisciplinary Centers in Latin American Universities: The Challenges of Institutionalization

Cited by 16 publications

References 16 publications

Situated transdisciplinarity in university policy: lessons for its institutionalization

Situated transdisciplinarity in university policy: lessons for its institutionalization

Models of transdisciplinary knowledge production at universities: a Romanian case study

Quality is Never an Accident: A Survey on the Total Quality-Management Practices amongst Selected Higher Education Institutions in the Philippines

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