Reducing inequalities and the Ecuadorian university: A capabilities approach
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Published:
Sep 20, 2024
Keywords:
Inequality reduction, Capabilities approach, Human development, University, Ecuador.
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Abstract
Introduction: Universities are responsible for producing and disseminating knowledge, which is key to freedom and equity in knowledge economies; however, its access and distribution are influenced by the power and interests of those who control it, which causes inequalities. Objective: To analyze how the Ecuadorian university contributes through research to the fulfillment of Sustainable Development Goal [SDG] 10, reduction of inequalities, based on the capabilities approach and the concept of human development. Methodology: The study used content analysis to review 178 normative documents including statutes, Strategic Institutional Development Plans [PEDI] and research guidelines corresponding to 62 universities, in which fragments that promote people's capabilities and generate instrumental freedoms were identified. Results: 72.54% of the analyzed fragments prioritize educational quality and human development, with a notable emphasis on instrumental freedoms such as social opportunities (60.27%) and guarantees of transparency (13.85%); however, there is a low interest in economic and social protection aspects, suggesting that, although there are efforts to promote equal opportunities, there are still critical areas that require attention. Conclusion: Ecuadorian universities contribute to the promotion of capabilities and freedoms that contribute to human development and the reduction of inequalities. General area of study: Higher education Specific area of study: Capabilities approach.
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López Zurita, S., Garcés Toro, D., Gavilanes Jurado, G., & Camacho Estrada, S. (2024). Reducing inequalities and the Ecuadorian university: A capabilities approach. ConcienciaDigital, 7(3.2), 34-52. https://doi.org/10.33262/concienciadigital.v7i3.2.3184
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References
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Amini, A., & Amouzad Khalili, H. (2021). Global income inequality and poverty reduction: trends and remedies. International Journal of Management, 12(2), 40–47. https://doi.org/10.34218/IJM.12.2.2021.004
Arocena, R., & Sutz, J. (2015). La universidad en las políticas de conocimiento para el desarrollo inclusivo. Cuestiones de Sociología, 12, 1–18. https://www.cuestionessociologia.fahce.unlp.edu.ar/article/view/CSn12a02
Azmat, G., & Simion, S. (2021). Charging for higher education: estimating the impact on inequality and student outcomes. Journal of Economic Analysis and Policy, 21(1), 175–239. https://doi.org/10.1515/bejeap-2020-0099
Barton, C. J., Grossman, G. M., & Hafed, Y. (2022). Innovation is the Answer! But is Development the Question? Assessing Innovation Against the Capabilities Approach to Development. Journal of Development Studies, 58(11), 2180–2197. https://doi.org/10.1080/00220388.2022.2075737
Bernard, R., Wutich, A., & Ryan, G. W. (2017). Analyzing qualitative data: systematic approaches (2nd ed.). SAGE publications.
Carvajal Muñoz, R. (2021). La racionalidad como compromiso social en Amartya Sen. Su relación con las economías solidarias o alternativas. DILEMATA, 13(35), 53–65. https://www.dilemata.net/revista/index.php/dilemata/article/download/412000430/728/2994
Cedujo, R. (2007). Capacidades y libertad: Una aproximación a la teoría de Amartya Sen. Revista Internacional de Sociología, LXV(47), 9–22. https://doi.org/https://doi.org/10.3989/ris.2007.i47.50
CES. (2023). Estadísticas IES. https://www.ces.gob.ec/?page_id=5248
Colmenarejo, R. (2016). Enfoque de capacidades y sostenibilidad Aportaciones de Amartya Sen y Martha Nussbaum. Ideas y Valores, 65(160), 121–149. https://doi.org/10.15446/ideasyvalores.v65n160.43084
Dei, D. G. J., & van der Walt, T. B. (2020). Knowledge management practices in universities: the role of communities of practice. Social Sciences and Humanities Open, 2(1). https://doi.org/10.1016/j.ssaho.2020.100025
Espinoza, O., Sandoval, L., González, L. E., Corradi, B., McGinn, N., & Vera, T. (2024). Did free tuition change the choices of students applying for university admission? Higher Education, 87(5), 1317–1337. https://doi.org/10.1007/s10734-023-01065-1
Fischer, B., Guerrero, M., Guimón, J., & Schaeffer, P. R. (2021). Knowledge transfer for frugal innovation: where do entrepreneurial universities stand? Journal of Knowledge Management, 25(2), 360–379. https://doi.org/10.1108/JKM-01-2020-0040
Guetterman, T. C., & James, T. G. (2023). A software feature for mixed methods analysis: the MAXQDA interactive quote matrix. Methods in Psychology, 8. https://doi.org/10.1016/j.metip.2023.100116
Ilie, S., Rose, P., & Vignoles, A. (2021). Understanding higher education access: inequalities and early learning in low and lower-middle-income countries. British Educational Research Journal, 47(5), 1237–1258. https://doi.org/10.1002/berj.3723
Instituto de Altos Estudios Nacionales [IAEN]. (2019). Políticas y líneas de investigación. https://www.iaen.edu.ec/wp-content/uploads/2019/09/Politica-y-Lineas-de-Investigacio%CC%81n-IAEN_2019_vd18072019-1.pdf
Kenny, C. (2015). ¿Hemos perdido el rumbo? De los ODM a los ODS. Política Exterior, 29(163), 80–91. https://www.jstor.org/stable/43595454}
Kim, Y., Rahman, I., & Bernard, S. (2020). Comparing online reviews of hyper-local restaurants using deductive content analysis. International Journal of Hospitality Management, 86, 1–9. https://doi.org/10.1016/j.ijhm.2019.102445
Montecino, A. (2023). (Re) Production of knowledge within mathematics education. PROMETEICA-Revista de Filosofía y Ciencias, 27, 595–601. https://doi.org/10.34024/prometeica.2023.27.15353
Muñoz, M. R. C. (2021). Racionalidad y democracia en Amartya Sen y Michel Foucault. Universum, 36(1), 211–236. https://doi.org/10.4067/S0718-23762021000100211
Naciones Unidas. (2015). Transformar nuestro mundo: La Agenda 2030 para el Desarrollo Sostenible. https://www.un.org/sustainabledevelopment/es/
Naranjo Otálvaro, M. J., Tobón Pereira, G. A., & Cardona Carmona, H. E. (2021). Desarrollo humano y social. Fondo Editorial RED Descartes.
Paoloni, P., Modaffari, G., & Mattei, G. (2020). Knowledge resources in the university context: an overview of the literature. Journal of Intellectual Capital, 22(4), 703–724. https://doi.org/10.1108/JIC-01-2020-0010
Reyes, V., Bogumil, E., & Welch, L. E. (2021). The living codebook: documenting the process of qualitative data analysis. Sociological Methods and Research, 1–32. https://doi.org/10.1177/0049124120986185
Sen, A. (2000a). Desarrollo y libertad. Grupo Planeta.
Sen, A. (2000b). Social exclusion: concept, application, and scrutiny. Asian Development Bank. https://www.adb.org/sites/default/files/publication/29778/social-exclusion.pdf
Sen, A. (2005). Human rights and capabilities. Journal of Human Development, 6(2), 151–166. https://doi.org/10.1080/14649880500120491
Serafini, F., & Reid, S. F. (2023). Multimodal content analysis: expanding analytical approaches to content analysis. Visual Communication, 22(4), 623–649. https://doi.org/10.1177/1470357219864133
Thelwall, M. (2021). Word Association Contextualization: Term Meaning and Context. Springer, Cham.
Universidad de Otavalo [UO]. (2019). Políticas de investigación e innovación de la universidad de Otavalo. https://www.uotavalo.edu.ec/repositorio/instructivos/Pol%C3%ADticas%20de%20investigaci%C3%B3n%20e%20innovaci%C3%B3n%20.pdf?_t=1592431516
Universidad Estatal de Milagro [UNEMI]. (2017). Plan Estratégico de Desarrollo Institucional (PEDI) 2018-2021. https://www.unemi.edu.ec/wp-content/uploads/2018/09/PEDI-2018-2021.pdf
Universidad Técnica Estatal de Quevedo [UTEQ]. (2021). Plan Estratégico de Investigación 2021-2025. https://www.uteq.edu.ec/assets/docs/research/docx-uteq-plan-investigacion.pdf
Universidad Tecnológica Israel [UISRAEL]. (2019). Estatuto UISRAEL. https://uisrael.edu.ec/wp-content/uploads/2019/10/Estatuto_UISRAEL_2019-V.3-min.pdf
Wang, W., & Lu, S. (2021). University-industry innovation community dynamics and knowledge transfer: evidence from China. Technovation, 106. https://doi.org/10.1016/j.technovation.2021.102305