CONFERENCEPROCEEDINGSCONFERENCEPROCEEDINGS

Published by IATED Academy www.iated.org INTED2014 Proceedings 8th International Technology, Education and Development Conference March 10th-12th, 2014 — Valencia, Spain Edited by L. Gómez Chova, A. López Martínez, I. Candel Torres IATED Academy ISBN: 978-84-616-8412-0 ISSN: 2340-1079 Depósito Legal: V-534-2014 Book cover designed by J.L. Bernat All rights reserved. Copyright © 2014, IATED The papers published in these proceedings reflect the views only of the authors. The publisher cannot be held responsible for the validity or use of the information therein contained. Some conference presentations may not be available for publication.

INTED2014 International Technology, Education and Development Conference

WELCOME INTRODUCTION

Dear INTED2014 participants,

It is a pleasure to welcome you all to this 8th edition of INTED.

We live in a constantly changing society where innovation, technology and education are the key to the world’s development. For this reason, INTED2014 intends to welcome educational experts from all corners of the world under a common aim: to generate thought-provoking ideas for innovative education and to promote international partnerships.

We have made every effort to bring together participants from all disciplines and cultures. In fact, every year INTED attracts over 600 participants from more than 75 countries world-wide, making it a large annual meeting point for educators, teaching and learning technology experts and researchers.

We hope that your participation to this conference will provide you with an opportunity to share best practices, open your minds to other educational perspectives and explore new horizons.

Valencia, venue of this conference, will provide you with the opportunity to discover a city full of life and history, impressive old and modern architecture and beautiful beaches and natural surroundings.

Thank you very much for coming to INTED2014. We hope that you remember this conference as an inspiring international forum.

We hope you enjoy your time with us!

INTED2014 Organising Committee

INTED2014 International Technology, Education and Development Conference

INTED2014 COMMITTEE AND ADVISORY BOARD

Aaron Doering UNITED STATES Kem Rogers CANADA Agustín López SPAIN Kuntida Chancharoen THAILAND Aistė Bartkevičienė LITHUANIA Laurie Burruss UNITED STATES Amparo Girós SPAIN Leonard Walletzký CZECH REPUBLIC Ana C.R. Martins PORTUGAL Liudmila Mikalayeva GERMANY Ana Tomás SPAIN Lorena López SPAIN Andra Jakobsone LATVIA Luis Gómez Chova SPAIN Anja Lorenz GERMANY Mª Jesús Suesta SPAIN Anna-Maria Andreou CYPRUS Manish Varma INDIA Annette Hilton AUSTRALIA Mª de Jesús Araiza Vázquez MEXICO Antonio García SPAIN Maria Porcel SPAIN Brigita Janiunaite LITHUANIA Mary Kirwan IRELAND Bruno Guimarães PORTUGAL Mohamed Alseddiqi BAHRAIN Chelo González SPAIN Mojca Kogovšek SLOVENIA Claudia Dörfer MEXICO Mónica Fernández SPAIN Cristina Lozano SPAIN Mustahsan Mir UNITED ARAB EMIRATES Dalia Hanna CANADA Nate Hongkrailert THAILAND Danny McAtominey UNITED KINGDOM Norhayati Ismail SINGAPORE David Martí SPAIN Norma Barrachina SPAIN Dragos Ciobanu UNITED KINGDOM Olga Teruel SPAIN Eladio Duque SPAIN Owen Leeds UNITED KINGDOM Fouad Chaatit MOROCCO Ozden Sahin Izmirli TURKEY Hanan Maoz ISRAEL Özgün Koşaner TURKEY Hendrawan Soetanto INDONESIA Panicos Masouras CYPRUS Iain Morrison UNITED KINGDOM Peter Haber AUSTRIA Ignacio Ballester SPAIN Ryuichi Matsuba JAPAN Ignacio Candel SPAIN Sergio Pérez SPAIN Iolie Nicolaidou CYPRUS Shakila Singh SOUTH AFRICA Ismael Serrano SPAIN Sheryl Williams UNITED KINGDOM Iván Martínez SPAIN Silvia Pokrivcakova SLOVAKIA Jacqueline O'Flaherty AUSTRALIA Souad Demigha FRANCE Javier Domenech SPAIN Tom Warms UNITED STATES Javier Martí SPAIN Umran Topcu TURKEY Jelena Gledic SERBIA Valentina Kratasyuk RUSSIAN FEDERATION Jiri Motejlek CZECH REPUBLIC Valerie Hascoet IRELAND Joanna Lees FRANCE Vassilis Bokolas GREECE Jose F. Cabeza SPAIN Vladimír Bradáč CZECH REPUBLIC Jose Luis Bernat SPAIN Wycliffe Nyaribo KENYA Judith Szerdahelyi UNITED STATES Xavier Lefranc FRANCE Judith Yturriago UNITED STATES Yun Fat Lam HONG KONG Kai Zhang PORTUGAL Zafer Kurtaslan TURKEY

INTED2014 International Technology, Education and Development Conference

CONFERENCE SESSIONS

ORAL SESSIONS, 10th March 2014.

Research on Technology in Education (1) Video games for learning Experiences in Educational/Serious Games Web 2.0 and Social Networking Quality Assurance in education (1) Meet the Keynote Experiences in STEM education Education and Globalization Research on Technology in Education (2) 3D Applications, Augmented and Virtual Reality Collaborative and Problem-based Learning (1) Technology-Enhanced Learning (1) Quality Assurance in education (2) Evaluation and Assessment of Student Learning Experiences in Business education (1) Pre-service teacher experiences Virtual Universities and Distance education Mobile learning Collaborative and Problem-based Learning (2) Technology-Enhanced Learning (2) Experiences in Foreign Languages education (1) Learning Assessment Experiences in Business education (2) In-service teacher training and development International projects Collaborative and Virtual Learning Environments (CVE & VLE) Computer Supported Collaborative Work Social Media and Computer Supported Collaborative Work Language learning innovations (1) Experiences in Architecture & Urban planning education Research & Experiences in Maths education ICT skills and competencies among teachers

POSTER SESSIONS, 10th March 2014. Pedagogical and Didactical Innovations Experiences in Education and Curriculum Design

INTED2014 International Technology, Education and Development Conference

ORAL SESSIONS, 11th March 2014.

New challenges for the Higher Education Area (1) Videos for Learning Workplace Learning programmes Curriculum Design Quality Assurance in education (3) e-Learning Curriculum Design in Engineering education Experiences in Health Sciences education (1) New challenges for the Higher Education Area (2) Digital Libraries and Open Educational Resources Work Employability New Experiences for Curriculum Design Lifelong Learning ePortfolios Experiences in Engineering education Experiences in Health Sciences education (2) Barriers to Learning Flipped & Blended learning Entrepreneurship education University-Industry Collaboration Tutoring and Coaching Language learning innovations (2) Enhancing learning in Engineering education ICTs in Health education Research in Education Educational games experiences Pedagogical & Didactical Innovations. Learning and Teaching Methodologies Vocational education Special education & inclusive learning Experiences in Foreign Languages education (2) Accreditation & Assessment processes ICT in primary and secondary education Links between Education and Research LMS and managed learning environments Experiences in Education. New projects and innovations Technology-Enhanced Learning and Community Development Competence Evaluation New Technologies in Foreign Languages education Impact of Education on Development Learning experiences in primary and secondary education

POSTER SESSIONS, 11th March 2014. Technology in Education and Educational Software New Challenges in Education and Research

INTED2014 International Technology, Education and Development Conference

VIRTUAL SESSIONS Barriers to Learning Blended Learning Collaborative and Problem-based Learning Competence Evaluation Computer Supported Collaborative Work Curriculum Design and Innovation Diversity issues and women and minorities in science and technology E-content Management and Development e-Learning Education and Globalization Education in a multicultural society Educational Research Experiences Educational Software and Serious Games Enhancing learning and the undergraduate experience Ethical issues in Education Evaluation and Assessment of Student Learning Experiences in Education. Transferring disciplines Impact of Education on Development Inclusive Learning International Projects Language Learning Innovations Learning and Teaching Methodologies Learning Experiences in Primary and Secondary School Lifelong Learning Links between Education and Research Massively Open Online Courses (MOOC) Mobile learning New challenges for the Higher Education Area New projects and innovations New Trends in the Higher Education Area. ECTS experiences Organizational, legal and financial issues Quality assurance in Education Research Methodologies Research on Technology in Education Student and staff mobility programmes Student Support in Education Technological Issues in Education Technology-Enhanced Learning University-Industry Collaboration Virtual Universities. Distance education Vocational Training

INTED2014 International Technology, Education and Development Conference

ABOUT INTED2014 Proceedings CD HTML Interface: Navigating with the Web browser This CD includes all presented papers at INTED2014 conference. It has been formatted similarly to the conference Web site in order to keep a familiar environment and to provide access to the papers trough your default Web browser (open the file named " INTED2014.html"). An Author Index, a Session Index, and the Technical Program are included in HTML format on this disk to aid you in finding conference papers. Using these HTML files as a starting point, you can access other useful information related to the conference. The links in the Session List jump to the corresponding location in the Technical Program. The links in the Technical Program and the Author Index open the selected paper in a new window. These links are located on the titles of the papers and the Technical Program or Author Index window remains open. Full Text Search: Searching INTED2014 index file of cataloged PDFs If you have Adobe Acrobat Reader version 6 or later (www.adobe.com), you can perform a full-text search for terms found in INTED2014 proceedings papers. Important: To search the PDF index, you must open Acrobat as a stand-alone application, not within your web browser, i.e. you should open directly the file "INTED2014.pdf" in the CD with your Adobe Acrobat or Acrobat Reader application. This PDF file is attached to an Adobe PDF index that allows text search in all PDF papers by using the Acrobat search tool (not the same as the find tool). The full-text index is an alphabetized list of all the words used in the collection of conference papers. Searching an index is much faster than searching all the text in the documents. To search the INTED2014 Proceedings index:

1. Open the Search PDF pane through the menu "Edit > Advanced Search" or click in the PDF bookmark titled "SEARCH PAPERS CONTENT".

2. The "INTED2014_index.pdx" should be the currently selected index in the Search window (if the index is not listed, click Add, locate the index file .pdx on the CD, and then click Open).

3. Type the search text, click Search button, and then proceed with your query. For Acrobat 9:

1. In the “Edit” menu, choose “Search”. You may receive a message from Acrobat asking if it is safe to load the Catalog Index. Click “Load”.

2. A new window will appear with search options. Enter your search terms and proceed with your search as usual.

For Acrobat 8:

1. Open the Search window, type the words you want to find, and then click Use Advanced Search Options (near the bottom of the window).

2. For Look In, choose Select Index. 3. In the Index Selection dialog box, select an index, if the one you want to search is

available, or click Add and then locate and select the index to be searched, and click Open. Repeat as needed until all the indexes you want to search are selected.

4. Click OK to close the Index Selection dialog box, and then choose Currently Selected Indexes on the Look In pop-up menu.

5. Proceed with your search as usual, selecting other options you want to apply, and click Search.

For Acrobat 7 and earlier:

1. In the “Edit” menu, choose “Full Text Search”. 2. A new window will appear with search options. Enter your search terms and proceed

with your search as usual.

THE IMPACT OF TEAMWORK QUALITY IN UNIVERSITY

ORGANIZATIONAL ROUTINES TO REACH BEST RESULTS

Carmen de Pablos Heredero1, Antón García Martínez2, Yeni Torres3, Elena Angón Sánchez de Pedro4,

1Universidad Rey Juan Carlos, Madrid (SPAIN) 2SENESCYT, Prometeo, Quito (ECUADOR)

3Universidad Técnica Estatal de Quevedo, Quevedo (ECUADOR) 4Universidad de Córdoba, Córdoba (SPAIN)

Abstract

The importance of organizational routines makes the researchers to pose the following research question, which internal factors influence the implementation of organizational routines? The first objective of this research is to explore the organizational factors that influence the implementation of organizational routines. In order to specify the organizational factors that can influence the implementation of these routines, the researchers focus on the factors which have been emphasized in literature to be studied in relation to their influence on the implementation of organizational routines Second, given the emerging focus on theory based explanation of implementation of organizational routines, current research is aimed at developing a theory based relationship between the selected organizational factors and the implementation of organizational routines. Third objective of this research is to test empirically the relationship between the selected organizational factors and the implementation of organizational routines.

Keywords: teamwork, quality, relational coordination.

1 INTRODUCTION

This work shows part of the results in the FOCICYT Project at the Universidad Técnica Estatal de Quevedo (UTEQ) Equator under the name "Evaluation of the level of relational coordination in the teaching and learning process in the UTEQ. Guide for good practices”.

This project follows the strategic points pointed at the National Plan for Good Living Practices (2013-2017) and follows objective 4: To reinforce the capacities of citizens. In point 4.4.part a) it is oriented to reinforce the standards of quality and the accreditation processes and evaluation in all the educational levels that are coherent with the objectives of Good living based in national and international excellent standards. The final aim consists of reaching challenges 4.7 and 4.8, that attempt to reach an 80% of the success in the upper university grade and motivates lecturers to reach the fourth level in 2017 respectively.

This challenge to improve the teaching and learning processes means the evolution of the accreditation reached for the UTEQ and its strategic positioning in the group of Universities located at B category (26/11/2013).

Besides, this paper is located in the proposal of the Cluster 3 in process at the UTEQ. This Cluster is aimed at establishing a research network in the improvement of the teaching learning process in the Upper Equatorian Education System (CEES). This network is initially shaped by the Universities that take part of the University Network in Research and Postgrade (integrated by the following universities: Estatal in Milagro, Quevedo, Babahoyo, Península de Santa Elena, La Universidad Laica Vicente Rocafuerte, Machala, Cuenca, Técnica de Manabí and Bolivar ).

Teaching and learning processes are services, where it is important to define common objectives and establish the proper mechanisms that allow the agile flow of information amongst all the stakeholders in the educative value chain. Mutual respect amongst the different profiles assures certain degrees of quality in the final results. The importance of relational coordination at firms has been extensively analyzed and related with the integration of organizational work in conditions of task interdependence and uncertainty. The relationship between coordination and final results at firms has been studied under different focus [1], [2], [3], that show that increased levels of relational coordination improve

organizational results. [4], [5]. [6], [7] propose a model of relational coordination that explains how high levels of communication of quality, common objectives, the sharing of knowledge and mutual respect in the organizational human capital drives to an improvement in final results. Based in previous analysis and under the perspective of mutual adjustment [5] [1] and the focus of coordination based in relationships [6] in high uncertainty and interdependent contexts, Gittell describes her model under the relational coordination framework. In this sense it is defined as mutual processes of reinforcement in the interaction between the communication and the relations developed with the main objective to reach task integration.

The main objective or this paper is the development of an exploratory analysis that offers the situation of students with the main aim to afterwards implement the relational coordination process in teaching and learning experiences in the UTEQ to proof if higher degrees in relational coordination imply better results in terms of lecturing quality and learning objectives. Apart from this, and according to previous experiences, strengths and weakness in the coordination are diagnosed by analyzing the main causes for the differences and offering improvement measures in both cases.

2 METHODOLOGY

A survey is going to be used in representative samples of students to know about the degree of development of relational coordination in their learning skills. The main attributes to segment the survey will be: career, traditional based systems or on line and course.

Table 1 shows the number of students located in the different Areas of expertise.

Table 1. Number of students per area of expertise

2.1 Design of the survey and indicators

The paper has been elaborated by following the steps:

a. Description of attributes considered: Each partial index is composed by different categories, which are at the same time composed by specific indicators showing their criteria. The indicators have been estimated by values (0) when there is an absence to one (1) when it appears. In case of categorical responses three modalities are shown: never, rare, occasionally, often and constantly are always assigned 1, 2, 3, 4 and 5 respectively. b. Determination of the attribute’s weights. The importance relative has been determined by making use of the discussion of 11 experts by using the Delphi method [8]. In our study, the Delphi technique was used to identify potential indicators. This technique is carried out remotely and is an iterative process; it is normally used to solve complex problems or generate strategies [9] Firstly, We asked respondents to list elements that should be considered in la improvement of teaching and learning process by means of relational coordination practices. A summary of responses was prepared, and responses were submitted to the same experts who rated them

Area Grades   NºaP NºaNP Total Nºa

AGRARIAN SCIENCES Bus iness  Adminis tration  248 0 248

AGRARIAN SCIENCES Agrarian Economy 88 0 88

AGRARIAN SCIENCES Agronomy 310 0 310

ANIMAL AND VEGETAL SCI. Zootenic 120 0 120

ANIMAL AND VEGETAL SCI. Food 81 0 81

ANIMAL AND VEGETAL SCI. Aniaml  an Vegeta l  Sciences 220 470 690

BUSINESS Managment 732 320 1052

BUSINESS Finance 253 0 253

BUSINESS Economy 235 0 235

BUSINESS CPA 631 617 1248

BUSINESS Marketing 309 400 709

ENVIRONMENTAL SCIENCES Forestry 129 0 129

ENVIRONMENTAL SCIENCES Ecotourism 147 0 147

ENVIRONMENTAL SCIENCES Environmental 217 0 217

ENGINEERINGS Mecanica 122 0 122

ENGINEERINGS Industria l 128 276 404

ENGINEERINGS Sis temas 211 286 497

ENGINEERINGS Agroindustria 112 0 112

ENGINEERINGS Diseño Grafico 260 0 260

ENGINEERINGS Telemática 121 0 121

ENGINEERINGS Eléctrica 136 0 136

ENGINEERINGS Seguridad Industria l  y Salud 71 0 71

LAW Derecho 0 0

DISTANCE LEARNING UNIT Nurs ing 0 260 260

DISTANCE LEARNING UNIT Publ ic Adminis tration 0 190 190

DISTANCE LEARNING UNIT Human Resources 0 120 120

DISTANCE LEARNING UNIT Adminis trative  Sciences 0 82 82

DISTANCE LEARNING UNIT Commercia l  Engineering 0 255 255

DISTANCE LEARNING UNIT Tourism 0 46 46

4881 3322 8203

for their relevance . Thus, the experts had the opportunity to consider all the propositions and change their viewpoint for the second Delphi round. In a second stage and following the Delphi technique, focus groups were used to reach a consensus among experts to clearly define indicators. Among the 10 experts that participated in the second Delphi technique process. Reference values were determined for each selected indicator, and indicators were grouped by components to facilitate interpretation of the results. Group members discussed the relative weight of each component and each indicator on a 100-point scale. Iterative focus groups were used during the following step to clarify some of the indicators. Finally, once determined, the indicators were tested on 40 people to testing candidate indicators

c. Once that the dimension has been reduced, three final indexes are quantified: planning, organization, and dynamic (direction and control) based in the scores that result in the factor analysis and they are considered between 0 and 100.

2.2 Statistical analysis

The relational coordination has been studied at two different levels: first, an analysis of the vision that lecturers have on the quality in their centres (P1-P3) and of the relational coordination mechanisms established in their faculty (P4).

In the second level to determine if the theoretical model of relational coordination presents a specific structure for both faculties, some relation patterns were sought derived from the empirical measures of the indicators towards the definition of the underlying structure. To fulfill this aim, a factorial analysis including the 32 items related to the relational and communication measures have been included. FA is a multivariate statistical procedure to identify latent variables (factors) has been developed from the existent inter-relations amongst the different items that measure them (P5 to P10). With the main objective of enabling the interpretation of the factors, orthogonal quartimax rotation has been used to reduce the number of required factors to explain each item, and besides, the non-parametric Mann-Whitney test has also been applied to establish significant differences in each item. The Bartlett sphericity test and the Kaiser–Meyer–Olkin index were applied to verify sample adequacy (KMO > 0.7).

3 RESULTS

3.1. General Data

The mean age for students in the random sample is 28,97 años (CV. 30,81%). However a 25% in under 21 años. Similar figures are found in people over 34. The mean time for keeping maintained at the University in 2013 is of 3,72 años. This is a 69,42% over man and the rest of the percentage are women.

Figure 1 shows the distribution of frequencies at year 2013:

Fig. 1. Distribution of frequencies for year 2013

0 20 40 60 80 100frecuencia

1

2

3

4

5

A 90% of students perceive an increase in the teaching quality (2) facing a 9,7% (1+2) that show a maintaining or decreasing situation.

0 20 40 60 80 100porcentaje

0

1

2

3.2. Quality

When analyzing the different factors that promote this positive evaluation on quality, it is observed that practically all the factors are around 80-90%.

Figure 1. Factors that promote the positive evaluation quality

Next, table 2 is the correlation analysis

_11 _12 _13 _14 _15 _16

_11 0,4216 0,2348 0,0918 0,2411 0,2279

(277) (277) (277) (277) (277)

0,0000 0,0001 0,1276 0,0001 0,0001

_12 0,4216 0,2238 0,2979 0,3557 0,1989

(277) (277) (277) (277) (277)

0,0000 0,0002 0,0000 0,0000 0,0009

_13 0,2348 0,2238 0,3082 0,2529 0,1460

(277) (277) (277) (277) (277)

0,0001 0,0002 0,0000 0,0000 0,0150

_14 0,0918 0,2979 0,3082 0,2654 0,2398

(277) (277) (277) (277) (277)

0,1276 0,0000 0,0000 0,0000 0,0001

_15 0,2411 0,3557 0,2529 0,2654 0,3432

(277) (277) (277) (277) (277)

0,0001 0,0000 0,0000 0,0000 0,0000

_16 0,2279 0,1989 0,1460 0,2398 0,3432

(277) (277) (277) (277) (277)

0,0001 0,0009 0,0150 0,0001 0,0000

Table 2. correlation model

.Next graph shows the degree of satisfaction

Profesorado

Representación de estudiantes

Personal de administración

Medios materiales

Medios de comunicación

Contenidos formativos

Students mainly locate their satisfaction with the lecturers (4.12), formative contents (3,97),communication means and materials (3,73 y 3,65 points respectively). Then the administrative staff and student’s representatives are considered later.

There are interactions between the degrees of satisfaction of lecturers, with training programs. The satisfaction respect to the lecturers depend n the contents, and this are influenced by material and communication devices.

LECTURERS Students representatives

Administrative people

Material means

Communication means

Training contacts

_40 0,3828 0,2178 0,3607 0,3966 0,4854

(277) (277) (277) (277) (277)

0,0000 0,0003 0,0000 0,0000 0,0000

_41 0,3828 0,3101 0,2774 0,2468 0,3179

(277) (277) (277) (277) (277)

0,0000 0,0000 0,0000 0,0000 0,0000

_42 0,2178 0,3101 0,4299 0,4910 0,3467

(277) (277) (277) (277) (277)

0,0003 0,0000 0,0000 0,0000 0,0000

_43 0,3607 0,2774 0,4299 0,6343 0,5755

(277) (277) (277) (277) (277)

0,0000 0,0000 0,0000 0,0000 0,0000

_44 0,3966 0,2468 0,4910 0,6343 0,6063

(277) (277) (277) (277) (277)

0,0000 0,0000 0,0000 0,0000 0,0000

_45 0,4854 0,3179 0,3467 0,5755 0,6063

(277) (277) (277) (277) (277)

0,0000 0,0000 0,0000 0,0000 0,0000

Figure 2. Analysis of correlations

c) The multivariete analysis is true and shows how up to 23 variables they can be grouped in 6 factors that explain that from the 23 variables they can be divided into 6 factors that explain a 66,36% of the whole variace.

0 4 8 12 16 20 24Componente

0

2

4

6

8

Eig

en

va

lor

Table 2 show the analysis of principal compoennts

Componente Percentaje Percentaje

number Eigenvalor

Varianced Pulbic?

1 7,54714 32,814 32,814

2 2,22708 9,683 42,497

3 1,89854 8,255 50,751

4 1,34727 5,858 56,609

5 1,22521 5,327 61,936

6 1,01695 4,422 66,357

7 0,968117 4,209 70,567

8 0,84036 3,654 74,220

Table 2: Principal component analysis

The first factor is centered around the relational coordination dimensions and it does not consider as a priority when explaining the variability of the sample by innovating in communication. Factor 1 explains a 32,8% of the variance and it has been related with professors and it is related to the lecturers, student representatives: conflict solutions, know and respect what they do. In these last both dimensions the relational coordination appears in the Administrative officers. This is an essential factor to understand the process so the weight triplicates the following factor and they try to establish the axis for the improvement of the university context. El factor 2 explica un 9,68% de la varianza y se denomina de socialización. In this factor the different dimensions of communication appear, and it also appears in each item of the relational coordination in relation with mates, that do not integrate the first factor as it was expected.

Factor 3 explains a 8,25% of the variability and it reinforces the links with the dimensions of communication, although sometimes is negative. It is named the "unproper education”.

Componente Componente Componente Componente Componente Componente

1 2 3 4 5 6

_17 (IO_Per) 0,12448 -0,252388 -0,377718 -0,163619 -0,12809 -0,223181

_18 (IO_Prof) 0,183654 0,0839514 -0,37989 0,277222 -0,102051 0,0474534

_19 (IO_Com) 0,147495 0,351143 -0,225855 -0,0752919 -0,0154269 -0,173733

_20 (FR_Per) 0,135763 -0,289471 -0,319976 -0,206459 0,119473 -0,220126

_21 (FR_Prof) 0,189986 -0,0522865 -0,326851 0,117031 0,252023 -0,101154

_22 (FR_Comp) 0,136003 0,292221 -0,268576 -0,140127 0,253531 -0,326902

_23 (RC_Yo) 0,0676115 0,24538 -0,22188 0,103783 -0,217974 0,348508

_24 (RC_Prof) 0,244705 0,0505218 -0,172939 0,0805253 -0,14479 0,173001

_25 (RC_Est) 0,244781 0,0886056 0,00884108 -0,0812386 -0,392879 -0,0309936

_26 (RC_Per) 0,180134 -0,194207 -0,130995 -0,392873 0,0800803 0,415912

_27 (RC_Com) 0,202795 0,30095 0,0281304 -0,25197 -0,119996 0,163206

_28 (CT_Prof) 0,249817 -0,07728 -0,0365318 0,343795 0,0194943 0,270157

_29 (CT_Est) 0,26985 -0,035779 0,137821 0,0574396 -0,373827 -0,0797542

_30 (CT_Per) 0,221672 -0,226989 0,0687743 -0,196469 0,0406391 0,287242

_31 (CT_Com) 0,215243 0,31154 0,0995244 -0,083354 0,0886746 0,132014

_32 (RT_Prof) 0,222082 -0,141952 0,0627326 0,411741 0,195431 -0,0948503

_33 (RT_Est) 0,245694 -0,0704334 0,210138 0,0345263 -0,278366 -0,360604

_34 (RT_Per) 0,237416 -0,249576 0,104039 -0,168544 0,0831848 -0,0502878

_35 (RT_Com) 0,209949 0,253393 0,209385 -0,0581189 0,322042 -0,1107

_36 (OC_Prof) 0,231716 -0,125398 0,0674565 0,404438 0,213796 0,0905897

_37 (OC_Est) 0,25019 -0,0374143 0,256416 -0,00385777 -0,214716 -0,234565

_38 (OC_Per) 0,235739 -0,216944 0,177064 -0,18423 0,171517 0,061987

_39 (OC_Com) 0,212995 0,25199 0,210025 -0,0773467 0,300079 0,00842345

Table 3. Weights of components

When the cases are analysed over the two factors, it is observed that the population is distributed according to their strategic positioning.

-8 -4 0 4 8Componente 1

-6

-4

-2

0

2

4

6

Co

mp

on

en

te 2

REFERENCES

[1] Argote, L. (1982). Input Uncertainty and Organizational Coordination in Hospital Emergency Units, Administrative Science Quarterly, 27: 420-434.

[2] De Pablos Heredero, C.; Soret Los Santos, I.; Montes Botella, J.L. (2012) Cloud computing practices and final performance: the key role of relational Coordination, Transformations in Business and Economics (forthcoming).

[4] Gittell, J.H. (2002). Coordinating Mechanisms in Care Provider Groups: Relational Coordination as a Mediator and Input Uncertainty as a Moderator of Performance Effects. Management Science, 48(11), 1408-1426. doi: 10.1287/mnsc.48.11.1408.268.

[5] Tushman, M.; Adler, D. (1978). Information Processing as an Integrating Concept in Organizational Design. Academy of Management Review, 3(3): 613-624.

[6] Weick, K., Roberts K. (1993). The Collapse of Sensemaking in Organizations: The Mann Gulch Disaster". Administrative Science Quarterly. Vol. 38.

[7] Gittell JH. (2011). Relational coordination: guidelines for theory, measurement and analysis 2010 (Internet). Citado 23 de mayo 2011. Disponible en http://www.jodyhoffergittell.info/content/rc.html.

[8] CEAACES Consejo de Evaluación, Acreditación y Aseguramiento de la Calidad de la Educación (CEAACES), 2013. DOCUMENTO GUÍA PARA LA ELABORACIÓN Y EVALUACIÓN DE PLANES DE MEJORA Y PLANES DE FORTALECIMIENTO INSTITUCIONAL, DE LAS INSTITUCIONES DE EDUCACIÓN SUPERIOR.

[9] Waller, M.J. (1999). The Timing of Adaptative Group Responses to Non-Routine Events. Academy of Management Journal, 42(2), 127-137. doi: http://dx.doi.org/10.2307/257088.