Working towards and discovering a new organizational culture within a very traditional university

La Universidad del Rosario es una de las universidades más antiguas de Colombia; fundada en 1653, se ha caracterizado por ser una universidad tradicional. A pesar de esta tradición, una Facultad perteneciente a la institución ha generado un profundo cambio cultural que ha transformado la naturaleza y el desempeño de la Universidad. La presente investigación explora este cambio utilizando un modelo que estudia la cultura como una realidad compleja. El resultado de este trabajo es interesante desde el punto de vista teórico, dado que es un ejemplo de “cambio de los agentes” en lo que respecta a cómo puede transformarse una institución antigua y tradicional en términos académicos y cómo puede estudiarse dicho caso.

Dealing and discovering a new organizational culture within a very traditional university

La Universidad del Rosario es una de las universidades más antiguas de Colombia, fundada en 1653 y, desde entonces, caracterizada como una universidad tradicional. Existe al interior de la Universidad una Facultades ha desarrollado fuertemente un cambio cultural transformando la naturaleza y desempeño de la Universidad. Esta investigación explora este cambio utilizando un modelo que estudia la cultura como una realidad compleja. El resultado de este trabajo es interesante desde el punto de vista teórica dado que es un ejemplo de “cambio de los agentes” en como una institución antigua y tradicional en términos académicos puede transformarse y cómo puede estudiarse dicho caso.

May We Continue Informing or May We Assume the Change?

Traditional educative systems, had convert students in passive recipient, who are keeping information without any possibility to process and apply it for the solution of daily problems. General discussion between educative researchers, had been establish the necessity to change the educative strategies that have been supporting those situations, looking for an integral education of the individual in terms of the capacity to argue, to create, to innovate, to develop by him self with independence. Governments, institutions and the politics requirements, that handle the globalization and the human development based in the knowledge economy, demand changes in the pedagogical system strategies in spite of the barriers from the traditional educative system. Responding to these necessity, the Biochemistry Department belong to the Basic Sciences Institute from the Medicine Faculty in the University of Rosario, is applying a different pedagogical strategy.

On the design of education conditional cash transfer programs and non education outcomes: the case of teenage pregnancy

We investigate the effect of education Conditional Cash Transfer programs (CCTs) on teenage pregnancy. Our main concern is with how the size and sign of the effect may depend on the design of the program. Using a simple model we show that an education CCT that conditions renewal on school performance reduces teenage pregnancy; the program can increase teenage pregnancy if it does not condition on school performance. Then, using an original data base, we estimate the causal impact on teenage pregnancy of two education CCTs implemented in Bogot´a (Subsidio Educativo, SE, and Familias en Acci´on, FA); both programs differ particularly on whether school success is a condition for renewal or not. We show that SE has negative average effect on teenage pregnancy while FA has a null average effect. We also find that SE has either null or no effect for adolescents in all age and grade groups while FA has positive, null or negative effects for adolescents in different age and grade groups. Since SE conditions renewal on school success and FA does not, we can argue that the empirical results are consistent with the predictions of our model and that conditioning renewal of the subsidy on school success crucially determines the effect of the subsidy on teenage pregnancy