TEACHING INNOVATION IN THE TEACHING-LEARNING PROCESS ADMINISTRATION

Norberto Pelegrin Entenza, Yurisley Toledo Leal., Maria Rosa Naranjo Llupart. Universidad Técnica de Manabí, Avenida Universitaria, Urbina y Che Guevara, Portoviejo, Manabí, Ecuador. ...................................................................................................................... Manuscript Info Abstract ......................... ........................................................................ Manuscript History

The research was carried out with the objective to develop a teaching innovation project to update and generate changes in the teachinglearning process of Administration subject of Enterprise Administration Major at the Universidad Técnia de Manabí. Its main contributions were the operational definition of teaching-educative innovation project, the design of a model, its graphic representation and the determination of its premises for administration as a science. In its practical application we got qualitative and quantitative changes in the conception and development of the teaching-learning process, which are shown in the achievement step with the students. We recommend the application of the project in other pedagogic scenarios, evaluate its results and do an investigation to clarify the indicators of the model and an evaluation of its educative and competitiveness pertinence.

…………………………………………………………………………………………………….... Introduction:-
XXI Century is characterized by the constant change, by the demands dealing with competitiveness of educative models, a requirement to guarantee that the knowledge system, skills, values and competencies (to know, to know to do, to know to be and to know to be) link scientifically in a dialectical spiral that allows to integrate and go from known to unknown, for the permanent updating of formation and development of professionals demanded by present society. Otherwise, knowledge becomes obsolete; we demand a permanent education during and for the whole life.
World declaration on higher education in in the XXI C.: vision and action and priority action framework for change and development of higher education, in its article 9. Innovative educative methods: critical thinking and creativity, states: A. In a fast changing world, we perceive the need of a new vision and a new higher education teaching model that should be centered on the student, which demands, in most countries, deep reforms and a wider access policy to accept more diverse categories of persons and a renovation of contents, methods, practices and knowledge transmission media based on new types of links and collaboration with community and with the wider sectors of society. B. Highereducationinstitutionsmust educate students to make them well-informed citizens and profoundly motivated, with a critical sense and capable of analyzing society problems, look for their solutions, apply them and assume social responsibilities. C. To reach these objectives, it could be necessary to reformulate the study plans and use new and adequate methods that would permit to overcome the mere cognitive mastery of disciplines; we should facilitate the 428 access to new pedagogical and didactic proposals, and foster them to achieve the acquisition of practical knowledge, competencies and aptitudes for communication, the creative and critical analysis, independent reflection and team work in multicultural contexts, in which creativity demands combining theoretical and traditional practical or local knowledge with advanced science and technology. This restructuration of study plans should take into account men and women differences and the cultural, historical and economic context of each country. The teaching of norms related to human rights and education based on community needs of the whole world should be reflected in the study plans of all disciplines, especially in those which prepare for enterprise activities. The academic staff should play a decisive role in the definition of study plans. D. The new pedagogical models also suppose new didactic materials. These must be linked to new examination methods that would test not only memory but understanding skills too, the aptitude for practical works and creativity (UNESCO, 1998).
The declaration on higher education in Latin America and the Caribbean, declares: higher education needs to introduce pedagogical methods based on learning to form graduates that learn to learn and to undertake all types of tasks, being able to generate their own jobs and even to create productive entities that contribute to eliminate jobless flagellum. It is necessary to promote the inquiry spirit, for the student to be provided with the tools that would permit the systematic and permanent quest for knowledge, which implies the revision of present pedagogical methods, moving the given emphasis nowadays in the knowledge transmission toward its generation process. In this way students will acquire the tools to learn to learn, to know, to live and to be (UNESCO, 1998).
The Action Plan for the Transformation of Higher Education in Latin America and the Caribbean in the improvement Program of pertinence, in its strategic action lines, states: Propitiate innovation in the curricula, syllabi, and teaching programs to permit the active participation, the personal transformation and plain potential development of each student.
In the teaching-learning process of Enterprises Administration major at the Universidad Técnica de Manabí, we identify insufficiencies that affect the performance of students and professors, such as: Development of few projects and competences to learn to undertake; Predominance of theoretical approaches of contents and experiences to develop innovation teaching the projects transform the professional behaviors, professors and students.
The university substantive processes: teaching, research and link to community, do not integrate adequately from the different disciplines of the curriculum.
The problem situation described, leads us to pose the following scientific problem: How to improve the teachinglearning process of the Administration subject of Enterprises Administration major at the Universidad Técnica de Manabí.
General objective: to develop a teaching innovation project to update and generate changes in the teaching-learning process of the Administration subject of Enterprises Administration major at the Technical University of Manabí.

Development:-
In the bibliography consulted and the checking of good international practices, we confirmed that there are several definitions on teaching innovation-educative innovation, which center on certain indicators that authors and their institutions of higher education take into consideration. Some have created Teaching Innovation Units with different a conception, that's why it was necessary to build up the operational definition proposed, compass that guides the projection, execution and control of the results exposed in the investigation.
In its presentation Investigation and Educative Innovation refers to the following processes models to generate the educative innovation: investigation and development model, social interaction model, problems resolution model, outstanding the relation between research and educative innovation (Ramirez, 2011).

Research Method:-
For this investigation we assume the proposal of change through process and result as project of teaching or educative innovation, obtained from the correct interrelation of personal components (professor, student, group, family, community and society) and non-personal of the teaching learning process (objectives, contents, methods, media, procedures, individual, frontal and group organization forms and evaluation), where the professor becomes tutor/supervisor and potentiate a more protagonist student. We reach the equilibrium point between theory and practice, it facilitates the professor and student work through the technological advantages applied in educational atmosphere, such as: Internet, virtual learning environment and different useful technological tools for the university study. Through the necessary convergence to a common educative area that recognizes professors and students move, we demand the application of new programs in which the professor must re-elaborate his teaching, research and community link model, making use of innovative technologies and new pedagogical methodologies with the impulse of determined initiatives oriented to professors to stimulate pertinence, quality and university excellence.
It assume the following premises of the teaching innovation project for the teaching learning process of Administration at the Universidad Técnia Manabí: Social, humanistic and universal character of administration, essential for social entities; Triple conception of administration (technique, art and science) from a didactic integrated approach; Integration of administration components as a process (judicial, financial-economic, sociocultural, ethic and environment); Right application of administration principles and functions, in a way to optimize the resources (material, technological financial, human); Entrepreneurship as essential, necessary and permanent quality in the teaching learning process; Systemic integration of the university substantive processes in the subject: formation, research and community link (university-enterprise-society relation); Consideration of the main contributions and limitations of theories and schools of administrative thinking, its evolution; To integrate the New Information and Communications Technologies to the teaching learning process observed in figure 1.
The main results obtained in the implementation phase of the project are presented in the order of the developed model.
The following objectives were identified: 1. To explain the relevant aspects that conform administration making it different to other social disciplines and analyzing different conceptions provided by different authors. 2. To identify enterprise as an application field of administration, recognizing the importance of its growing and economic development. 3. To characterize the planning process, its types and elements as a way of determining the plans and programs applied to several types of social organisms, with the aim of facilitating the fulfillment of organizational objectives. 4. To characterize the organization process and its contribution to order and efficient coordination in all kinds of enterprises, interpreting the different types of organizational structure and apply the departmental process as a procedure in enterprise organization. 5. Characterize management as stage of the administrative process based on their characteristics and integration of management skills needed to implement the strategy effectively, efficiently and effectively, explaining the importance and the work of the leadership, motivation, communication and leadership in the decision-making process in organizations. 6. To characterize the control process, its forms and types to monitor the results achieved in enterprises and adopt the pertinent corrective measures.
General competence of the subject: to form a knowledge system, skills and values (competences) that allow to solve enterprises problems applying the stages of administrative process (AP) and the adequate tools for decision making. Specific subject competences: 431 Diagnose business problems of the community, promoting innovation and entrepreneurship for personal and collective development of citizens.
Increasing training and development of management skills and promote entrepreneurship for the development of the productive matrix.
The contents determined in correspondence with the objectives and governing category of teaching-learning process is: Part I:General theory of administration, administration and organizations, the enterprise, the enterprisers and economic development. Part II: Administrative process, planning, organization, management, control.
The objectives and content determined methods and procedures, teaching aids, evaluation and forms of organization for innovative teaching learning process. Consistent with the operational definition developed by the authors for research and assumed premises.  It can be seen that the results were satisfactory in different aspects considered to be above the minimum acceptable knowledge above 50%.

Source: Universidad Técnica Manabí
It is noted that the results of most students are above 70% in the final cycle, which favorably influenced the final evaluations, where 100% of students are located from 70% scores. In the qualitative assessments made by students and teachers they were offered favorable project criteria of educational teaching innovation regarding the following indicators: integrating teaching, research and community outreach, linking theory and practice, active and leading role of students, linking university-company, can integrate the new technologies of Information and Communications Management, development of skills to learn to undertake, consolidation of knowledge of the subject, new methodologies and educational technologies. Learning is facilitated.

Conclusions:-
The model the teaching innovation project and determined its components and premises.The teaching innovation project generated qualitative and quantitative changes while using innovative technologies and new pedagogical methodologies. The project achieved favorable results in the learning of students.