Building A Model Of The Globe Theatre

Recycling in universities as an important area of \u200b\u200bsocial responsibility.

It's no mystery that the environmental aspect is an important element of social responsibility initiatives which usually develop organizations that pursue socially respectful behavior, and that together with economic and social aspects form what called triple bottom line , perhaps popular with particular relevance to the mid-nineties by John Elkington through of his book Cannibal with Forks.

But in the realm of universities, social responsibility not just be content to implement process recycling on their campuses to comply with this aspect of socially responsible behavior, but as far as possible should also add value to meet other facets of the RSU, in this case training, innovation, entrepreneurship and knowledge transfer, which for example Forética also recommended for companies in the case of innovation.

Thus, at the University of Antofagasta in Chile are developing an exciting project that brings together all these aspects of urban solid waste through Initiative UA-RECYCLE which further provides the usual rubbish bins to recycle waste, develops an interesting bet for innovation and entrepreneurship through the "worm" for composting with organic waste to be recycled, using crop of worms who are in charge of turning waste into compost.

In this way, universities can not only educate the university community and general public in implementing campus trash bins that allow sorting and recycling waste, but can also develop exciting initiatives using its main asset: knowledge .

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A RIP Cecilia

death, whichever path you choose to specify his macabre intentions always causes grief and sadness there for you wherever you go, sweeping away the life of the righteous and sinners, good and bad, but without a doubt that some deaths will cause more pain and sadness than others: the death of a relative, a friend or of a loved one.

But sometimes death rages at those who should not, with people not knowing if you want to close, you can see that was not his time, that it was time to go ahead because they still had a tremendous future, with many things to do, with a life plan as it is when you choose to train you as a college graduate and contribute to society, studying nursing to meet the needs of others, to heal the wounds of our relatives in a hospital, to attend the birth of your son, who knows.

But life has prepared us very sad episode, as seen with helplessness and pain as a wretch, another "human being" has decided to nip probably dreams of an entire family, has decided to take for himself the life of a 21 year old who was on well in life fulfilling that dream, with the vocation of service to others, their similar but mentally unsound mind by looking only at physical beauty decided to terminate forever, kidnapping and killing Cecilia Bolados July, a nursing student at the University of Antofagasta, whose body was finally found just for Christmas, as grim reminder to parents and relatives who for nearly a month constantly sought him .

What was really happened the night of Saturday 27th November? Probably never know, and we only trust in God that justice here on earth and find the perpetrators of these terrible events, the tried as the criminals they are and were sentenced to the maximum penalty possible, although innevitable think that existing penalties in the western world often insufficient to punish crimes as horrific as this, and that trite saying: "eye for eye, tooth for tooth" appears over and over again in our hearts.

Cecilia, but did not know you longed with all my strength who was not injured all this rests in peace in the arms of my good God, your parents and family my deepest condolences.

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July Bolados University, civil society and cooperation.

last two days I had the opportunity to participate in the course " University, civil society and cooperation " developed on campus organized the jute Palencia University of Valladolid (UVa), in order to sensitize the university community about the importance of cooperation, understand and analyze the social responsibility of the university and disseminate programs of cooperation currently being developed by the UVa.

During the course suggested that the university has a major responsibility cooperation issues, which should be placed at the disposal of civil society knowledge and resources that are generated inside, standing out as major challenges the establishment of agreements and agreements to develop cooperation programs in consortium with other universities and student mobility which highlights the new initiative "Youth in Motion ."

Also on the first day of the course was a roundtable discussion with experience of NGOs in cooperation and education especially in Africa and in Latin America, where I highlight the recommendation of one of the speakers on this video entitled " The danger of a single story "to highlight how little we know about the countries to which cooperation is aimed at present and the importance of integrating the inhabitants of the least develops and developing as major players their own development.

On the second day of the course was dedicated on the one hand the analysis of attitudes and behaviors that are necessary to develop in students in relation to cooperation, which highlight the importance of those aspects related to trust and share with others as key to correctly form these aspects in our students to achieve awakening in the general university community solidarity and civic engagement, aspects absolutely essential cooperation.

Finally, the course aims to analyze the experiences of environmental cooperation, It would like to leave with you as a teaching another suggestion of one of the presenters of the course, in this case on the video "History of Things."

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Searching Cecilia Bolados July, Missing student at the University of Antofagasta.

Today I just want to join the distance to the search campaign in July Cecilia Bolados, student nursing career at the University of Antofagasta in Chile , which among other things is the university where he worked for over 10 years.
On Saturday November 27th, 2010 at 23:00 hrs. was last seen and since then family, friends, fellow students and the authorities constantly seek him, supporting even the police work done by both police and the PDI , but without positive results in the search since they have few clues as to what could have really happened that night.

Those who know him describe it as a good student and person, happy and very committed to their studies, so that those who have information regarding this case at this link can find telephone numbers for contacting the network search Cecilia.

Some press articles about this case at this stage rule out the possibility of a kidnapping Version arises from hints provided by seers, however other media reports raised a "collective psychosis "in Antofagasta to such a possibility. Hence the importance of getting as soon as possible and as soon as possible clues and reliable information about what happened to Cecilia that November night, because the recent steps taken by the police has been developed in ravines and inaccessible areas of the city of Antofagasta, to no avail.

In this type of misfortune, the Internet also serves to support the efforts made and thus able to channel information that may arise over this case, as Twitter or blogs as Freedom Photo efforts to disseminate Cecilia seekers. Thus

who aid in the search for Cecilia Bolados July in the city of Antofagasta undoubtedly help their beleaguered parents, relatives and friends to find her whereabouts.

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Segovia Campus Protests at the University of Valladolid.

According to local newspaper reporting El Norte de Castilla on its website, members of the university community of Segovia Campus of the University of Valladolid (UVa) have developed this morning, a day of protests to demand the unacceptable delay of twelve years in the delivery of resources necessary to complete the works of new academic facilities that will provide better educational service to the community Segovia.

One of the main problems lie in the fact that the existing campus facilities are not adequate for university teaching and research Centers that work there, especially since these are disrupted in different parts of the city.

The complaints were directed mainly to the Regional Government led by President of the Junta de Castilla y León Juan Vicente Herrera, being especially relevant participation in the protests of officials of the City of Segovia.

However, there appears to have the same impact and support regarding attendance at demonstrations within the authorities of the Central House of the University of Valladolid, given the total absence of representatives of the current team of University Government in support of manifestations, because without doubt for the best results in Segovia Campus claims against the Government of Castile and Leon will have a crucial UVa support a whole.

In that sense, I leave the interview of Mr. Mark Sexton on channel seven CyL TV six months ago when he was recently elected as Rector, is particularly interesting references to the UVa campus, especially at Segovia made between 21 minutes to 23:30.

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Another slap on the wrist for the traditional university.

"The university system does not respond adequately to social demands" and starts as El Pais published an article on its website today about P2P University , mode supported by the principle of free and open exchange of Internet content and probably transformed into a first warning to those who resist changes in the current workings of the traditional universities, especially in regard to new information technologies and (ICT) as well as regards the free movement of knowledge across the network.
In Spain for example, developed the model 2010 Digital University sought by the convergence of the institutional activities of the universities through the use and implementation of educational and administrative processes that leverage information technology and communication (ICT), welcoming the proposals and recommendations emanating from the European Union for the adaptation of universities to the EHEA, and generally to better confront the role that institutions of higher education in the knowledge society.
The impact of ICTs in education, especially the Internet, has not left indifferent to university education by the many advantages and opportunities offered, reminds us Small Gutiérrez (2008:234) who notes that " web becomes the basic infrastructure to develop the processes of classroom teaching-learning, combined synchronous and asynchronous services, which has resulted in a pattern known as e-learning or e-learning. "
One of the specific benefits provided by the use of ICT in higher education occurs in the continuous training throughout the working lives of practitioners, especially in regard to the obtaining of second degree , graduate or just to improve their integration and adaptation to the labor market.
A specific area of \u200b\u200bthe positive impacts of the use of ICT and the Internet is identified by Duarte et al (2008) in regard to academic libraries as pioneers in implementing these tools to improve the service offered to the university community, a situation that is reflected for example in access to electronic journals, databases and electronic books that enable teachers and students access information in print would be very difficult due to the geographical barrier.
The effects of the digital revolution in universities also involve a change in technology and infrastructure, a major change at the policy level, processes and especially in the organizational culture of each university.
In this way, and as an important condition to achieve the benefits identified above, the universities have to make changes in their teaching work, research and extension based on the possibilities and benefits offered by ICTs, developing virtual processes through technology platforms in each of the university activities, including the processes of economic and academic management, including strengthening the processes of e - learning in college .

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university reforms that nobody wants in Europe.

Europe is not happy at the moment and that permeates the political, social and economic, without doubt that, just look at what the case with Ireland at the moment, another of the European economic miracle of the past decade, which is against the bailout resigned that grows its shadow on the Irish Government and a few others probably.
In this context, some governments have decided to implement reform and major changes in university systems, which basically consist of very similar steps: reduction of state budget contributions to universities, primarily grants and scholarships, increased fees from students and decreasing resources for research.
Yesterday, for the second consecutive week in the UK students took to the streets to protest against the actions of his government, which resulted in major confrontations and clashes with police.

The rejection of British students the adjustment plan of Prime Minister David Cameron, which is triple the tuition fees paid by students their careers, a day that ended yesterday with 15 arrests and two policemen, a police car with extensive damage that was left abandoned in a police cordon to students, all this added to a number of classes suspended throughout the United Kingdom, which staged day of protests took place yesterday and they assume that most likely not be the last in case of the British Government continue its policy of increasing tuition fees, which as announced since taking power will extend to other areas.

Today, it was the turn of the Italian students have also been taken to the streets to reject the university reform project sponsored by the Government of Berlusconi, and that according to the reporting The Country has suffered a major political defeat.

In Spain, with much lower media noise, students Catalonia doctoral protested the rise in enrollment by 280% as a result of adaptation of these programs to the Bologna Process.

Apparently, the contagion effect not only have to analyze the macroeconomic and public finance in Europe, since apparently the university reforms or rather the budget cuts and rate hikes will extend the student movement for much of the continent.

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university social responsibility and its relationship with the reason for the VHS.

Among the forms of expression that can acquire the social responsibility of universities in our opinion currently appears and continuing education throughout life, not necessarily that related solely to obtaining a professional degree but those related to adult education, which should also be part of the activities of the universities, which inevitably leads to the analysis of the figure and the model Volkshochschulen developed in Europe especially since 1900, with clear roots in France and England in the late nineteenth century.

In Spain, the folk find their source in the University of Oviedo in 1901, become another important area where traditional universities can also develop his work Today: adult education and learning throughout life, as one of its important responsibilities. An important event in Spain is the creation in 1982 of the English Federation Adult Education (FEUP) for its unifying role of such projects developed since then.
is important to note that VHS is not a unique expression, much less common in traditional academic institutions today, but in most cases originally due to social movements and citizens that embracing idea of \u200b\u200blifelong learning are developing this concept, especially level of municipalities and their responsibilities in education.
For example, according to Lee (2008:33) popular universities "are institutions of adult education and socio-cultural non-profit, under the control groups whose scope is the local community, thus confirming the strong emphasis city \u200b\u200band municipal context of such universities. In complementary fashion, FEUP itself declares that the university is a popular cultural development project to improve the quality of life of individuals and the community.
not forget any of the Adult Education projects have been related from its origin to the proposed training relating to social education and socio-cultural animation in full force today, especially as related to adult education. However
above, proposals such as the Permanent University Millán Santos for example, developed under the umbrella of the University of Valladolid, now combine perfectly the traditional university participation in the field of continuing education or for the entire life of adults, combining with the field of university extension.
In addition to this, several researchers link the movement of adult education the role of university extension to develop traditional university organizations, particularly as it relates to the dissemination and promotion of culture in society.
In this way, universities can gather important traditional work experiences of adult education in the last century, especially as it relates to adult education, social education and socio-cultural, as well as on related actions with learning programs for life, all areas in which society increasingly demand that higher education institutions perform different efforts both in teaching, research and outreach, especially in the context of social responsibility of universities.

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The university as an agent of social transformation.

Actutalmente, universities should not only efforts related to teaching, research and university extension, but must also attempt to generate positive impacts on the economic and social development of the geographical areas where they are inserted, emerging as a hub of major study aspects of education for development and college .
At that stage of social change, according to Alejandra Boni (2006:101) the development of new models of universities better sensitized to the needs of society, should be expressed in the existence and development of institutions of higher education "oriented human development need not be breeding, but transformative, meaning change the momentum of substantial changes in social institutions, politics and economy, with important implications for relations between social groups and classes, and how to create wealth, status and power . "
Among the features of a university transforming this author points are:
• Public good: related to the existence of adequate levels of public funding to ensure that higher education and research are accessible to all people, not just for those who can afford to pay for college. In any case, it means giving up private resources.
• Universal: make every effort to remove impediments social, economic and cultural access to the university that may have the most disadvantaged groups, trying to reach as many people as possible.
• Autonomous: With respect to public authorities, economic interests media, religious and cultural, which give full freedom to question and criticize all those aspects that are related to human development and are not right or working properly, always exercising that autonomy within the margins of the social responsibility of the university.
• social relevance: development of a long-term orientation from the perspective of the needs of society, not only immediate aspects related to the satisfaction of the labor market, but oriented to complex social problems such as poverty eradication, deterioration of the environment, illiteracy for example.
• Comprehensive Quality: related to the assessment of human impact of the university, focused on the impact of the university in the expansion of the functions and capabilities of all members of the university community (students, teachers and administrative personnel and services) and those influenced by the activity of the university: business, third sector, public and private institutions.
According to the approaches of OECD (2008), a key aspect for the proper contribution of higher education institutions to positively impact the human and social development, is related to their contributions to sustainability with which that development should achieved, both within the university in each of its main functions (teaching, research, extension and management) by applying a series of sustainable practices, as well as externally in collaboration with local and regional governments and national development actions and policies related to sustainable development.
In addition to the above, according to a study by the Global University Network for Innovation (GUNI) in 2008, it consulted a number of experts and professionals associated with higher learning on the reasons why Universities must contribute to the development human and social development, highlighting two main aspects:
• Higher education should be a good addition to professional people and citizens able to participate actively in the various spheres of society (social, economic, cultural, political, etc.).
• The Higher education has an obligation as one of its core objectives, contribute to human and social development, through relevant and engaged interaction with the environment.

Thus, transforming the university model takes as one of the main challenges to develop the universalization of higher education, recognizing training university as a public good which they are entitled access to everyone as part of human development, in view of what Max-Neef (1994) proposed as human scale development, stating that it must consider the person- subject, seeking greater empowerment and local development of individuals, so the university model transformative approaches away from higher education to focus exclusively on economic growth of individuals.

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seems that there is life in the student movement in Europe.

One of the issues that most caught my attention on my current trip to Spain since 2008 is the decline and to some extent apathy student movement, not only English but European in general, especially considering the changes that the Bologna Process has been raised in the curricula of the university system across the continent, the protests of the student movement and resistance to such changes has been rather weak or in many cases nonexistent.

This occurs as a result may come from a university system more devoid of public support that enables students and general student movements are much stronger and significant in terms of ability they have to press both to the universities as the state itself.

Today, however, both online editions of ABC as The Country published the news of the British student protests against the British government's announcement that it will triple enrollment rates in universities from the year 2012, which has generated a series of reactions among students who have come to protest in the street.

Updating yesterday's news, newspaper, online edition 20 minutes raises the possibility of an effect "contagion" to the English university protegonizadas protests yesterday by British peers, something I honestly doubt the excessive passivity English university students and because of at least now the government of Spain does not contemplate a rate hike as big as it seeks to implement the Prime Minister Cameron in the UK.

Unfortunately, this is something we have been commenting on this blog on a number of different budget cuts and scissors that have been announced in the last year by the British Government both the scientific and specifically to the case of British universities , which brings to mind that in Spain have also announced similar measures, perhaps not as extreme as in the UK but would undoubtedly have generated more than a reaction especially in the field of English scientists.

is important to note that while most violent expressions of student movements have resulted in episodes sadly remembered as the Tiananmen Square in 1989 or the tragic events in Mexico in October 1968, is necessary to emphasize the importance of the existence of an active and purposeful student movement to improve the higher education system, especially in recent months as a consequence of the economic crisis many politicians proposes the privatization of university education to reduce public spending in that area.

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backlights in international financing for development.

Today I share with you some of the main conclusions and course material "Backlights on international development financing" in which I have participated the last two weeks and has been given by the University of Valladolid (UVa) as a preparatory activity for the next Global Microcredit Summit to be held in Valladolid in November 2011. The program and some course content will be posted to the web site Area of \u200b\u200bCooperation of the UVa.

The main topics covered during the presentations by various speakers at the course were primarily related to the analysis of the effectiveness of Official Development Assistance (ODA ) and the impact of microcredit.

Especially for the latter arises that there are no mechanisms to assess their impact through clear indicators that will confirm that such initiatives actually contribute to the reduction of poverty in places where they thrive.

turn outlines important criticisms of this instrument as the 10 microfinance antithesis of microcredit offered by Carlos Gómez Gil , through which the author states currently undergoing a process of "banking and financial expansion among the most poor through microcredit."

Another criticism or doubts about the effectiveness of microcredit focus on the negative impact of such instruments on women, which under such arrangements become major players, but that in turn are recharged their duties as mothers, wives or his personal life, especially the significant efforts must be made to repay loans.

Finally, I am left with a loud reflections made by one of the speakers, in front of the inefficiency of both the ODA as microfinance in fighting or reducing poverty, noted that perhaps the key is a paradigm shift because maybe what you have to fight it extreme wealth in the world as the only way to reduce inequalities and end poverty.

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University: a public or private? Call

The newspaper El Pais today published on its online edition an article that reflects on the debate that is beginning in Europe from the UK's decision to raise rates paid for enrollment in the English universities, a comparative analysis in the rest of Europe, noting that there is a variety of situations ranging from completely free, through selective or mixed models as English has decided to charge a higher rate for repeaters.

Essentially the debate focuses on whether the benefits of a university student who has an individual character and staff who obtained a university degree, or conversely, provides public benefits for society.

In analyzing this issue is inevitable to refer to the contributions of Howard Bowen respect to public benefits and private, individual and social if you will, arising from the transit of a person by the university, developing an array of benefits that a party raises the existence of public and private benefits, while the other identifies the generation of economic and social benefits provided by higher education. Even recently through a discourse analysis we reviewed the strategic plans of some universities to identify the type of benefits trying to reach higher education institutions.

However, intermediate positions have always existed to consider higher education as well mixed or semi public, in terms of personal and social benefits it provides, and also a merit good, ie those in which is difficult to assess their benefits in the long run, improve the distribution of wealth and where exclusion is not desirable in terms of consumption.

Thus arises this whole debate references to the systems of financing of higher education and scholarship and student support, especially regarding the role they must meet the state funding of universities and how much you payable by students for college.

In my personal opinion, public universities should be funded accordingly by the State, where students pay only a minimum of administrative fees but not the cost of borrowing each curriculum. Once graduated and inserted into the working world, graduates and professionals must begin to pay out of earnings received funding in their student years, adjusted for CPI values.

An important qualification that this mechanism would only be applicable for any credits or courses completed at the first opportunity, the repeaters must pay the costs incrementally if they should take a course two or more times, so apply the model in Spain I think in that sense successful.

Another issue is to analyze why students repeat, especially when it is due largely to the work which may academics do, for which they should also consider measures for teachers with high failure rates in their courses, which in my personal opinion is a clear indicator of a bad job on their part.

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results of the Campus of International Excellence. V Congress

According to the Ministry of Education English, Campus of Excellence International (CEI) are "knowledge ecosystem" comprised of university strategic aggregations and other institutions such as corporations and hospitals to promote employment, social cohesion and economic development territorial.

Under this concept have been released today the decision of the International Committee responsible for evaluating each of the 49 projects submitted for this second call, determining that eight of them were finally selected as CIS, and in which invested nearly 32 billion euros, with the aim of improving the quality and competitiveness of universities associated with each project, within the main objectives of the Strategy 2015 University to which belongs the initiative of the CIS.

However, it is important to highlight the fact that resources for these projects are not without financial cost but transfer credits, universities or autonomous regions to which they belong will be returned after the third year of the project, as we said today El Pais.

Another aspect that stands out is the fact that in this second call has expanded the geographical areas that received a CIS, since the first version of this program were only benefited projects in Madrid and Barcelona, \u200b\u200bhowever on this occasion projects were also selected Andalucía, Valencia and the Basque Country as well as a joint project between the communities of Aragon, Navarra and La Rioja.

also benefited other six projects rated by Campus International Excellence in the European regional level, which this program of the University Strategy 2015 provided a total of 75 million euros for a total of 14 projects selected in this competition 2010.

Thus, the challenge is to position these CIS English universities to the level of the leading universities worldwide, and attempt to redress poor performance in recent years in various international rankings.

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University and Development Cooperation.

In previous entries I have argued that university development cooperation (CUD) is a potential area of \u200b\u200bfundamental and very necessary for universities expresen allí una parte importante de su responsabilidad social, especialmente en el caso de las instituciones universitarias de los países desarrollados.

Por ejemplo, el Observatorio para la CUD en España señala que los antecedentes de la CUD se relacionan con un conjunto de actividades desarrolladas por las universidades para la transformación social en los países más desfavorecidos, donde la cooperación bilateral o multilateral entre universidades, así como entre y otras instituciones públicas y privadas juega un papel muy relevante.

Además, el mismo OCUD nos señala que durante el año 2009 las universidades españolas aumentaron levemente los resources by these institutions to the Official Development Assistance (ODA) as a demonstration of the importance for universities issues of cooperation, despite the crisis and budget cuts.

In this context, it seems important to provide information regarding the fifth version of the Congress " University and Development Cooperation, to be held in Cadiz days 06 al April 8, 2011 organized by the consortium of public universities Andalusia.

The main theme of this new version is "The University Development Cooperation and the challenges of a world in crisis", structuring in four major areas or themes that give life to the usual communications, posters, plenary sessions and other activities listed in the agenda of the Congress for this opportunity.

One very important thing to note is that the deadline for submitting paper or poster proposals expires on November 15, 2010, in accordance with schedule and rules governing this activity.

Thus, it seems important to bring a bit to encourage interested both in the theme of the CUD and the RSU to prepare any type of paper or poster to participate in this interesting event. I leave you this video I found on Youtube on international cooperation.

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Tell me how much public and tell you who you are.

Using an adaptation of the popular saying "tell me how public and tell you who you are" may be a general conclusion of the article published today by El Pais on the results of ranking SIR international universities, and posed as the main thought that although English universities published in a volume or significant number, 10 th place worldwide in terms of scientific output, but nevertheless the quality of those same publications less relevant given that the production ranks only 21 th place when talking about the impact in terms of citations received these papers published.

Overall, universities worldwide have been found in international rankings valuable validation tool, marketing and catalyst as compared to other higher education institutions worldwide in order to establish a classification of universities according to the quality of its academic, and there are currently many rankings such as the Shanghai or The Times that provide different rankings worldwide and scientific fields.

Turning to publications, it is clear that this is one of the important tasks of a university professor and becomes the result of research that each catadrático done during the year and allow you to submit articles to journals, papers or communications to Congress or publish books.

Thus, this type of ranking is placing "naked" those universities or scientific fields that are more productive when analyzing his work, although it is common to find multiple debates posed stances contrary the rankings of universities as to according to its perception there are aspects of university life that are not susceptible to quantify.

In my humble opinion, using a scheme proposed many years ago by Ortega y Gasset in his book Mission of the University, these institutions have two main purposes: (1) the teaching of intellectual professions, and (2) the scientific research and the preparation of future researchers.

From these approaches, in my opinion are emerging as central indicators of university life two major aspects: (1) the employability of its graduates, among other indicators not only show the quality of training and teaching each college, but his ability to create networks so that their graduates are inserted in the workplace, and (2) the ability to create and transmit knowledge to society, which again will be indicators that the aforementioned task refereed publications base that underpins many of the aforementioned international rankings, but also should be noted, the ability to transfer this knowledge to industry, governments and local society.

Therefore, a quality university is one that achieves its graduates are inserted into the working world within short time frames, and produces and communicates new knowledge to society, what the rankings say only partially reflected in the latter.