Academic Staff Development

How do some of Aotearoa New Zealand's best educators undertake culturally sensitive higher education teaching? This was the vital question that we aimed to answer through this research. In this poster, we present the results of our study examining interpretations of best practice in culturally sensitive higher education teaching. The study draws on an analysis of descriptions of best practice by Aotearoa New Zealand tertiary educators who have won Tertiary Teaching Excellence Awards. These accolades are widely respected as Aotearoa New Zealand's peak rewards for recognising and encouraging excellence in tertiary education.

A felsőoktatás három funkciója (oktatás, kutatás, társadalom kiszolgálása) kiegészül a tudás versenyképességének fejlesztésével, ezzel felértékelve az emberi erőforrás szerepét. Ezért elengedhetetlen, hogy a felsőoktatási intézmények hatékony szervezetként működjenek, melyre a stratégiai emberi erőforrás menedzsment nagy hatással van, így kutatásomban a teljesítményértékelési rendszert emeltem ki. A felsőoktatási intézmények kétharmadában nem alkalmaznak teljesítményértékelési rendszert, ezért a gyakorlat szempontjából fontos a vizsgálatom.

A szakirodalmi kutatás alátámasztotta, hogy a témám szempontjából az egyik legrelevánsabb vizsgálati tényező az intézményi stratégia, ezért a felsőoktatási intézmények esetében az intézményfejlesztési tervek elemzése alkotja a munkám empirikus bázisát. Dolgozatom keretében, esettanulmány jelleggel az ELTE PPK és a SZTE JGYPK intézményfejlesztési terveit vizsgálom horizontális és vertikális dimenziók mentén. Az egyes intézmények esetében mélyrehatóan elemzem a dokumentumot stratégiai szempontból, feltárva az emberi erőforrások szerepét, illetve felkutatva a teljesítményértékelésre vonatkozó részeket. Vertikálisan két szinten vetem össze az intézményfejlesztési terveket. Egyrészt egymással, másrészt pedig egy friss kutatással (Minőségfejlesztés a felsőoktatásban) vetem össze az eredményeket.

Ez a részletes elemzés biztosítja, hogy szakmailag megalapozott észrevételekkel éljek az intézmények humánerőforrás menedzsment gyakorlatára. Az eredmények alapján konstruktív kritikákat, fejlesztési elemeket tudok megfogalmazni, mely hasznos lehet az intézmények következő időszakra érvényes intézményfejlesztési terveik megalkotásához.

A partir del hecho innegable de que toda institución educativa es una construcción social generada por la acción colectiva de diversos agentes interrelacionados entre sí, los cuales intervienen en su estructuración y desarrollo, en el texto se analiza la participación del personal académico en la configuración y reconfiguración de la estructura y dinámica de la Universidad Nacional Autónoma de México -institución clave en la vida nacional- a lo largo de su historia y, particularmente, su intervención en la regulación del trabajo académico.
Dicho análisis se centra en dos formas estructuradas de participación: el desarrollo institucionalizado de su propio trabajo académico dentro de una estructura académico-laboral determinada (o división del trabajo) y su injerencia política en la estructura de toma de decisiones institucionales (los “órganos de gobierno”), bajo condiciones socio-históricas nacionales cambiantes, en el transcurso de todo un siglo (1910-2010).
Desde la perspectiva sociológica de Pierre Bourdieu, el análisis de la participación académica en la conformación, reproducción y/o transformación del orden legítimo instaurado en el campo universitario, permite identificar la existencia de dos sub-órdenes articulados entre sí, pero cada uno con su propia lógica y estructura, el orden académico político y el orden académico-laboral, en torno a los cuales se da una lucha recurrente por su re-definición entre distintas fuerzas académicas, las cuales tienden cíclicamente a tomar determinadas posiciones dentro de la UNAM: el polo de la defensa de la autonomía real, de la democracia universitaria participativa y de la transformación del orden universitario (los heterodoxos); el polo de la heteronomía ocultada por un discurso ‘liberal-autonómico’ asociado a la defensa del orden universitario y de una estructura de poder burocrático-autoritaria, articulada con una estructura de toma de decisiones democrático-representativa subordinada al poder burocrático (democracia burocratizada) (los ortodoxos); y el polo de la indiferencia multiforme y el escepticismo (que puede contribuir con su inacción al orden o a su transformación) (los indolentes).

Trainees can participate in organizational training programs voluntarily or mandatorily. To date, research has reported mixed evidence on the question whether voluntary or mandatory par- ticipation is associated with higher motivation and transfer of training. Grounded in the frameworks of participatory design, the notion of autonomy in basic psychological needs theory, and the 2 3 2 model of achievement goals, this meta-analysis exam- ined the relationship between goal orientations and transfer of training in contexts of voluntary and mandatory training partic- ipation with a sample of N54729 trainees in k529 studies. Goal orientations were conceptualized in four dimensions: mastery-approach, mastery-avoidance, performance-approach, and performance-avoidance. Results of the primary meta- analysis indicated that mastery-approach orientation had the most positive correlation with transfer of training, followed by performance-approach, mastery-avoidance and performance- avoidance goal orientation. Meta-analytic subgroup analysis examined the effects of two conditions for training participation: voluntary participation and mandatory participation. The find- ings indicated that training participation significantly moder- ated the correlation coefficients of mastery-approach and performance-avoidance goal orientation, with more positive estimates when training enrollment was voluntary. Contrary to expectations, the correlation coefficient between performance- approach goal orientation and transfer of training was more positive when entry into training programs was obligatory and mandated. Implications for future research and the practice of training design and delivery are discussed.

Nurses constitute the largest health workforce component in the health system. Performance depends on their knowledge, skills and motivation and it is critical that they are provided with the relevant factors to ensure that their performance meets desired standards. Devolution of health in Kenya has faced many challenges particularly with regards to the human resource. The study analyzed the factors that influence the performance of nurses at Rift Valley Provincial General Hospital. The specific objectives of the study were to establish how training influences nurse’s performance, to determine how the work environment influences the performance of nurses and to evaluate how rewards affects performance. The study utilized quantitative method approach. A cross sectional descriptive study design was used. Proportionate stratified purposive sampling was used. A sample of 143 was obtained using the Yamane formula. A self-administered questionnaire was used. Data was coded and entered into Microsoft excel then exported to R Studio statistical program for analysis. Uni variate data was analyzed using descriptive statistics namely frequencies and proportions. Results were illustrated in tables. The study was able to establish that majority of the nurses (67; 56%) disagreed that the facility had a training plan. Although the nurses reported sufficient supply of materials, there was inadequate availability of functioning medical equipment which negatively affected their performance. The study was also able to establish that there was inadequate information among nurses with regards to availability of reliable pension scheme. This is because the proportion of those who agreed (47; 37%) and those who disagreed was equal (46: 37). The study revealed that the health facility had no elaborate training plan. There was also inadequate functioning medical equipment hence this negatively affected the nurses’ performance. The study was able to establish that nurses’ remuneration and promotion were not in accordance to their level of education, expertise or merit and this affected their performance. There is an urgent need to develop and create awareness on a training plan and to have fair distribution of training opportunities to the nurses at the hospital. RVPGH to ensure a safe and conducive working environment where nurses are involved in decision making. The County government should come up with measures of matching the remuneration and promotion of nurses to their level of training and expertise and RVPGH to develop non-financial reward mechanisms.

This study sought to establish the influence of staffing on the quality of teaching in Uganda's public universities. It was undertaken in the face of persistent stakeholder concerns regarding the declining quality of teaching and learning in these institutions that have occasionally culminated into student strikes and different kinds of protests. Basing on a mixed-methods approach, the study employed the descriptive cross-sectional survey design where both qualitative and quantitative data were collected from 14 academic managers, 111 academic staff, and 285 undergraduate university students of Kyambogo University, using survey and interview methods. The collected data from staff and students were analyzed using descriptive statistics and multiple regression techniques while content analysis technique was used to analyze qualitative data collected by interviewing purposively selected university managers. The study findings revealed that: first, staff recruitment (B=.182; p=.040), staff training (B=.340; p=.000), and development (B=.327; p=.000) have statistically significant influence on the quality of teaching. Meanwhile, staff deployment (B=.010; p=.914) has statistically insignificant influence on the quality of teaching. However, overall, the study revealed that staffing (R=.683; R 2 =.467; p=.000) significantly influences the quality of teaching in public universities in Uganda. Therefore, it was concluded that effective staffing would raise the quality of teaching in universities, other factors held constant. The study thus recommends that university managers and staff should stick to the prescribed recruitment policy, invest more resources in training and developing staff, and ensure that existing staff are generally well-managed.

This study aims first to identify the leadership style which is used the most by the instructors in the Jordanian
universities, and second to examine the impact of three leadership styles (Autocratic, Laissez-Faire and
Democratic) on modifying student's behavior. The study population was the students studying at the faculty of
economics and administrative sciences in 3 public universities, at the north region of Jordan, a random sample
of students were selected. 600 questionnaires were distributed, 570 were analyzed. The results revealed that the
academic staffs working at the surveyed universities are using the democratic style. The findings of the simple
regression indicated that just the democratic leadership style had an impact on modifying students’ behavior.

The main purpose of this research is to explore the satisfaction level of the
academic staff of state universities. In this research, a state university in Istanbul, one
of the oldest and most institutionalised among state universities of Turkey, was
selected as an example. 191 academic staff members answered an original
questionnaire. According to the results of the research, although satisfaction levels in
different dimensions are not high, Professional Satisfaction and Institutional Job
Satisfaction are the dimensions that most participants are satisfied with, followed by
Colleague Competition Level Satisfaction and Colleague Relations Satisfaction. Since
these factors have positive effects on the general satisfaction levels of employees, the
improvements therein will cause an increase on the general satisfaction levels of
employees. This research discloses findings on employee satisfaction –an essential
aspect in realising quality management understanding in state universities.

This study focused on Utilization of Continuous Professional Development (CPD) for Academic Staff Effectiveness in the Higher Education Sector in Contemporary Nigeria with focus on Colleges of Education in Delta State. The study also examined the benefits of CPD to academic staff, major areas for academic staff CPD, extent to which academic staffs’ attend CPD and challenges / factors hindering effective utilization of continuous professional development (CPD) for academic staff effectiveness in the higher education sector.
Four research questions guided the study. The descriptive survey research design was adopted in order to carry
out the study. The proportionate random sampling technique was used to select a sample size of 314
representing 50% of 628 academic staff from two Colleges of Education used for the study. A questionnaire
titled: Academic Staff Professional Development Questionnaire (ASPDQ), which contained 27 items and
designed on a 4 point scale was used to collect data for this study. The instrument was validated by two experts
from the Department of Educational Management and Policy, Nnamdi Azikiwe University, Awka, Anambra
State. A pilot-test was conducted by the researchers on the instrument using 15 academic staff from one of the
Colleges of Education in Warri, Delta State and thereafter having a coefficient ’r’ value of 0.88 using the
Cronbach Alpha procedure to appraise the reliability of the research instrument. Data was equally analyzed
using the mean score at 2.50 rating and standard deviation. Consequently, from the findings of the study, it was
recommended among others that: Colleges of Education in Delta State be adequately funded and financed for
utilization of continuous staff professional development; and constant in-service and on-the-job training
programmes should be organized for staff for their effectiveness and efficiency. Importantly, this study whose
purpose was to investigate the utilization of continuous professional development for academic staff
effectiveness with great significance to all stakeholders in education that included: policy makers, school
administrators and leadership, teachers, students and regulatory agencies; has potential impact in promoting
teacher efficiency, work commitment, better job performance and high productivity leading to effective
instructional delivery and best practices. This would also boost high and quality standards at the colleges of
education because the academic staffs’ are important elements in education whose effectiveness counts in order
to achieve quality education in the system.

Keywords: utilization, continuous professional development, academic staff effectiveness, productivity, work
commitment, better job performance
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Supervisor induction and continued professional development programs constitute good practice and are enshrined in institutional policies and national codes of practice. However, there is little evidence about whether they have an impact on either supervisors’ learning or day-to-day practice. Set in a discussion of previous literature, this article unpacks the concepts ‘impact’ and evaluation’ and assesses the medium and longer-term impact of the University of South Australia’s doctoral supervisor induction program, Supervising@UniSA. It suggests that the workshop leads to the acquisition of understanding and knowledge and, for the majority of attendees, also has an impact on supervisory practice.

It is widely accepted in the higher education literature that a student-centred
approach is pedagogically superior to a teacher-centred approach. In this paper,
we explore the notion of student-centredness as a threshold concept and the
implications this might have for academic staff development. We argue that the
term student-centred in the Rogerian sense implies a focus on the person of
the student and is deeply resonant with Barnett’s assertion that the emergent
being of the student is as important as the development of skills and knowledge.
To facilitate transformative learning in higher education an academic must know
how to value the person of the student in the learning process. Academic staff
development initiatives need to work with the person of the academic and take
into account the level of personal development required for each academic to be
able to facilitate this kind of learning.

Das Tätigkeitsverhältnis des Lehrauftrags ist im akademischen Lehrbetrieb in Deutschland weit verbreitet. Auch an Musikhochschulen und Instituten für Musik an Universitäten ist es gängige Praxis, einen hohen Anteil der Unterrichtsdeputate durch Lehraufträge abzudecken. Mit dieser Sachlage gehen verschiedene Missstände und strukturelle Probleme einher, die Gegenstand der vorliegenden Stellungnahme sind. Die vorliegende Stellungnahme setzt sich aus arbeitsrechtlicher, administrativer und berufspolitischer Perspektive mit den Rahmenbedingungen für Lehrauftragstätigkeiten auseinander, insbesondere bezogen auf die Fächer Musiktheorie und Gehörbildung, und leitet aus der derzeitigen Situation einige Handlungsnotwendigkeiten ab.

Purpose-This study examines the attitude of academic staff in one higher education institution in Malaysia towards the implementation of total quality management principles, and how that affects the intention to implement total quality management in the university. It also highlights the impacts of several demographic variables on the implementation of total quality management in the university. Design/methodology/approach-The study used survey data drawn from 149 academic staff selected using stratified random sampling techniques. Regression analysis was used to analyse data. Finding-The findings demonstrate there is a positive significant correlation between attitude toward TQM implementation (customers and stakeholders, employee engagement and teamwork, continuous improvements and total degree of attitude) and the intention to practice TQM among sampled institution faculties. Concerning the correlation between the subjective norms and intention, the analysis manifests that there is no significant correlation between the subjective norms of TQM and the intention to practice TQM principles among institutional staff. Furthermore, the study also found that there are no significant differences in the attitude towards implementation of total quality management principles due to the variables of gender, nationality, marital status, work experiences, the faculty and job positions with the exception of academic degree, where significant differences are shown. Value/originality-Since the study reports the understanding of academic staff of a higher education institution toward the implementation of total quality management principles, top management in the tertiary sector may find the findings and conclusions useful when planning for the implementation of total quality management principles.

Citation: Balladares-Burgos, J. (2018). Blended Learning and digital education of university teaching staff. Revista Cátedra. 1(1), 53-66.

Abstract: Blended learning is an integrating education program that combines computer-based activities with regular classes. It contributes to the quality of higher education through the improvement of ICT training programs and the development of e-competences in higher education. There has been a literature review of different bibliographic sources related to b-learning and Teaching Professional Development. As a result of this review, it is perceived that e-learning training programs are not efficient enough to face the challenges of blended education, and Blended Learning could be an alternative for teacher online professional development. Then, research results of the incidence of an ICT training course for higher education professors are shown. It is concluded that blended learning is an effective modality for teachers' digital education courses because the face-to-face component complements virtual learning. In addition, due to problems of connectivity and access to internet, b-learning modality is an alternative for the continuing education of higher education professors.

Student staff can play a vital role in any Self-Access Learning Center (SALC) (Gardner & Miller, 1999; Cooker, 2010) and providing training for them is one of the key skills required of people managing SALCs (Gardner & Miller
, 2013). This article charts the evolution over four years of a training program for student staff at the self-access language learning center at Osaka Institute of Technology in Japan. After detailing the institutional context of the center, we (the director and assistant manager of the center) discuss how, through a reflective process, the training program developed over this time period, moving from a group-based approach to a more individually-focused program. In the concluding section we draw on these experiences to put forward five principles that we believe will help others who are seeking to establish effective student staff training programs.

This study examines the teaching in higher education in Slovenia, with an emphasis on the pedagogical training and pedagogical qualification of university teaching staff. Various aspects of the latter were examined among 513 respondents. The results showed that university teachers attribute significant importance to pedagogical work (the term used in Slovenian higher education legislation), yet nearly half of them had never been involved in any kind of pedagogical courses. The other half of the respondents had participated in various kinds of pedagogical courses (i.e. 'adult education' or a pedagogical study programme for the primary and secondary level of education) and only 31.4% of all respondents had participated in higher education pedagogical training. At a higher education institution with well-defined criteria in the field of pedagogical work, the percentage of teaching staff without any pedagogical education is lower than in an institution with less defined conditions. In recent years, a growing number of various higher education pedagogical training programmes have been offered.

Education has the power to transform societies and contribute to social and economic development. In this paper we present the mobile technologies used for teacher professional development (TPD) and communicative language teaching in English in Action (EIA). The project aims to assist 25 million people access greater social and economic opportunities through English language teaching and TPD. EIA, in partnership with the Government of Bangladesh, will work with 80,000 teachers through a work-based programme of TPD using audio and visual resources on low cost mobile phones. With access to over 700 audio files aligned with the national textbook English for Today and professional development films that explain and then illustrate successful student-centred English teaching and learning, the project has already documented significant improvement in teachers’ and pupils’ English language competency. This paper provides an account of, and rationale for, the changes in the technologies used across two phases of the project, from the iPod Nano and Touch used in the pilot study with 690 teachers (2009-2010) to the low cost Nokia C1-01 mobile phone with a micro secure digital (SD) being used in upscaling to 12,500 teachers (2012-2014). We argue the low cost alphanumeric mobile phone with micro SD cards provides unprecedented opportunities to both deliver TPD and improve teachers’ and students’ communicative English language skills. The paper considers the unique suitability mobile phones present for resource constrained education systems in developing countries. Simultaneously we highlight the need for further application and research into the use of mobile technologies, not only for large-scale TPD projects, but for a diversity of international development projects and programmes which aim to achieve sustainable change at scale.

Policies adopted by tertiary educational institutions play a key role in determining the future of an institution. When they are applied and monitored effectively, most of these policies bear positive results for the institution. Therefore, assessing the Polytechnic of Namibia (PoN) policy and practices are imperative. The HR Code is a policy document of the PoN and the main objective of the study was to evaluate the effectiveness of the HR Code: Staff Development and Training (SDT) of the institution. The research has established motivating factors for drafting the HR Code: SDT and analysed its weaknesses in order to trace whether staff development is linked to strategic goals of the PoN. The researchers have also made an earnest attempt to find out reasons why staff members resign after attending development programmes, which would assist the institution to map out retaining strategies, as it prepares itself to become a leading university of technology that requires more and bette...

This survey research was conducted to explore academicians’ professional development needs. Participants were 228 volunteer academic personnel working at a major university in Turkey. Data were collected through an online questionnaire form and analyzed by using descriptive statistics, correlation, factor analysis, and multivariate analysis of variance (MANOVA). The results indicate middle to high level of needs in teaching, research, technology use, organizational competencies, self-improvement and global competencies. Their needs were negatively correlated with age and experience, and did not change across gender, major and administrative function. On the other hand, there were significant differences in their needs based on academic title, working unit, and workplace. Participants preferred in-service training programs that were face-to-face, conducted in weekdays, and supported by constructivist methods.

The main purpose of this research is to explore the satisfaction level of the academic staff of state universities. In this research, a state university in Istanbul, one of the oldest and most institutionalised among state universities of Turkey, was selected as an example. 191 academic staff members answered an original questionnaire. According to the results of the research, although satisfaction levels in different dimensions are not high, Professional Satisfaction and Institutional Job Satisfaction are the dimensions that most participants are satisfied with, followed by Colleague Competition Level Satisfaction and Colleague Relations Satisfaction. Since these factors have positive effects on the general satisfaction levels of employees, the improvements therein will cause an increase on the general satisfaction levels of employees. This research discloses findings on employee satisfaction –an essential aspect in realising quality management understanding in state universities.

The main purpose of this research is to the occupational satisfaction levels of academic staff in terms of different variables. For this purpose, 100 academicians (37 female and 63 male), working in a Marmara University in Istanbul were applied a questionnaire. In identifying the research participants, a random selection process was used. In this research, “Occupational Satisfaction Scale” that was developed by Kuzgun, Aydemir-Sevim ve Hamamci (1990) and “Personal Information Form” developed by the researchers were used to collect data. In the analysis of the obtained data; frequency and percentage analysis to determine the socio-demographic characteristics of the participants, for two independent groups t-test were applied to evaluate the occupational satisfaction levels of academicians according to different variables. The p<0.05 significance level was considered in analysis and interpretation of the data. As a result of the research; participants' occupational satisfaction levels showed significant differences according to the thinking of make your dream occupation variables. According to research; a significant difference was detected between the academics who think that she/he has pursued his dreamed job, in the statistical sense between male and female academics was detected no difference.

There are many facets to internationalisation in higher education, some of which lie well beyond the purview of the academic developer, though their consequences well have significant implications for our role. Academic developers, like academics and like students, work in diverse contexts, with diverse objectives, resources, and drivers. Where academic developers are responsible for a taught programme such as a Postgraduate Certificate in Academic Practice or a Masters in Education, the process of curriculum internationalisation should apply as much, or more, to that provision as to any other.
This article presents some ideas on what the internationalisation of higher education might mean with regard to the work of the academic developer by drawing these out in relation to suggested principles for internationalisation of the curriculum (IOC), and a suggested process for IOC. While I hope the ideas will be adaptable to a wide range of contexts, it is likely that some of my assumptions are somewhat UK-centric; any feedback on this would be really welcome, and part of the kind of critical dialogue needed in the process of building a global community of practice.

The concept of Digital Scolarship -DS-(Borgman, 2007; Pearce, Weller, Scanlon, & Kinsley, 2012; Weller, 2011) defines new forms of academics’ professional practices linked to the changing cultural, social and working context of the digital age. However, the empirical research efforts relating this construct seem to emerge in a rather chaotic conceptual and methodological landscape, where several disciplines are contributing. In line with this problem, in this research work the authors have formulated the following operational hypothesis: as a mixed disciplinary topic of research, the DS is at its very first stages with high dispersion and fragmentation of conceptual bases for both further theoretical elaboration as well as empirical research. This report presents hence the topic under analysis, the methodological approach and choices made to tackle the research problem and hypothesis underlying the process of literature reviewing, the results and initial interpretations. In order to obtain evidence supporting the above mentioned hypothesis, the authors carried out a systematic review of literature based on 45 journal articles coming out from 4 relevant scientific information databases (Petticrew & Roberts, 2006). Moreover, several methods where combined, in a sort of methods’ triangulation (Mertens & Hesse-Biber, 2012), with the aim of ratifying some of the findings obtained with the main approach. In this case, in a second phase, the authors decided to include a method often adopted in the research area of Scientometrics, that is, the bibliometric maps (van Eck, Waltman, Dekker, & Berg, 2010). The results obtained go into the direction of the main hypothesis formulated: The main problem covered by this topic is the scholars’ technological uptake in support of their professional practices relating teaching and research. Moreover, the concept of Digital Scholarship seems to be configured in response to a inter/transdisciplinary problem, that is, from one side the forms that the technological infrastructures should adopt to endow researchers to work in more advanced and innovative ways within the context of open science and education; from the other side, the analysis of scholars’ engagement with technologies as expression of the own professional agency.

The purpose of this research is to identify the challenges and issues associated with managing expatriate academics at international branch campuses, and to analyze the strategies that have been, or could be, implemented to overcome these challenges and issues. The data used in this study came from an online survey questionnaire that was completed by fourteen individuals holding a senior or middle management position at an international branch campus. The survey participants unanimously reported that expatriate academics tend to be highly motivated and committed, and that they are largely satisfied with their jobs. However, many individuals do have issues with adjustment to the new country, to work differences, and to interacting with others. The participants offered a range of suggestions and recommendations that may help institutions to better support expatriate academics employed at international branch campuses. The suggested actions need to be implemented prior to the new recruit's arrival in the host country, during the induction period, and on an ongoing basis.

México ha vivido en las últimas tres décadas una ofensiva en contra de la escuela
pública y de sus profesores, incluyendo a las universidades estatales y su personal
académico, acometida emprendida por los gobiernos neoliberales, los partidos de
derecha, las cúpulas empresariales y sus intelectuales orgánicos (colocados en los
medios de comunicación, los think tanks locales y múltiples organismos privados);
arremetida neoconservadora que se sintetiza en las políticas educativas gubernamentales
y empresariales, orientadas hacia un fin último: instaurar en México el modelo de
sociedad y de sistema educativo vigente en los Estados Unidos, modelo basado en el
dogma ampliamente socializado de la “libre competencia” como sinónimo de eficiencia
y de la supuesta “igualdad de oportunidades” para todos.