Theoretical reflections on substantive processes in higher education

Abstract

The formative process in universities faces important challenges to achieve an adequate transversalization of its three key processes: teaching, scientific research and linkage with society. These limitations justify the present research, characterized by a qualitative approach and based on an exhaustive review of the scientific literature on substantive university processes and their integral management. The main objective is to systematize the theoretical approach to these processes, emphasizing the management that favors their effective integration. The research was based on theoretical methods such as analysis-synthesis, historical-logical and abstract-concrete, complemented by documentary analysis as an empirical method. These tools made it possible to classify, organize and review relevant documents, identifying conceptual gaps in the approach to each substantive process and in the formulation of a university management system that facilitates its mainstreaming. The findings show that the lack of integration between teaching, research and links with society limits the potential for knowledge transfer to the community, a central objective of universities. Therefore, the need to design a university management system that guarantees the harmonious interaction of these processes in terms of social and academic development is highlighted.