Pdi Cuaad Ingles 2014-2030 PDF

UNIVERSIDAD DE GUADALAJARA
Red Universita1ia de Jalisco

Development Plan 2014-2030
Art, Architecture and Design
University Center.
UN I VE RSI TY OF GUADALA JARA
Mtro. Itzcóatl Tonatiuh Bravo Padilla / Gral. Chancellor
Dr. Miguel Ángel Navarro Navarro / Excecutive Vice-chancellor
Lic. José Alfredo Peña Ramos / Gral. Secretary
ART, ARCHITECTURE AND DESIGN UNIVERSITY CENTER

Mtro. Ernesto Flores Gallo / Chancellor
Dr. Francisco Javier Gómez Galván / Academic Secretary
Mtra. Eva Guadalupe Osuna Ruiz / Administrative Secretary
Lic. Ángel Igor Lozada Rivera Melo / Connection to Business and Cultural Broadcasting Secretary
Mtra. Gabriela Ruiz Velasco Vaca / Controller
Mtra. María Dolores Del Río López / Director of the Design and Project Division
Mtra. Aurea Santoyo Mercado / Chief of the Projects of Communication Dept.
Dr. Francisco Javier González Madariaga / Chief of the Projects of Design Dept.
Dr. Ramón Reyes Rodríguez / Chief of Urban Projects Dept.
Mtro. Luis Giachetto Carrillo / Chief of Architecture Projects Dept.
Mtro. Juan Ernesto Alejandro Olivares Gallo / Director of Technology and Processes Division.
Mtro. Alfredo Cárdenas de La Mora / Chief of the Techniques and Construction Dept.
Mtro. Juan Ramón Hernández Padilla / Chief of the Representation Dept.
Dra. Lilia Roselia Prado León / Chief of Production and Development Dept.
Mtro. Jorge Enrique Zambrano Ambrosio / Director of Arts and Humanities Division
Mtro. Boris Goldenblank / Chief of the Sound and Visuals Dept.
Dr. Juan López García / Chief of the Theory and History Dept.
Mtra. Claudia Villalobos Santana / Chief of the Theatrical Arts Dept.
Mtro. Sergio Eduardo Medina Zacarías / Chief of the Music Dept.
Mtra. Dolores Aurora Ortiz Minique / Chief of the Visual Arts Dept.
Index
Message from the Chancellor …………………………………………………………………..7
1. Main trends in art, architecture and design .................................................................... 9
2. Background of the Art, Architecture and Design University Center ................................ 13

3. Main problems, challenges and opportunities .............................................................. 17
4. Mission ......................................................................................................................... 19
5. Vision ............................................................................................................................ 21
6. Strategic Guidelines.......................................................................................................... 23
7. Thematic axes, goals and strategies ................................................................................ 25
8. Strategic Indicators........................................................................................................... 43
9. Considerations for implementation............................................................................... 51
10. Annexes ………………………………………………….………………………………………………………………..53
Message from the Chancellor
The renewal of the Development Plan 2014-2030 of the

Art, Architecture and Design University Center gathers and
organizes objectives and strategies, and allows the evaluation
of goals and outstanding issues in search of development,
which will benefit society and satisfy its demand for top, ethic
and competent professionals.
The main issues of this document are Teaching,
Investigation and postgraduate studies, university connection to business, expansion and
broadcasting, internationalization, management and government, which are organized in
common goals for all university network in the year 2030.
For each one of these issues there are very particular and specific objectives, strategies
and indicators planned from a critical point of view according to what we are and do in present
time as a university community, aimed to what we want and have to be in the future to adapt
ourselves and improve our constantly changing environment.
The proposals made by the Institutional Development Plan have created quality indicators
that have given our Center its reputation. Participation of all the members within the CUAAD1
community is critical not only to reach the goals set, but also to maintain the reputation and
Excellency that we must keep to be part of the distinguished University of Guadalajara.
Ernesto Flores Gallo.

Chancellor of the Art, Architecture and Design University Center
1
Spanish abbreviation which stands for Art, Architecture and Design University Center
7
1. 1. Main trends in art, architecture and design disciplines
In the artistic disciplines, regional and at times national trends echo exogenous in-
puts, enhanced by criticism and often by the market, based on local proposals or
counterproposals to exogenous inputs, enhanced by criticism and often, by the market.
Art and culture are undeniable elements for social development as seen in the Mexi-
can Governement recommendations for
strengthening them both internationally
and nationally. However, Mexico’s
assigned budget for these matters fails
to meet expectations substantially.
The regional aspect receives, through
the Information and Communication Te-
chnologies (TIC’S), the influences of the
artistic expressions nationally and inter-
nationally. Some of them, in the case of
Visual Arts, respond to the use of new
tools, materials, processes and
techniques (electronic and / or
mechanical) for
the gestation of a project or exhibition. In the search for new stimuli, some other res-
pond to resources with a conceptual-methodological character, with emotional
extraversion.
The Fine Arts student is a progressive exponent of his discipline, from orthodox to
minimalist art, deconstruction, conceptual art, the happening. He knows the heritage of
the twentieth century trends, many of them attached or contesting, from
postmodernism and consumerism.
Globalization always leads to knowledge of new cultural expressions. Similarly, in the
case of the Performing Arts such as theater and dancing, technologies are integrated
from the conception of the work and its application to scene. It is through
experimentation and the different narrative structures that the genre trends point to
new perceptions of the spectacle of the performance. In these trends, schools,
formats, supports and paradigms blend, demonstrating the need for a high
qualitative performance of the student, but also from the teacher in the sense of a
constant training and updating.
9
Plan de Desarrollo Institucional 2014-2030 | cuaad
Folk dance is also favored by the use of new tools in the assemblies, and this finds
expression in an increased demand for tourism and cultural training. The tradition of
the dance performance languages that speak and show the great cultural wealth of
the region is barely diminished by the ravages of modern disciplines.
In the case of film studies, the Department of Image and Sound (DIS) holds a powerful
methodological and social consciousness corpus. A demand for the use of digital
platforms in image and sound as well as for marketing is foreseen. On the other hand,
the Department of Music trains professionals according to their purposes. One of its
challenges will be to include musical genres and languages that are not necessarily
classic; from the vernacular, to the technological.
In all cases, the imprint is a constant updating of teachers and their curriculum, as
required and promoted by new artistic experiences. The creation of forums for the
performing arts (dance, music, theater) and film, the emphasis on the social
commitment of university-graduated artists poured into their cultural proposal.
Reinforcing criteria and non-hegemonic paradigms, not inbred. A take towards multi
and trans-disciplinary art, the crossovers and transversal-like disciplines; and the
necessary increase of the budget for staging, management and implementation of
projects for the dissemination of our academic work. In the latter category there is a
clear disadvantage in the international comparison, which is only limited by the
reputation and quality of education in our university.
The profession of architecture, due to its relevance, importance and significance in
the history of humanity, is regulated in most countries. On the other hand, there
are worldwide professional and architectural education organizations that have
established the Letter of Architectural Education Unesco-International Union of
Architects (UIA) and the recommendations of international standards and
professionalism in the practice of architecture. These and other similar documents are
intended to establish the required skills for architects, allowing them international
mobility with the guarantee that the health, safety and welfare of the public will be
taken, essential duties of the profession.
Similarly, architects, of both mutual recognition and educational accreditation
systems that allow the professional practice of architecture, carry out international
agreements. This discipline and the built environment have humanistic and social con-
notations, so that building is considered as a part of the human being; it is stated that
producing working tools and the construction of the dwelling or living space are among
the first acts of civilization.
10
The essence of architecture is the

arrangement of the space inhabited by
humans. An adequate environment for
human activities should be built
according to a set of different
constraints (technological, ecological,
etc.) Their progress in terms of
participation in national and
international organizations related to the
professional and educational field allows
this discipline to be at the forefront of
the core competencies.
Our university is actively and jointly
working to establish basic parameters and requirements resulting in updating of
curricula and better preparation of graduates. In the theoretical and practical
production in architecture and design there is relatively recent knowledge of interest,
these are environmental design and human environment. Moreover, in contemporary
times a strong conceptual foundation for socio-humanistic training must consider the
Theory of Sustainable Human Development, understood as the relationship between
nature, man as a social being and Architecture as part of society and culture: an
integrated and interactive system.
The conceptualization of the project activity should be strengthened, to give
structure to the learning process based on the student role, cultural training as a way
to increase the quality of architecture and urbanism. It is necessary to adopt a form of
integrative thinking that combines the protection of socio-humanism, environment,
economics and business, plus the heritage conservation. It should promote
motivation for the profession and ethics in performance; promote excellence in
teaching, include customer’s requirements and participation of the population,
increase the knowledge of the fine arts as an influence on the quality of design,
distribute environmental education content and the legal instrumentation of the
profession.
Finally, the design process requires discipline and a particular methodology; the scope
of Industrial Design is not reduced to determine the outer shape of the objects. More and
more, the creative ability and methodology of designers can be used to solve problems
of various kinds. It is important to integrate “Design Thinking” methods to design new
products and services, and to explore new trends, new markets and innovative growth
strategies proposals.
11
Universal design is a relatively new paradigm that directs its activities to the
development of products and environments accessible to as many people as possible,
without the need to adapt or redesign them in a special way.
What really matters in design pro-
ducts is not only the final idea, but
a l s o the result of the research process.
This factor gives its real value to the
object to be designed.
The interest in making the most of
local materials and artisanship becomes
evident. It seeks to recover techniques,
materials and even manufacturing
sites. This favors the idea that the
Mexican design has a distinctive identity,
while remaining contemporary and
global.
It is intended that the objects have more than one use; to achieve this, the
possibilities of shape are explored. Chairs that are also booksellers; pots that can be
used as fruit bowls, and lamps that work as tables are some examples of it. The new
offices are exploring innovative and independent ways to sell their products. Online
commerce is nowadays one of the most used options, but this trend also explains the
recent interest in “collective” bazaars, where buyers can meet face to face with the
creators of those brands they find through social media and specialized publications.
In recent years, collaboration has turned into one of the most used working schemes
for design in Mexico. The search of local and easy to get feedstock has led to the use of
raw materials. Furthermore, these resources are used naturally, without exaggeration in
the finish. Stone without sanding, unglazed wood and raw ceramic are some
examples.
The design approach to museums and galleries is another phenomenon that we have
seen in recent years. The pieces are exhibited in institutions or in separate spaces, which
take on a much more artistic character that when seeing the same object in a store.
12
Environmental concern remains as one

of the major issues at all levels due to a
strong presumption that the problem will
worsen in the coming years. It is no longer
just about designing more efficient what
we already have (reduce, reuse and re-
cycle) but to raise a paradigm shift in how
we’re doing things, which requires a new
mindset. We are being invited to rethink
production methods and reinvent social
practices so that they are sustainable. It
is not enough to consume less, to do the
least damage; it is about doing things
differently.
13
2. Background of the University Center of Art, Architecture and Design
The U n i v e r s i ty Center of Art, Architecture and Design (CUAAD) is a dependency

of thematic higher education at the Universidad de Guadalajara (University of
Guadalajara). The Center’s main goal is
to bring education to a professional
level in the arts, architecture, design
and urban planning. CUAAD has three
campuses: two in Guadalajara
downtown (San Agustín and Santa
Maria de Gracia), and the third at the
north end of town (Huentitán).
Currently, our university community
consists of 6,347 undergraduate and 269
graduate students, divided into 10
Major Educational Programs: Music
(MUS), Performing Arts (ARE), Visual
Arts (ARV), Audiovisual Arts (ARA),
Design for Graphic Communication
(DCG), Interior De- sign and Ambience
(DIA), Industrial De- sign (DIN),
architecture (ARQ), Fashion Design
(DIMO) and Planning and Environment
(AMU); and 11 graduate educational
programs, nine master programs and two doctoral programs: Architectural Sciences
(ICA), Film Studies (MICI), Design and New Product Development (MIDD);
Management and Cultural Development (MIGD); Planning and Development (MUD);
Processes and Graphic Expression in Architectural Design Urban (MPAG); Education Arts
and Expression (MEEA); Ergonomics (MER) Ethnomusicology (METH); Doctorate City,
Territory and Sustainability (DUCT) and an inter-institutional PhD in Art and Culture
(DIAC). In addition, 588 professors and researchers impart daily their knowledge to
students.
In recent years, CUAAD has accomplished very important progress in different areas,
for instance: now we have three new research offices and our students got an
outstanding integration to research activities that have grown nearly 14 times as much.
Also, the production of external publications increased by 51 percent. It is noteworthy
that five of our graduate programs belong to the PROGRAMA NACIONAL DE
POSGRADOS
15
DE CALIDAD (PNPC -programs recognized as high quality-) and besides, now we have 18
Academic Groups (CA-CUERPOS ACADÉMICOS) recognized by the federal administration
in three different levels: (4 consolidated, 4 in consolidation process and 10 in formation).
Figure 1. Researchers and Students integrated into the research
Source: Coordination of research and graduate studies, CUAAD, January 2014.
CUAAD, concerned about the rate of applicants wishing to enter our Center, is
making an effort to expand enrollment by 4 percent, providing 90 percent of its
educational programs with a high level of quality. A 7 percent increase in
bibliographic acquisition, as well as a growth in the demand for our academic staff is
also a fact: a rise of 51 percent increase in PTC PROMEP PROFILE has been shown, and
two new researchers got to the SNI level. Also a notably, graduation rates increased by
30 percent.
16
Chart 2: Graduated students, PTC Promep Profile and SNI
Source: Personnel and School Coordination Control, CUAAD, January 2014.
We have opened 50 percent more laboratories equipped for the development of

education and investigation, and have increased the number of agreements with companies
and organizations for the sake of students’ improvement. Moreover, we have also made
close bonds and agreements with different universities in order to exchange knowledge.
In the area of student enrollment, we have gained a significant 71% growth in the number
of external students through educational exchange programs. There was also a 24% increase
in the number of students who graduated. We keep motivating teachers to increase their
student enrollment in their own areas.
17
CUAAD has an extensive list of

specialized faculty members who are
professionally active. This contributes to a
better student performance to a national
and international level. We keep a social
commitment with the community,
prominence and social recognition, offering
opportunities of a broader educational area
within spaces dedicated to culture, fostering
more student and teacher mobility, and the
possibility of social impact with new
educational programs.
Furthermore, we a c ce p t t h e re i s a l a ck o f i n f r a s t r u ct u re a n d f a c i l i t i e s t h a t
wi l l a l l o w a c o m p e t i t i ve t e a c h in g - l e a r n i n g e xp e r i e n c e . T h e r e ’ s a l s o a la ck
o f in t e r e st f ro m t e a ch e r s r e g a rd i n g e d u c a t i o n a l p r o g r a m s u p d a t i n g a n d
i n n o va t i o n . A g i n g t e a ch e r s r e p r e se n t a n im p o rt a n t p e r c e n t a g e f ro m o u r
f a cu l t y m e m b e r s. T e a ch e r s ra n k in g f ro m 5 1 t o 6 0 ye a r s o l d co r r e sp o n d t o a
35% of our members.
Chart 3. Teachers by Age Ranking
Source: Personnel Coordination, CUAAD, January 2014.
19
3. Main
It’s alsoProblems,
worth notingChallenges
that we need and Opportunities
to increase the number of artistic creators well-
known by the National System of Art Creators (SNCA), and the number of professors
who yearly attend the calling of the National System of Investigators (SNI). The
Virtual Library Network gives the investigators the opportunity to have
access to other libraries worldwide, get updated information, enrich
their investigation and publish it in other countries.
CUAAD h a s h u m a n r e s o u r c e s ,
knowledge and expertise to
create and consolidate relevant
agreements depending on their
m a j o r s , post-graduate programs and
extension programs. Cultural and
investigation projects are
developed which are linked with
society and industry to regional,
national and international levels.
It is essential to the university to
spread and implement -in the syllabus
academic planning- the knowledge and
comprehension of the “Triple Helix”
model in their community.
We have an extensive educational offering linked to art and culture. Nevertheless,
the dissemination of these activities and accomplishments of the university community
in this area is not enough.
Being leaders in the international agreements help our graduates be successfully
and permanently integrated to work force. CUAAD recognizes that both teachers and
students show little participation and limited use of the international scholarship
programs, low or lack of proficiency of a second language and the lack of a Budget aimed
to their permanent mobility.
The CUAAD Development Plan 2014-2030 intends to establish the guidelines of
the Center to increase, in the medium term the strengths which identify
ourselves, and to achieve international recognition of our students for their
competitiveness in the professional area.
20
The Center of Arts, Architecture and Design is a dependency of the University of Gua-
dalajara engaged to form professionals with a high level of education committed to the
disciplines of art, architecture and design. Its students involve with their social
surroundings and environment in a sustainable framework. They are able to influence
through social and scientific research applied in a social, artistic and cultural field. Our
community generates and applies knowledge with ethics, equity and respect for all
members of our society.
21
4. Mission
The Center of Art, Architecture and Design is the best educational option in its areas of
competence on the basis of the creative processes and scientific and technological re-
search. It counts with a consolidated international academic leadership on the quality of
its educational programs, its social commitment and involvement with the productive,
cultural and economic sectors. Its graduates satisfactorily meet the social,
environmental, productive and cultural demands.
23
5. Vision
The Center of Arts, Architecture and Design, as well as the University of Guadalajara
PDI is ruled by six strategic guidelines articulated by the same number or themes that
run the University of Guadalajara:
• A university that promotes and strengthens educational innovation.

• An inclusive, equitable and driver of social mobility university.
• A socially committed university community, its transcendence and social recognition.
• A university that fosters a culture of transparency and accountability.
• A university with a global vision and local commitment, positioning and international
management.
• A university that promotes a culture of entrepreneurship among the academic
community.
25
6. Strategic Guidelines
Teaching and learning
The Center of Arts, Architecture and De-

sign generates and transmits knowledge
in the disciplines of art, architecture and
design through a student-centered
educational model that stimulates the
development of their skills.
The university faces now an
international challenge in training
highly qualified students through on-
site education and distance learning,
capable of meeting labor needs.
It is essential for the university to
strengthen a shift from a teacher-based
learning paradigm to a student-centered model to achieve multiple competencies; to
privilege technological innovation and a keep the faculty constantly updated.
Compliance with the Commitments of the Centre with society, culture and regional
development is critical to the relevant professional training in art, architecture and de-
sign. In addition, coordination and participation of national and international
organizations is required.
27
7.Goal
Thematic
PDI axes,
Goalgoals
1 and strategies
Expansion and diversification of enrollment with high quality
standards, relevance and equity, considering global and regional
development trends.
Goal CUAAD 1.1

Effectively participate in curriculum reform at the University of
Guadalajara through new high quality and relevant study plan.
Strategies * Optimize available resources
• Manage new resources.
• Faculty training and update
• Updated and flexible curricula
• Implement and strengthen the process of applicants’ selection.
• Redesign and enrich educational programs with new graduating
possibilities.
Goal PDI Goal 2

Improve the quality of processes, environments and teaching-
learning outcomes.
Goal CUAAD 2.1
Improve the performance of the teaching-learning process at the
center.
Strategies * Integral and ongoing faculty training.
• Provision of adequate and appropriate spaces for new teaching-
learning processes.
• Promotion of new educational media originated in house.
• Promotion of international experiences for teachers.
• Strengthen self-learning and continuing professional development
of teachers and students.
• Intensify students’ professional stages.
Goal PDI Goal 3

objective 3
Consolidation of the pedagogical approach focused on learning and
the integral formation of the student.
28
Goal CUAAD 3.1

Consolidate the Integral System of Attention to students.
Strategies • Effective participation in curriculum reform.
• Comprehensive training of students. Link with the social problems.
• Strengthen the tutorial system through the dissemination of the
program, adequate equipment and intensify tutorship training.
Research and postgraduate studies
The Center of Arts, Architecture and Design is responsible for developing research
that solves problems generated within society, and for staying ahead in a globalized
world to collaborate with entities engaged in research, a t both national and
international levels.
Currently research related to art,
architecture and design is conducted in
many places of the world, aiming to
apply knowledge related to art,
architecture and design. It is here
where opportunities for collaborative
networking are found, in order to
promote the exchange of experiences
among researchers, teachers and
students.
Preserving the acknowledgement that the Center of Art, Architecture and Design of
the University of Guadalajara has currently at an international, national and local level,
is essential in order to transcend borders. Contributing to the state of the art and
knowledge generation, developing research and strengthening student and faculty
mobility, are actions that must be present to increase research and graduate studies of
our Center.
The creation of quality graduate programs, relevant to society, that are highly
applicable to solve problems locally, nationally and internationally in different fields,
promotes the competitiveness that their graduates aim to, creating a critical and
proactive mass for the welfare of society.
It is essential to promote research and development of graduate programs, to create
links that integrate researchers, undergraduate, graduate students, that through joint
activities, they promote early research strengthening projects and consolidating
curricula, creating a virtuous circle for solving social problems.
29
Goal PDI Goal 4

Positioning both research and graduate programs as the education
model axes.
Goal CUAAD 4.1
Develop a research program according to the educational model.
Strategies •Include researchers to conduct further educational programs and
projects and involve at least one of them, with the advisory
committees of each of our programs.
• Link faculty members with researchers to create synergy.
• Strengthen the link between researchers and academic units
throughout all departments.
• Develop texts oriented to educational programs that strengthen
academic activities.
• Develop a network of research oriented to solve environmental
problems and multidisciplinary needs.
• Define research lines according to a balanced development of
applied, basic, educational and technological innovation re-
search.
• Involve students in the research process to develop their skills
and interest on this activity.
• Create conditions so that early research talents remain in the
Center
Goal CUAAD 4.2
Develop a research program that strengthens academic processes
and extension within the University Center.
30
Strategies • Create a Research master plan at CUAAD that includes improving

the development of researchers, Academic groups (CA) and
Academic Units together, with postgraduate and undergraduate
programs.
• Operate editorial policies that strengthen productivity around re-
search, emphasizing the one applied to teaching.
• Find financial, human and infrastructural resources that strengthen
the development of research.
• Promote association and monitoring agreements with public and
private agencies providing operational conditions and
infrastructure for the optimal development of projects to be
undertaken.
• Simplify administrative procedures to encourage the use of
resources for research and graduate programs.
Goal PDI Goal 5
Achieve the critical mass of high-level human resources needed for
the appropriate development of research programs and research
lines.
Goal CUAAD 5.1
Implementation of policies for the development of high quality
human resources for research.
31
Strategies • Create the conditions for promotion and tenure for researchers.
• Link researchers and postgraduate teachers.
• Promote the organization of research and thesis progress
colloquium at undergraduate level, with the mentorship of
researchers.
• Establish research lectures at the Center.
Goal CUAAD 5.2
Integration of undergraduates in research and graduate pro-
grams.
Strategies • Strengthen the development of applied research relevant to
degrees that meet society needs.
• Dissemination of knowledge generated by researchers and
undergraduate studies (courses, conferences, workshops).
• Create forums for exchanging experiences in project development,
for both students and researchers.
Goal PDI Goal 6.

Expansion and diversification of graduate programs with highest
quality standards and national and international relevance.
Goal CUAAD 6.1
Support for the development of graduate programs quality.
Strategies • Create postgraduate programs that link with undergraduate
courses that are relevant with respect to the society needs.
• Support the creation of laboratories that support the development
of research projects for interns.
• Strengthen linkages with national and international universities for
graduate project development and exchange of experiences.
• Create a network of university graduate programs to encourage
research projects development.
• Encourage the use of another language, both for specialized rea-
ding as for the lecturing and teaching courses in foreign language.
32
Entailment
The Center of Art, Architecture and Design links with society and the different factors or
elements that comprise it, have a highly significant value for the achievement of quality
indicators and relevance.
This requires that our institution poses the scenarios that challenge the best
performance of its activities. From an international perspective, there is no
methodology that allows the university and its various agencies, to work together
with other institutions worldwide in order to perform binding actions. In this context,
a significant interest in guiding most projects where market criteria is also perceived,
leaving aside the aspects that define the social commitment of universities as agents
of change.
Nationally, universities do not develop a framework of partnership and cooperation
that allows them to assess the relevance of its substantive actions, including their
academic programs. There is no shared dimension of analysis through which each
university serving strategies are developed. In this context, a working model that allows
the collection of resources and support at national or state level to develop projects is
absent.
Currently there is no working model at the level for the University of Guadalajara Net-
work that favors the linking of all units, there are no diagnoses on the conditions and
the current impact of its majors, additionally there is no general linking project
oriented to strengthen the strategic aspects of the state and region.
Goal PDI Goal 7

Bonding as a strategic function that promotes the transfer of
knowledge and technology.
Goal CUAAD 7.1
Disseminate and promote the Triple Helix model as a management
and development tool among the environment.
33
Strategies • Promote awareness of the Triple Helix model among the com-
munity of teachers of CUAAD. Use the model when planning pro-
grams of the main subjects, which conform the academic major
structure of CUAAD.
• Favor a professional environment, together with the University’s
Major Coordination Centre and its Advisory Committee, in order
to establish the state of things in social and economic perspective
of each graduate programs.
• Promote the development of specific agreements with other

educational, internal or external institutions, government
agencies and organizations of various kinds.
• To foster understanding and integration with programs and re-
search areas of the University Center, among the university com-
munity CUAAD.
• Produce and disseminate a tool for linking physical and virtual con-
tent of academic, scientific and cultural fields delivered by the
University Center for companies that are related to the strategic
development of the state and region.
• Encourage the development of internship vacancies.
• Develop and promote cultural projects that support financially
sustainable social impact and artistic processes.
Goal PDI Goal 8
Innovation and entrepreneurship in students training
Goal CUAAD 8.1
Promote a culture of entrepreneurship among the university com-
munity.
34
Strategies • Implement programs with universities or institutions that promote

the integral instruction of students
• Provide programs or activities that encourage an entrepreneurship

culture among the community of CUAAD and its link with
university authorities, business organizations and government
entities.
• Organize conferences on topics of forefront in coordination with
other units of the University Network.
• Establish a model of procedures, consultations and monitoring of

outreach activities in accordance to the requirements of
Transparency of the Center.
Extension and dissemination
In CUAAD the extension functions promote science, culture and sport as an integral part
of the community. On the other hand, the Center dissemination function reports on the
different artistic, scientific and humanistic activities through various media and social
networks that convey local, national and international recognition to the University
Centre. At the international level, developed countries have strategies diffusion and
dissemination programs and projects, which are duly established. In Latin America,
some countries are making an effort to follow European models; such are the cases of
Chile, Brazil,
Argentina and Costa Rica.
Universities in the center of the country have more resources since they are managed
through duly established programs, while the rest of the public universities do not have
these policies. Hence, financial resources are limited.
In west central Mexico, the University of Guadalajara is a pacesetter despite not
having a policy in accordance with the needs of these areas.
35
Goal PDI Consolidation of the university as a center of cultural and artistic de-
velopment as in local as international level.
Goal CUAAD 9.1
Consolidate CUAAD’s leadership for a greater development of
artistic and cultural activities, creating a greater social impact,
both nationally and internationally.
Strategies • To offer free cultural spaces, for artistic groups, both, from the
University of Guadalajara and from other cultural dependencies.
• Incorporate to course activities, workshops and seminars, efforts
towards creating new audiences.
• Support the improvement of educational programs related to art

and culture through the generation of better equipped physical
spaces.
• That the bands, dance, theater and other art forms, recognized,
in training and experimental, have access to the cultural spaces
of the network, including the Cultural Center of the University of
Guadalajara.
• Increase the presence of arts professionals with proven track re-
cord to enrich educational programs.
Goal PDI
Goal 10
Strengthen the identity and values of university students, teachers
and administrators, with emphasis on the social responsibility of the
university.
Goal CUAAD 10.1

Intensify belonging, identity and social commitment in the commu-
nity of CUAAD and the University Network.
36
Strategies • Incorporate actions that address the creation, evolution, mission

and vision of the University of Guadalajara to strengthen the
identity of the university community, during transit of the stu-
dents in the curriculum.
• Create mechanisms to link projects to support the further
development of communities.
• Promote that students extend their social service to
underprivileged communities.
Goal PDI Goal 11
Achieve full institutional sustainability.
Goal CUAAD 11.1
Contribute to CUAAD’s sustainability through the design of activities
related to this issue.
Strategies • Encourage that all educational programs incorporate
sustainability in the curriculum.
• Develop a plan to operate environmentally friendly energies at
CUAAD.
• Design programs for promotion and dissemination of specific
sustainable actions that can be incorporated into the campus by
the entire university community. (Bank of Projects).
• Encourage the participation of the university community to create
sustainable and multidisciplinary projects.
• Generate University generating business incubator program.
37
Internationalization
Internationalization is one of the most important efforts in all higher education

institutions around the world. In CUAAD is a must to collaborate in the international
framework in all disciplines, through students, faculty and alumni that transcend their
artistic, cultural and scientific activities.
CUAAD’s activities and educational programs have a great potential for
internationalization, they seek to update their curricula so that graduates are within a
competency profile and have greater presence and recognition worldwide through
constant innovation and learning process management. It is essential to increase
international agreements and the participation in mobility program networks. The
center develops a major effort to establish links with institutions in other countries.
However, these efforts are not rewarded in an equal proportion.
It is necessary to establish equivalence in CUAAD’s curricula to ease mobility of
students and teachers; likewise, improve the English-speaking abilities of students and
faculty, so they can expatiate in labor, social and cultural contexts.
Goal PDI Goal 12

Development of global and intercultural skills in students.
Goal CUAAD 12.1
Continuous updating of the curriculum within global standards
and parameters of academic, professional, national and
international organizations.
Strategies • Bring to the teachers groups (academies) training and research
projects from the corresponding counterparts in other higher
education institutions.
• Take advantage of nowadays-technological available resources.
• From the core of government institutions, promote the increase of
programs with an international perspective.
Goal CUAAD 12.2

Integrate the learning of foreign languages and promote its
certification.
38
Strategies • Establish foreign languages as a requirement of permanence, with

support and monitoring strategies during the academic
trajectory.
• Encourage the learning of foreign languages among university staff.
• Promote the teaching of courses in foreign languages.
Goal PDI Goal 13

Promote an international profile of the university’s staff.
Goal CUAAD 13.1
Manage regulatory and operational tools to facilitate
internationalization.
Strategies • Implement the participation in international mobility programs
and / or internationalization as mandatory activity.
• International Accreditation of the educational programs (PE).
Goal PDI Goal 14
Positioning and international management of the university.
Goal CUAAD 14.1
Increasing institutional participation in higher education associations
and international organizations.
Strategies • Increase resources and support for participation in networks and
international institutions.
• Implement outreach and dissemination of CUAAD related to
academic and artistic activities.
39
Management and governance

Many universities around the world base
their management practices and
government on the modernity and
efficiency of their processes. At the
present, institutions require innovative
and administrative decentralization,
which influence the optimal operation
of the institution. This, for the benefit
of academic quality, reputation and
positioning the University in an
international context.
In Jalisco, the university network was
an innovative process that twenty years
ago allowed the expansion of the
academic offer in all regions of the state,
benefiting various sectors of the population. However, many management processes
and governance of institutional dynamics have become bureaucratic and have been
overwhelmed by circumstances these days.
Our institution must be characterized for having more effective and dynamic
management and governance processes, supported by new technologies that enable
management to optimize processes and decision making.
The achievement of academic goals of the institution must be built and characterized
by flexible, simple, and financially sustainable schemes.
The challenges reflected in the Institutional Development Plan 2014-2030 are:
• Governance
• Financial sustainability.
• Planning and Institutional prospectively.
• Flexibility and quality of the organization and management of university governance.
Access to equity and coverage quality education that guarantees human rights and
environmental sustainability are key aspects that should mark CUAAD’s future.
40
In particular, the following challenges arise for CUAAD:
• International: quality and accreditation of universities (educational programs)

Consolidation of a reliable system of academic and management indicators.
• Accountability and financial transparency.
• Create tools to eliminate obsolete and bureaucratic administrative processes.
Goal PDI Goal 15

Strengthen management and university governance.
Goal CUAAD 15.1
Strengthen the academic and administrative management.
Strategies • Distribute academic and administrative staff working hours
throughout the day to improve the center’s population
attention and service.
• Establish an efficient internal communication system.
• Ensure transparency of academic and administrative processes.
• Increase the academic and administrative staff.
Goal CUAAD 15.2

Provide efficient administrative processes.
Strategies • Establish uniform criteria for the procedures and services through
the application of manuals and procedures.
• Implement training for administrative staff.
• Use and improve of the information and communication
techniques (ICT) installed capacity to optimize specific
processes.
Goal PDI •Goal
Seek16certification of administrative processes.
Financial sustainability’s transparency and accountability.
Goal CUAAD 16.1
Increase financial sustainability.
41
Strategies • Move the cultural economic model of the university to academia.

• Establish links with institutions that operate globally successful
models in terms of financial sustainability.
• Prepare an assessment of the goods and services produced in the
university.
• Promote and expand the number of income generating projects.
Goal CUAAD 16.2
Foster a culture of transparency and accountability.
Strategies • Strengthen transparency systems to the community.
• Develop internal procedures to strengthen CUAAD audits.
• Establish a mechanism for clear and accessible communication for
the community.
Goal PDI Goal 17
Consolidation of equity, inclusion and guarantee of human rights.
Goal CUAAD 17.1
Increasing gender equity in decision-making.
Strategies • Continue with the incorporation of women in positions of middle
and senior management.
• Increase the representation of women in the various governing
bodies of the university.
Goal CUAAD 17.2
Ensure access to the university facilities for community members
with disabilities.
Strategies • Continue with the adaptation of the physical infrastructure to meet
the criteria of universal accessibility.
• Supplying libraries with special equipment for reading and
listening.
42
8. Strategic Indicators
In this section, the main indicators that will strengthen the fulfillment of the goals
and strategies are described here. It is important to notice also that most of the
indicators are based on the PDI of the University of Guadalajara, but in a few cases,
other indicators are incorporated by the Center of Art, Architecture and Design.
Table 1. Teaching and Learning / Indicators
Consistence with
PDI’s indicator
Indicator Metrics
Number
Value Goal Goal

2014 2019 2030
1 Percentage of full-time faculty (PTC) with a 59% 70% 90% 1
quality profile recognition by the Program for
Improvement of Teaching (PROMEP).
2 Percentage of full-time faculty (PTC) whom 89% 92% 98%
count with post-graduate studies.
3 Percentage of students getting tutorship. 88% 92% 100% 4
4 Percentage of educational programs recognized 90% 100% 100% 7
for their quality.
5 Percent of full-time faculty on permanent 52% 85% 100%
training.
43
Table 2. Research and Graduate / Indicators
with PDI indicator

Consistency
Indicator Metrics
Number
Value Goal Goal

2014 2019 2030
1 Percentage of academic groups (CA) with a 35% 50% 70% 1

level of consolidated.
2 Percentage of members of faculty with a Ph. D. 10% 30% 50% 2
Degree.
3 Percentage of members of our faculty with a Ph. 12% 35% 50% 3
D. Degree whom they are members of the
National Researchers System (SNI) and/or the
National Artistic Creators System (SNCA)
4 Percentage of research projects with external 3% 10% 30% 4
funding.
5 Percentage of research projects that 50% 70% 100% 5
incorporate students.
6 Percentage of international or coauthored 3% 10% 25% 6
publications with international counterparts.
7 Percentage of articles published in academic 0% 10% 20% 7
journals with an impact factor higher than 1.
8 Percentage of graduate programs in the 30% 80% 100% 8
National Quality Graduate Program (PNPC).
9 Percentage of graduate education programs 0% 5% 15% 9
with international competence category.
44
10 Percentage of enrollment in higher-level 2% 10% 25% 10

graduate programs.
11 Number of doctors graduated annually at 10 15 20 11
CUAAD’s programs.
12 Ratio of undergraduate students that take part 2 to 1 3 to 1 5 to 1
on research projects.
45
Table 3. Bonding / Indicators
with PDI indicator

Consistency
Indicator Metrics
Number
Valor Meta Meta

2014 2019 2030
1 Percentage of undergraduate programs that 20% 60% 100% 4

offer professional practices agreements to their
students.
2 Percentage of graduate programs linked with 5% 40% 100% 2
public and private sectors.
3 Activities to promote entrepreneurial culture. 3 5
4 Number of registrations for CUAAD of trade- 4 10 20 6
marks and patents.
5 Diagnosis of the environment by PE. 70% 100% 100%
6 Specific agreements with the private sector 2 20 50
7 Specific agreements with civilian organizations 14 30 60
and government entities.
8 Professional practices Agreements for under- 135 200 300
graduated students
9 Training programs and extracurricular update 10 20 60
for students and teachers.
10 Development and promotion of cultural 20 40 60
projects.
11 Linking project participants, teachers. 16 50 100
12 Students participating in linked projects. 222 400 600
46
Table 4. Extension and Spreading / Indicators
with PDI indicator

Consistency
Indicator Metrics
Number
Value Goal Goal

2014 2019 2030
1 Percentage of undergraduate students in social 18% 30% 50% 1

service working on assistance programs.
2 Regional coverage of programs to support the 10% 25% 40% 3
sustainable development in the state of Jalisco.
3 Percentage of educational programs that 20% 60% 100% 4
include in their curriculum environmental
education and sustainability
4 Percentage of educational programs that 5% 35% 70% 5
include activities for the students’ integral
formation (culture, sports, health).
47
with PDI indicator
Consistency
Indicator Metrics
Number
Value Goal Goal

2014 2019 2030
1 Number of students participating in mobility 126 150 160 1

programs. (outgoing, per year)
2 Percentage of Full Time Teachers PTC whom take 2 12 30 2
part in mobility programs. (Outgoing, per year).
3 Percentage of students participating in mobility 138 160 200 3
programs (incoming, per year).
4 Percentage of Full Time Teachers PTC who 10 25 4
participated in mobility programs (incoming,
per year).
5 Percentage of educational programs updated 60% 100%
in accordance to international standards.
6 Curricula that integrate a regional, global, inter- 60% 100%
national, intercultural perspective.
7 A foreign language command as a permanence 100% 100%
requirement for students in academic programs.
8 Number of projects promoted with universities 30 70
and partner institutions (outreach, research and
training).
48
Table 6. Managing and Governability / Indicators
with PDI indicator

Consistency
Indicator Metrics
Number
Value Goal Goal

2014 2019 2030
1 Percentage of certified administrative 0% 25% 50%

processes.
2 Percentage of extraordinary resources obtained 42% 50% 60% 2
by competition with respect to the annual total
operating subsidy.
3 Self-generated resource percentage relative to 51% 62% 65% 1
regular total annual subsidy.
4 Percentage of updated information 40 95 100
transparency portal.
5 Percentage of women enrolled in high and 40 50 50
intermediate management positions.
6 Percentage of building facilities with universal 40 60 80
access.
49
9. Considerations for Implementation
In order to fullfill the CUAAD Development Plan, each strategic guideline must be
evaluated semestrally through assigned technical commitees, which will follow
up goals and indicators and propose the necessary adjustments so as to
facilitate monitoring of established goals.
51
10. Annexes
Methodology of Construction of the CUAAD Development Plan
The University of Guadalajara presented in May 2014 its new Institutional

Development Plan, Document which guides our activities and substantive functions,
and where the university’s mission and vision were redefined to meet goals of 2030,
with consistency with the National and State Development Plans.
The results of the workshop, besides the diagnosis of strengths, opportunities,
weaknesses and threats (FODA), t h r o u g h i n d i c a t o r s o f p e r f o r m a n c e a n d
impact, served as a standard to elaborate the CUAAD
Development Plan, restructured in content and conceptual
organization according the new strategic and transversal
guidelines and institutional policies and objectives.
The drafting committee called to meetings to analyze necessary adjustments in the
document. Afterwards, the CUAAD Development Plan was submitted to study and
approval by the Central Council, which through an assigned commission, suggested
changes in the areas of mission, vision and objectives.
This document, which comprises the result of all the process herein, will serve as a
guideline to lead CUAAD’s operational and substantive activities as a social
commitment, forcing itself to maintain its quality as a Public Organism and Educational
Institution.
10. Annexes
53
10. Annexes Strategic Vector Investigation and Post-
graduate Dept.
Moderator:
Dra. Cynthia Lizette Hurtado Espinosa
Investigators:
Mtra. Hilda Vidalia González Sandoval
Mtro. Cristóbal Eduardo Maciel Carbajal
Mtro. Gabriel Orozco Grover
Dr. Fernando Córdova Canela
Dra. Verónica Durán Alfaro
Dr. José Arturo Gleason Espíndola
Mtro. Luis Rogelio Valadez Gill
Undergraduate school
Coordinators:
Lic. Carolina García Trejo
Mtra. Mónica Iliana Velázquez Ornelas
Mtro. José Francisco de la Torre Cisneros
Mtra. Claudia Cecilia Delgadillo Mejía
Mtro. Tenoch Huematzin Bravo Padilla
Mtra. María de Lourdes Miramontes Bravo
Mtra. Katia Ariadna Morales Vega
Lic. Blanca Esthela Álvarez Pulido
Students:
Fernando Mayoral Gutiérrez
Alejandra Robles Delgado Romero
Livier Olivia Escamilla Galindo
Carlos Alberto Prado Muñoz
Alexa Michelle Barrera Gómez
Lesli Anahí Rodríguez Aguilar
Oliver José María Rivera León
José Antonio Campos Barragán
All coordinations:
Lic. Carolina García Trejo
Mtra. Mónica Iliana Velázquez Ornelas
Dr. Jorge Arturo Chamorro Escalante
Mtro. Alejandro Briseño Vilches
Lesli Anahí Rodríguez Aguilar
Fernando Mayoral Gutiérrez
LDCG. Sara Cárdenas Vázquez
Postgraduate Coordination:
Mtra. María Guadalupe Rivera Acosta
Dr. Jorge Arturo Chamorro Escalante
Dra. Adriana Ruíz Razura
Mtro. Hugo Cristóbal Gil Flores
Dra. María Estela Guevara Zárraga
Mtra. Gloria Aslida Thomas Gutiérrez
Dr. Rosalío Ávila Chaurand
Mtro. Alejandro Briseño Vilches
Dra. Adriana Inés Olivares González
Dra. María Teresa Pérez Bourzac
Mtra. Rocío del Consuelo Pérez Solano
Strategic vector Extension and
Dissemination
Moderator:
Mtro. Francisco Javier Mercado Muñoz
Mtro. Saúl Gutiérrez Medina

Mtra. Claudia Cecilia Delgadillo Mejía
Mtra. Katia Ariadna Morales Vega
Mtra. María de Lourdes Miramontes Bravo
Lic. Blanca Esthela Álvarez Pulido
Lic. Yuliana Lizette Padilla Díaz
Mtro. Ismael García Ávila
Mtra. Noelia Agulló Oreja
Dr. Efraín Franco Frías
Dra. Verónica Livier Díaz Nuñez
Lic. Mónica Magallanes
Lic. Sandra Patiño Quiroz
Mtra. Marcela del Rocío Ramírez Mercado
Strategic Vector Linkage
Moderator:
Dr. Omar Alejandro Ruíz Gutiérrez
Mtro. Carlos Fernando Anaya Román

Mtro. Gerardo Hernández Grover
Mtro. Everardo Camacho Iñiguez
Lic. Francisco García Martínez
Lic. Carla Virginia Ruvio Flores
Dr. Juan Carlos Orozco Abundis
Lic. Claudia Fernández Ortiz
C. Saúl Márquez Vitela
Strategic Vector Internacionalization
Moderator:
Mtro. Fernando Mora Mora

Mtra. Alejandra Villanueva Veloz
Mtro. José Francisco de la Torre Cisneros
Mtro. David Martínez Varela
C. David Israel Vázquez Granados
Mtra. Mónica Patricia López Alvarado
Dra. Adriana Inés Olivares González
Mtra. Ana Esther Rentería Mejía
Strategic vector Teaching and Learning
Moderator:
Dr. Francisco Javier González Madariaga
Mtra. Aurea Santoyo Mercado

Mtro. Luis Giachetto Carrillo
Mtro. Alfredo Cárdenas de la Mora
Mtro. Juan Ramón Hernández Padilla
Dr. Rosalío Ávila Chaurand
Mtro. Boris Goldenblank
Dr. Juan López García
Mtra. Claudia Villalobos Santana
Dra. Irma Susana Carbajal Vaca
Mtra. Dolores Aurora Ortíz Minique
Mtra. Rosa Amelia Rosales Cinco
Dr. Miguel Ángel Jiménez Macías
C. Kasim Vera
Mtro. Mario A. Carrera Luna
Mtro. Carlos González Bartell
Strategic Vector Management and
Governability
Moderator:
Mtro. Ernesto Flores Gallo
Mtra. Eva Guadalupe Osuna Ruíz

Dr. Francisco Javier Gómez Galván
Mtro. Jorge Enrique Zambrano Ambrosio
Lic. Ángel Igor Lozada Rivera Melo
Mtro. Juan Ernesto Alejandro Olivares Gallo
Mtra. María Dolores del Río López
L.N Jessica Lizet Bautista Hernández
C.P Edgar Ernesto Mora Gutiérrez
Lic. Martín Alonso Sánchez Sánchez
Drafting Committee

Mtra. Fabiola Aceves Covarrubias
Mtro. Francisco Javier Mercado Muñoz
Dr. Omar Alejandro Ruíz Gutiérrez
Dr. Francisco Javier González Madariaga
Organization
L.E.P. Irma Evelia Cortés Gutiérrez

Mtro. Miguel Ángel Casillas López
Ing. Luis Alberto Mendoza Navarro
Mtro. Saúl Gutiérrez Medina
Lic. Héctor Alejandro Cruz López
General Coordinators

Mtra. Fabiola Aceves Covarrubias
Mtra. Eva Guadalupe Osuna Ruíz

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UNIVERSIDAD DE GUADALAJARA

Red Universita1ia de Jalisco

ART, ARCHITECTURE AND DESIGN UNIVERSITY CENTER

Message from the Chancellor …………………………………………………………………..7

1. Main trends in art, architecture and design .................................................................... 9

2. Background of the Art, Architecture and Design University Center ................................ 13

The renewal of the Development Plan 2014-2030 of the

Ernesto Flores Gallo.

The essence of architecture is the

Environmental concern remains as one

The U n i v e r s i ty Center of Art, Architecture and Design (CUAAD) is a dependency

Figure 1. Researchers and Students integrated into the research

Source: Coordination of research and graduate studies, CUAAD, January 2014.

Chart 2: Graduated students, PTC Promep Profile and SNI

Source: Personnel and School Coordination Control, CUAAD, January 2014.

We have opened 50 percent more laboratories equipped for the development of

CUAAD has an extensive list of

Chart 3. Teachers by Age Ranking

Source: Personnel Coordination, CUAAD, January 2014.

• A university that promotes and strengthens educational innovation.

Teaching and learning

The Center of Arts, Architecture and De-

Goal CUAAD 1.1

Goal PDI Goal 2

Goal PDI Goal 3

Goal CUAAD 3.1

Research and postgraduate studies

Goal PDI Goal 4

Strategies • Create a Research master plan at CUAAD that includes improving

Goal PDI Goal 6.

Goal PDI Goal 7

• Promote the development of specific agreements with other

Strategies • Implement programs with universities or institutions that promote

• Provide programs or activities that encourage an entrepreneurship

• Establish a model of procedures, consultations and monitoring of

Extension and dissemination

• Support the improvement of educational programs related to art

Goal CUAAD 10.1

Strategies • Incorporate actions that address the creation, evolution, mission

Internationalization is one of the most important efforts in all higher education

Goal PDI Goal 12

Goal CUAAD 12.2

Strategies • Establish foreign languages as a requirement of permanence, with

Goal PDI Goal 13

Management and governance

In particular, the following challenges arise for CUAAD:

• International: quality and accreditation of universities (educational programs)

Goal PDI Goal 15

Goal CUAAD 15.2

Strategies • Move the cultural economic model of the university to academia.

Table 1. Teaching and Learning / Indicators

Value Goal Goal

Table 2. Research and Graduate / Indicators

with PDI indicator

Value Goal Goal

1 Percentage of academic groups (CA) with a 35% 50% 70% 1

10 Percentage of enrollment in higher-level 2% 10% 25% 10

Table 3. Bonding / Indicators

with PDI indicator

Valor Meta Meta

1 Percentage of undergraduate programs that 20% 60% 100% 4

Table 4. Extension and Spreading / Indicators

with PDI indicator