Integration of the substantive functions of the university through the friendly armrs methodology

Abstract

The integration of the substantive functions in higher education institutions strengthens the educational system and its connection with the productive sector. In this context, the fincas amigas methodology is proposed for the Agronomy program at the Universidad Laica Eloy Alfaro de Manabí (ULEAM) as a strategy to integrate teaching, research, and community engagement. This exploratory study gathered information  through interviews, document review, observations, and project analysis, structured into four key stages. In the first stage, diagnosis, the substantive functions of the agronomy program were evaluated, identifying needs and  opportunities with faculty and the productive sector. The second stage, planning, developed an action plan with objectives, activities, and resources aligned with productive demands. In the third stage, organization and execution, roles were assigned, and interinstitutional training and collaboration programs were implemented, with constant progress monitoring. Finally, in the fourth stage, dissemination and transfer of results, the achievements and lessons learned were shared through various media, allowing the application of best practices in different spaces and expanding the project’s impact. The Fincas Amigas proposal aims to enhance practical academic training and its link with the agribusiness sector, promoting a collaborative model that strengthens agricultural education and encourages innovation in sustainable and  replicable agricultural practices for the benefit of the agricultural community