Universal Journal of Educational Research Vol. 4(10), pp. 2355 - 2360
DOI: 10.13189/ujer.2016.041015
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University and Participative Democracy: Adoption, Perception and Impact - Case Study Universidad Politécnica Salesiana


Irene Buele 1, Vidueira Pablo 2,*
1 Department of Accounting and Auditing, Politecnica Salesiana University, Ecuador
2 Department of Rural Development, Technical University of Madrid, Spain

ABSTRACT

The Constitution of Ecuador was approved in 2008, and promotes the application of participatory processes for resource distribution at different levels of government. The ultimate aim of the Constitution of Ecuador is to promote sustainable development and equitable distribution of resources and wealth, and to access the "Buen Vivir". However the level of application of the methodologies supporting these processes have not been measured or evaluated. This research evaluates the participation of students of one of the leading universities of Ecuador at different stages of the methodology of participatory budgeting implemented in their location of birth or residence. The research involves the application of student surveys at the Politécnica Salesiana University, in the southern part of Ecuador. The results will determine the level of participation, perception and impact of this university community regarding the implementation of participatory budgeting within local democratic processes.

KEYWORDS
Participatory Democratic, Participatory Budgeting, Politécnica Salesiana University

Cite This Paper in IEEE or APA Citation Styles
(a). IEEE Format:
[1] Irene Buele , Vidueira Pablo , "University and Participative Democracy: Adoption, Perception and Impact - Case Study Universidad Politécnica Salesiana," Universal Journal of Educational Research, Vol. 4, No. 10, pp. 2355 - 2360, 2016. DOI: 10.13189/ujer.2016.041015.

(b). APA Format:
Irene Buele , Vidueira Pablo , (2016). University and Participative Democracy: Adoption, Perception and Impact - Case Study Universidad Politécnica Salesiana. Universal Journal of Educational Research, 4(10), 2355 - 2360. DOI: 10.13189/ujer.2016.041015.