Anti-Models for Universitary Education: Analysis of the Catalans Cases in Information and Communication Technologies

Introduction

When two societies with developed economies inside the European Union (EU) have the unemployment rates indicated in Figure 1 or Neet (not in education, employment, or training) in Figure 2. It means that one of the cornerstones of those states such as education has failed irrespective of whether we are talking of public or private education. When talking about developed economies it is understood that the ICT (information and communication technology) are present in almost 100% of the goods and services which are generated by these societies daily. The failures in the educational environment result from the structure and the system that every state has and has not converged on a common model inside the EU. It suffices to consider the homologation of the university diplomas and/or engineering degrees made beyond the European borders or inside some member states, when there is talk of PhDs or masters. Although some aspects related to the mobility of the students, professors, researchers, etc., or scholarships have been facilitated by the educational system.

Figure 1.

Unemployment in Spain, digital newspaper: El País –10.20.2011 (www.elpais.es)

Figure 2.

Neet (not in education, employment, or training) in Spain, digital newspaper: El País –12.18,2011 (www.elpais.es)

However, the conformation of the university structures, public or private, remain unchanged in the new millennium thus generating educational anti-models but which are sold by the marketing as educational excellence, especially in the private universities or where prevails what Saussure called from a linguistic point of view parochialism (Saussure, 1983; Cipolla-Ficarra, 2010a; Cipolla-Ficarra, 2010b). When we talk about university structures we mean the human structure and the organization chart of said structure.

The current work will start to describe the bad conformation of organizational charts in certain universities, especially in those where Catalan is spoken and some of its derivations such as Majorca, Valencia dialects and others until generating the current educational anti-models which affect the sector of ICT and the future generations. Later on we reveal the strategies followed to compile the table of heuristic evaluation of educational excellence, coupled with examples, which may be looked up online for their verification. Finally are presented results achieved with communicability evaluators in the universe of study with their matching conclusions and future lines of research.

The Lousy Conformation Of The University Organizational Charts

The conformation of the university organizational charts of the European Mediterranean basin in the 90s constitutes an antimodel with endless interrelations, that is, not only in the academic environment but in the nefarious consequences for the future generations of professionals and potential users of the new technologies aimed at the online and offline interactive systems, for instance (Cipolla-Ficarra, 2010b). The appearance of a myriad universities in a same autonomic region as they are called in Spain led to quickly transferring the professors from high schools, schools, academies, etc. which had associated the word “technical” to the universities. Simultaneously were raised the local linguistic barriers to put a brake to the university globalization phenomenon in cities such as Barcelona or Palma of Majorca among others located in Southern Europe. That is, the public civil servants (including the university professors in this category) in Madrid could not work in Barcelona because they didn’t speak Catalan perfectly in the university classrooms, whereas in the inverse sense that was possible. That is, that a Catalan-speaking professor could work without any problems in Madrid, Valladolid or Seville. Once the civil servant posts were covered for the engineering degrees and the B.A., the problem arose of covering the professor posts for the masters and PhDs.