This study has the objective to describe academic work quality and work environment of Autonomous University of Baja California South, in Mexico, from the teacher's perspective. We used a quantitative, non-experimental, cross-sectional, descriptive method (Hernández, Fernández, & Baptista, 2014). We applied, electronically, a structured survey based on the change instruments and organizational environment designed by Kraut (1996). The analysis categories were academic work, work environment, college life, and decision making in the institution. The sample was non-probabilistic, of opportunity, obtaining the participation of 107 teachers of many campus located in the cities of La Paz, Cabo San Lucas, Loreto, Ciudad Insurgentes, and Guerrero Negro. The data analysis technique was descriptive, and processed in an electronic system corresponding to year 2013. The results showed a high commitment of teachers to values and principles of the Institutions (94.4%), strengthening their identity and belonging to the Institution.

We present an analysis regarding Information and communication technologies (TIC) and their relation with indicators of academic results in bachelor's degree programs offered in state public universities in Mexico. This work is non experimental, cross-sectional, and correlational. The goal is to determine significant relations between variables: educational programs that incorporate telematics in their programs and courses of study, qualifications, withholding rates, completion rates, professional integration, along with graduates and employers satisfaction. The data is formed by 58 universities that presented their Program of Quality Strengthening in Education Institutions (PROFOCIE) projects before Ministry of Public Education (SEP) in 2015; and were processed in the statistic package SPSS, obtaining correlation coefficients. These results showed significant relation to withholding rates and student and graduates satisfaction, even though a significant relation wasn't found in degree indicators, completion rates, and professional integration.

El objetivo de este estudio es describir el impacto de los indicadores del Programa Integral de Apoyo Institucional (PIFI) en las universidades públicas en México, en el periodo 2001-2007. El tipo de investigación fue transeccional y las categorías de análisis consideradas fueron la capacidad académica y la competitividad académica. En el reporte se describen aspectos sobre educación superior, el PIFI y de la evolución de su proceso de planeación, y se presentan los resultados del análisis. Se concluye que el desarrollo de los indicadores de la capacidad y competitividad académica muestra un aumento en todas las variables consideradas en el periodo considerado.AbstractThe purpose of this study is to describe the impact of indicators of the Integral Program of Institutional Support (PIFI) in public universities in Mexico, for the period 2001-2007. The type of research was transactional and the categories of analysis considered were academic abilityand competitiveness. In the report aspects are approached onhigher education, the PIFI and the evolution of its planning process andthe results of the analysis. It is concluded that the development of indicatorsof academic ability and competitiveness show an increase in all the variables considered.Recibido: 15 de junio de 2009 Aceptado: 28 de enero de 2010

We shall present a descriptive, quantitative study with the purpose of analyzing the technological and connectivity resources that teachers had during the preventive period of COVID-19 in the year 2021. We analyzed the technological and connectivity resources at home; the resources, tools or strategies used by teachers, the platforms used to communicate, as well as the difficulties that students faced to be able to carry out distance education. A survey was applied to 225 teachers in the Public Teacher Training Schools in the state of Baja California Sur. We found that most of the teachers had connectivity (Internet) and computer equipment at home. The main technological resource used was the cellular phone and their main support was the Google Classroom platform. They communicated with their students through What-sApp; most of the students had lack of connectivity and access to equipment.

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