Políticas para el impulso a la economía del conocimiento en el estado de Sinaloa, México

Santos López Leyva; Ana Bárbara Mungaray Moctezuma

doi:10.35197/rx.11.01.e1.2015.01.sl

Authors

Santos López Leyva
Ana Bárbara Mungaray Moctezuma

DOI:

https://doi.org/10.35197/rx.11.01.e1.2015.01.sl

Keywords:

regional system of innovation, regional development, public policies, higher education, science and technology, innovation

Abstract

This article offers a perspective for the formulation of public policies in the science, technology and innovation (STI) sector for the state of Sinaloa. Currently, the productive processes of the regions are developed in what is called the “knowledge economy.” There are two major theoretical frameworks for the study of this topic. First, there is the neoclassical current with its production functions and growth models; second, there is evolutionary thinking that builds the categories of national and regional innovation systems, technological trajectories and paradigms in science and technology. For the construction of a regional policy in this field, this second current of thought is more useful, which is adequately complemented by an institutionalist vision.

The method used is one of progressive verification where the existence of each of the components of the Regional Innovation System (SRI) is verified; in the case of universities, each of the dimensions of quality set forth by Levin (2006) are taken.

The meaning and scope of a regional innovation system is shown and the categories of this construct allow us to visualize Sinaloa developing public policy proposals for the development of the region. It highlights elements such as the need to strengthen the pillars of the SRI; register Sinaloa in the knowledge economy; build the city of knowledge; improve the visibility of the knowledge produced in the entity, and strengthen the institutional base of the STI. The second element that it addresses is the higher education institutions as producers of knowledge. In the elaboration of a framework, the concept of the triple helix, the second mode of knowledge production, the innovative university, Pasteur's quadrant, and academic capitalism are reviewed. To review the quality of higher education in the entity, it resorts to the twelve dimensions of the quality of a higher education institution: excellence in research; academic freedom and an adequate intellectual atmosphere; capacity for self-government; adequate facilities and financing; respect for diversity; achieving internationalization; exercising democratic leadership; faculty for the development of undergraduate studies; adequate use of new information technologies; quality in teaching; connection with society and the existence of dynamic collaboration within it.

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