Trabajo de Investigación previo a la obtención del grado de Magister en Administración de las Organizaciones en Economía Social Y Solidaria

Esta investigación surge de una necesidad de la Cooperativa de ahorro y crédito CACEC Ltda., para obtener financiamiento a bajo costo. Considerando que este aspecto representa una de las problemática de mayor incidencia en sector cooperativo, debido al alto valor de los recursos monetarios que se requiere para la actividad de intermediación financiera. Con la construcción de planes de acción se pretende optimizar los indicadores de la Responsabilidad Social Empresarial aplicando una metodología basada en los principios del Cooperativismo. Los resultados permiten acceder al fondeo en instituciones que ofrecen financiamiento con tasas entre el 2% y el 6%, con lo que se logra productos financieros de crédito a menor costo que redunda en el bienestar de los socios y clientes de la Cooperativa. Para el estudio se emplearon como insumos la información levantada de los indicadores del Balance Social de la institución con lo que se establece un diagnóstico situacional, identificando principalmente los indicadores para el financiamiento. Además, se aplicó una encuesta a de socios y clientes lo que permitió identificar las necesidades y preferencia con el fin de mejorar indicadores de Responsabilidad Social. Los planes de acción que resultaron del estudio se aplicaron y se registra la mejora de los indicadores relacionados con los principios de Adhesión Libre y Voluntaria; y, de Educación e Información. Esta mejora no solo repercute en la gestión de la organización sino que permitió ser considerada por la Instituciones fondeadoras nacionales e internacionales con acceso a financiamiento. El proyecto se pudo cristalizar debido al compromiso de toda la organización encabezado por la Gerencia. Finalmente se logró cumplir con los objetivos del estudio al incrementar el nivel de financiamiento y evidenciar un cambio de cultura organizacional orientado al bienestar de los clientes internos y externos

How confident are young adult cancer survivors in managing their survivorship care? A report from the LIVESTRONG™ Survivorship Center of Excellence Network

This study examined the association between sociodemographic, cancer treatment, and care delivery factors on young adult cancer survivors’ confidence in managing their survivorship care

Long Term English Learners: Success for Some

Many factors influence the schooling experience of a student. This research explores the influence of the school structure, the family, as well as policy and practice in the school setting as it relates to Long Term English Learners. I use Social Reproduction Theory, Community Cultural Wealth, and Student Voice as the theoretical frameworks to examine how former Long Term English Learners experienced school and exited the English Learner program. I present three arguments in this research to examine and explain the educational journey of a student identified as a former Long Term English Learner. First, I argue that school personnel, programs, and the “hidden curriculum” (Jackson, 1968) emerged as key to the ability for these students to exit the EL program and pursue a college education at a four-year university. I also argue that Community Cultural Wealth (Yosso, 2005) served as a vehicle for the students in this study to become college bound. Finally, I argue that if schools are to enhance schooling experiences for English Learners, schools must practice “listening to student voice and their perspective” to inform decisions that impact this marginalized student population (Mitra, 2006, p. 7). I conducted interviews, observations, and analyzed pertinent documents to explain the schooling experience of the participants in this study These students were driven to become college bound that resulted in their ability to exit the English Learner program, which was not an identified goal by most participants. The students in this study embraced the opportunity to select courses that fulfilled the A-G college entrance requirements and pursue enrollment in a California State University or University of California upon graduation. The results of this study indicate that the influence, direction, and motivation of parents, the school, students, and Spanish shaped how the students experienced and succeed in high school. The drive to become college bound and enroll in a four-year university upon graduation was their primary goal, not exiting the EL program

Long Term English Learners: Success for Some

Many factors influence the schooling experience of a student. This research explores the influence of the school structure, the family, as well as policy and practice in the school setting as it relates to Long Term English Learners. I use Social Reproduction Theory, Community Cultural Wealth, and Student Voice as the theoretical frameworks to examine how former Long Term English Learners experienced school and exited the English Learner program. I present three arguments in this research to examine and explain the educational journey of a student identified as a former Long Term English Learner. First, I argue that school personnel, programs, and the “hidden curriculum” (Jackson, 1968) emerged as key to the ability for these students to exit the EL program and pursue a college education at a four-year university. I also argue that Community Cultural Wealth (Yosso, 2005) served as a vehicle for the students in this study to become college bound. Finally, I argue that if schools are to enhance schooling experiences for English Learners, schools must practice “listening to student voice and their perspective” to inform decisions that impact this marginalized student population (Mitra, 2006, p. 7). I conducted interviews, observations, and analyzed pertinent documents to explain the schooling experience of the participants in this study These students were driven to become college bound that resulted in their ability to exit the English Learner program, which was not an identified goal by most participants. The students in this study embraced the opportunity to select courses that fulfilled the A-G college entrance requirements and pursue enrollment in a California State University or University of California upon graduation. The results of this study indicate that the influence, direction, and motivation of parents, the school, students, and Spanish shaped how the students experienced and succeed in high school. The drive to become college bound and enroll in a four-year university upon graduation was their primary goal, not exiting the EL program