EXAMPLE OF PROBLEM STATEMENT.

THE STATEMENT OF THE PROBLEM (or RESEARCH PROBLEM) is in

every graduation project and/or thesis, the first chapter that contains the logical framework,
this is, the causes, consequences, and prognosis of the study reflected in the
title. This chapter is generally made up of the following subtitles, to
knowledge
a) Problem determination
b) Formulation of the problem (question or inquiry)
c) Objetivos (General y Específicos)
d) Justification, importance and scope
e) Limitations

For the drafting of the first point: the Determination of the Problem, the following is used
logical reasoning of deduction, that is, going from the general to the particular. No
it not only indicates what the problem being investigated consists of, but also
Contextualize. That is why it is said: go from the GENERAL TO THE PARTICULAR.

It is understood that, for example, it is written referring to the subject or topic.

selected at the level (o context o international
then, national, continuing at the local level, to finally arrive at the place where
observe this problem.
If the problem, understood as a variable or category of study, is for example,
a deficient school tutoring service; it should start by writing about the
situation of tutoring at an international level, then what is the reality that arises
perceived in the country (where the University is located); then at the local or
the region to which the institution belongs; and finally, to present it concretely
and concise, the problem in the educational institution.
Regarding the number of pages suggested for this subtitle, in general, it can
to be condensed into 3 or at most 4 pages.

Next, the wording of this first part of the project is presented

investigation. The coded paragraphs from number 1 to 4 reflect the trend at the level
international; from the 5th to the 7th corresponds to the national level; the 8th refers to the local level, and
finally, from 9 to 12 is at the level of the institution where the problem was observed.

EXAMPLE:

Título del Proyecto:THE PARTICIPATION OF THE FAMILY IN THE ACTIVITIES

PLAYFUL ACTIVITIES AND THEIR IMPACT ON SOCIAL MATURITY IN CHILDREN
AT THE INITIAL EDUCATIONAL INSTITUTION SIMONCITO

CHAPTER I
STATEMENT OF THE PROBLEM
 1.1 Problem Identification
Education at all levels is transforming, going through great
paradigm shifts, no longer based on the conception of teaching and learning
as transmission and observation, but currently, it is oriented towards a
active and participatory model, allowing the establishment of new strategies for
learning: a "meaningful learning."

A necessary condition for achieving these learnings is that the

methodology used is generated from concrete, experiential experiences. By
example, considering playful activities, which allow for the
students develop their heuristic potential; their capacity for analysis, synthesis;
becoming true spaces where the child lives, feels, and enjoys fully
freedom its existence in a motivating and pleasant way.

In the educational context, there is an essentially instrumental conception.

from playful activity, whose pedagogical practices tend to use its expressions
such as: theater, music, dance, sports etc., in some cases as
strategies to solve learning problems (understood in reality,
to learn content specific to the disciplines of knowledge, and in others,
to solve problems of attention and motivation as well as issues
related to student coexistence and aggression in institutions
initial education educational.

In response to this, the current trend in the educational field is to give greater
emphasis on play activity as it is considered a fundamental part of the
human dimension, not as a science, nor a discipline, much less a new one
fashion; but a trend of way of life, against the daily routine; that is, it comes to
to be a way of relating in society in those everyday spaces where
enjoyment, pleasure is produced; accompanied by the relaxation that activities bring
symbolic and imaginary like the game. It presents, for example, the meaning of
humor, art, and other activities (dance, love, affection), that is produced when one
interact with others, with no reward other than the enjoyment that it brings
events.

In that context, it is perceived that the educational system in Venezuela

has also undergone great transformations in the first decade of the century
XXI. Currently, the educational debate of recent years regarding the methods, the
techniques and strategies of learning, highlight the competencies and the
playful activities capturing the most attention, especially in the school curriculum.
In this way, it is emphasized that the National Curriculum Design 2006 values this
strategy, by including with greater emphasis compared to the designs
preceding curricula, playful activities in various areas of development and for
the different cycles, given their various advantages and applications that they offer.

(6) Additionally, children, due to their predominantly active nature, need

the game to build your own identity and subjectivity. At an early age, the
play is physical and sensorimotor, which allows for the development of motor skills,
structuring of your body and space, as well as knowledge and the
progressive understanding of reality. Through play, the child will discover and
knowing the pleasure of doing things and sharing with others. It is one of the means most
important for expressing their most varied feelings, interests and
hobbies.

In this same line of thought, it is considered that play is the first level
in a collective way of participation or associative activity, where there is no a
true division of roles or organization in social relationships in question;
each player acts a bit as they want, without subordinating their interests or actions
to the group. Later, the competitive activity takes place, in which the player
he/she enjoys interacting with one or more peers.

(8) Likewise, it can be perceived in local educational institutions of

municipality of Maracaibo in the state of Zulia, which is becoming increasingly relevant
the importance of play activities in the educational process, as it is understood
essential for creating true spaces where the child lives, feels and
enjoy your existence in society with freedom. This would be the explanation of the
increased expectations and interest in understanding, analyzing, and interpreting the
playful activity, allowing a transcendental change in teaching.

(9) Unfortunately, the Simoncito educational unit represents a reality

different. Despite the importance of these recreational activities, they
there is a limited application of them, resulting from the little knowledge that
it is about the timing and the way to lead them. It is considered, for example,
incorrectly, that these playful activities are those proposed games
in the children's modules and books, or that these should only be used at the end of
the teaching units, in order to comply with the curricular program.

This would explain the reasons, or why children in Early Education

instead of carrying out properly planned recreational activities, choose to carry out
violent and aggressive games, in which the media also have influence
communication, and that even cause harm and physical injuries.

(11) Given this situation, the parents express their concern, not
however, they also tend to reduce their participation to the continuous manifestation of
complaints, without getting involved in the solution to the referred problem, when in reality,
given the degree of identification and closeness that children of these ages have with
your parents, their participation in these types of activities would be of great benefit
in the social development of the child, as games promote
communication and interaction, it helps the child learn to relate to others,
to communicate with them and prepare them for their social integration.

(12) For the reasons stated above, in this context, it is necessary to analyze in
what measure the participation of parents in the recreational activities carried out in
educational field impacts the social maturity of children in the early childhood level,
with the purpose of rethinking a new way of working in the classroom, where the
actors or protagonists are not only the children and the teacher, but also,
own family. In this way, the aim is to integrate by relating education
received at home and the one received in initial school. In accordance with the
new approaches, trends, and educational objectives of the Educational Institution
which has the challenge of improving the quality of education.
 Research Project Writing. Marisol Hernández
For the Writing of the Research Project, the following must be considered
aspects.

1. Review and Correction of the elements of the Research Project that are
included in the preliminary version of the Degree Thesis.

-Chapter I: The Problem.

Chapter II: Theoretical Framework.

Chapter III: Methodological Framework

2. Review and Correction of the Research Results.

Relación objetivos específicos- resultados de la investigación.

Analysis and interpretation of the results in the documentary research.

Análisis e interpretación de los resultados en la investigaciónde campo

3. Results of the research on feasible projects.

Diagnosis of the need that justifies the proposal.

Definition and contents of the conclusions.

Definition and contents of the recommendations.

Preliminary Pages

Approval of the Tutor

Dedicatoria

Gratitude

Resumen

Abstract

General Index

List of tables, charts, graphs, or figures

Introduction (page 1)
MARISOL HERNÁNDEZ - Investigadora
 Relationship between Types and Objectives of Research. Marisol
Hernández
Relationship between Level, Types and Objectives of Research. Marisol Hernández

OBJECTIVE LEVEL TYPE OF RESEARCH

Exploratory research,
Explore Perceptive, description
descriptive
Critical, analytical research,
Analyze Apprehension, comparison
comparison
Understanding Explanatory research,
Explain
proposal prediction projective, predictive
Evaluative research,
Evaluate Integrative, confirmatory
interactive

Explanatory research involves exploration, description, and correlation. It

it perceives an interrelation between the levels and types of research, predominating the
qualitative or quantitative methodology, whether it is experimental or not, whether it is longitudinal or cross-sectional.
The selection of a type of research depends on the results that one wishes to achieve.
final.
In this way, all research goes beyond the limits of an individual.
researcher to locate topics, interests, and networks of global problems, that could
they encompass long historical periods and several generations of scholars, thus constituting a
transindividual vision of any research process. When a researcher chooses a
study problem within a specific theme, what decides is the context of
themes and issues that they are currently working on and have been working on
researchers. This network has a development trajectory over time and which, in turn,
maintains successive and complex connections with other networks and Program of
Research lines that bring together academic groups.

Galileo and Einstein exemplify this concept when they stated that the success of their
personal work was due to having walked "on the shoulders of giants"
referring precisely to the fact that they resumed previously articulated proposals and
based on previous attempts and solutions, without having to start from scratch
(Padrón, 1998). In summary, the selection of objectives, type, and level of research is crucial.
for the success of any research.
 DOCUMENTARY OBSERVATION SCRIPT.
CATEGORIZATION. Marisol Hernández
APPENDIX A
DOCUMENTARY OBSERVATION SCRIPT - CATEGORIZATION

With the aim of gathering information related to the research work titled 'The
democracy model of government in Venezuela (1998-2011) under liberal conception
with a social focus

General objective: To build a theory on democracy as a model of governance.

Venezuela (1998-2011) under a liberal conception with a social focus.

Category: democracy as a model form of government

Subcategories Meanings Findings
Facets of the The principles,
democracy The shapes,
The popular sovereignty,
The rights and freedoms,
The value systems,
The economy.
Operation Institutional design
of democracy representative
Presidentialist,
+Parlamentario y
Mixed
-Electoral systems of
representation
majority
+proportional and
+mixed
Conditions for State institutions,
the Committed elites,
implementation Homogeneous society,
National Wealth,
and development of the
democracy Private company,
The middle class,
The support of the most
disadvantaged
Citizen participation,
civil society
Political culture
-Education and
Freedom of information,
International environment
favorable.
The participation In democracy
of society in The power
politics in a Voters,
context -Matches,
democratic Interest group

Source: Hernández (2011)

 Matrix Table of the category. Marisol Hernández
Frame
Matrix of the category
Objective Category Subcategories
Present progress of State institutions,
the construction of Committed elites,
Homogeneous society,
the theory about the National wealth,
democracy and its Private company,
conditions for the Democracy and of The middle class,
The support of the most
consolidation in his/her conditions disadvantaged
Venezuela (1998- for the Citizen participation
2011), under a consolidation civil society
Political culture,
liberal conception Education and
with a social focus. Freedom of information,
International Environment
favorable.

Source: Hernández and Parra (2012)

SELECTION OF EMERGING CATEGORIES

PRODUCT OF THE ANALYSIS OF OPINION OF THE
KEY INFORMANTS. Marisol Hernández
SELECTION OF EMERGING CATEGORIES RESULTING FROM
ANALYSIS OF THE OPINION OF KEY INFORMANTS
Investigated category: conditions for the consolidation of democracy
INQUIRIED MEANING INTERVIEW SELF-REPORT
1. Political conditions, 1. Regimes 1 Gobiernos
social, economic and Democratic. democratic, just
cultural. distribution of wealth
oil company.
2. State Institutions. 2. Institutions 2. The institutions and the
bureaucratic. devices del State
bureaucratic
3. The elites 3. 3. dominant elites
committed
4. The society 4. Society of unit 4. Venezuelan society,
homogeneous national, social actors and polarized society.
politicians.
5. The national wealth 5. Political, social development, 5.
economic
6. The private company Economic freedom 6. liberal democracy

The middle class 7. Democracia estable, 7. Consenso ideológico.

ideological consensus
The support of the most 8. 8.
disadvantaged
9. The participation 9. Decision making 9. Policies public
citizen, the society policies, political culture values democratic,
civil democratic. culture politics
values democratic.
democratic plurality
tolerance
10. Political culture. 10. solidarity. 10. Values
democratic, solidarity.
11. Highs levels
11. Education. educational perspectives Quality Education
democratic
12. The freedom of 12. Freedom of expression, 12. Freedom of expression,
information. the free movement of free movement of
information information
13. The environment
13. Perspectives from 13.
favorable international emergence of the
democracy
Autores: Hernández y Parra (2012)
SUMMARY. Democracy: Conditions for Consolidation
Venezuela: Marisol Hernández
HERNÁNDEZ Marisol and PARRA Valmore. Democracy: Conditions for the
consolidation in Venezuela (1998-2011). Dr. Rafael Belloso Chacín University.
Vice-Rectorate of Research and Postgraduate Studies. Doctorate Program in Political Science.
Presentation for the IV RESEARCH DAYS OF THE URBE. Maracaibo, from the 19th to the 24th
from 2012.

SUMMARY

The aim of this presentation was to build theory on democracy: conditions

for the consolidation in Venezuela (1998-2011), under a liberal conception, related
with the forms of participation of society in politics in a democratic context and
in dictatorships. To observe the proposed phenomenon, an investigation is conducted under the
epistemic paradigm of modernity, post-positivist, with the socio-historical method
structural, qualitative approach, classified as grounded theory, documentary and
explanatory. To obtain the data corresponding to the proposed objective, it was selected
the primary source, the design of qualitative research, field. The techniques of
data collection used are the instruments of the observation guide based on
the category analysis matrix. To validate the obtained results, the
technique of triangulating different sources of information (interview and self-reporting)
and for the analysis of the information, grounded theory was used with the application of the
coding phases: open, axial, selective; the analysis of documentary content and the
hermeneutic interpretation. The results allow for the establishment of categories, among which:
those related to those that have a connection with the conditions for their implementation and
development, namely: the institutions of the State, the committed elites, the national wealth,
the private company, citizen participation, civil society and political culture; and for
Finally, the forms of participation of society in politics in a context
democratic, which are: free, competitive elections, political parties,
interest groups and in dictatorships are the dissent of the opposition and the revolution with
the use of violence that allows popular opposition to the current government and, as an element
central, the vehement and widespread desire to improve living conditions.

Palabras clave: Democracia, Condiciones para la consolidación, Instituciones del Estado,

Citizen participation and civil society, voters and parties.
DEMOCRACY: CONDITIONS FOR ITS CONSOLIDATION
IN VENEZUELA (1998-2011) UNDER LIBERAL CONCEPTION
WITH A SOCIAL FOCUS. Marisol Hernández
DEMOCRACY: CONDITIONS FOR ITS CONSOLIDATION
IN VENEZUELA (1998-2011) UNDER LIBERAL CONCEPTION
WITH A SOCIAL FOCUS
Marisol Hernández,a Valmore Parra b
a
marihernaandez2002@[Link] 0414 621 9859Escuela de Administración, Facultad de
Administrative Sciences, Dr. Rafael Belloso Chacín University, Maracaibo, Venezuela
bMaster's Program in Law
Work, Dr. Rafael Belloso Chacín University, Maracaibo, Venezuela.

Research line in Social Political Theory of the Doctorate Program in Political Sciences of
Dr. Rafael Belloso Chacín University
_________________________________________________________________________________

SUMMARY

The purpose of this presentation is to expose the progress of the theory on democracy and of
its conditions for consolidation in Venezuela (1998-2011), under a liberal conception
with a social focus, related to the ways of participation of society
in politics in a democratic context; carried out in a larger research study
scope. To observe the proposed phenomenon, a post-positivist research is conducted, with
the qualitative method, typified as grounded theory. To obtain the data
corresponding to the established objective, the primary source of key informants is selected.
The data collection techniques used are the instruments of the guide
observación con base en la matriz de análisis de la categoría inicial. Para validar los
the results obtained use the technique of triangulation of different sources of the
information (open interview, opinion piece, and self-report), and for the analysis of the information
following Strauss and Corbin (2002:28) and Martínez (2007), grounded theory is used with
application of the coding phases: open, axial, selective; content analysis and the
hermeneutic interpretation. The results allow for the establishment of categories, among which
are those related to the conditions for their implementation and
development, namely: state institutions, committed elites, national wealth,
the private enterprise, citizen participation, civil society, and political culture; and for
finally, the forms of participation of society in politics in a context
democratic, which are: free, competitive elections, political parties, the
interest groups that allow popular opposition to the current government and, as an element
central, the strong and widespread desire to improve living conditions.

Palabras clave: Democracia, Condiciones para su consolidación, Participación ciudadana.

Peer-reviewed paper
For the IV RESEARCH CONFERENCES OF THE URBE.
Maracaibo, from November 19 to 24, 2012.

INTRODUCTION

In an initial approach to the theory of democracy and its conditions for

the consolidation as a political system of government could be established that a part of the
political science focuses on studies that inquire into the prerequisites or causes of the
democracy.
A question is analyzed, according to the opinion of Sodaro (2006), which has sparked a debate in the
political science during the second half of the 20th century about what political conditions,
social, economic, and cultural requires democracy.
To achieve political coexistence, in the democratic context it is based not only on the
conception of citizenship - equality of participation, equality before the law, and equality
of opportunities - but in the democratic ideas resulting from the liberalism of the late century
18th and early 19th century - centered on the constitutional government of limited powers,
in the participation in sovereign power and the protection of individual rights-, under a
social approach of the welfare state with common goals and the emergence of associations
voluntary, following Tocqueville's criteria in the mid-19th century, with a trend towards
economic equality and a uniformity of lifestyle.
Likewise, up to the present political moment, Pastor (1994) establishes that great
some studies emphasize the relationship between the degree of wealth distribution and the
democracy. It is emphasized, following the classic authors like Lipset (1981), the importance
for the proper functioning of democratic regimes in the absence of
extreme inequalities.
After establishing the difference between democratization (process of construction) and
consolidation (stabilization) of democracy, twelve (12) factors are reviewed,
initials, pre-established in relation to these two processes, namely: the institutions of the
State, the committed elites, homogeneous society, national wealth, the company
private, the middle class, the support of the more privileged, citizen participation, society
civil, political culture, education and favorable international environment. States cross the line
divider between democratization and consolidation when its institutions are accepted and their
democratic practices are well rooted, that no sector of the citizenry is
willing to subvert the democratic order by replacing it with another one.
The available evidence suggests that democracy is not a formula
magic that can be imposed on all society, nor a historically established order
inevitable. Rather, it is a fragile arrangement that requires, above all, a lot of
wills for its emergence and subsistence. In 1998, after a severe political crisis and
economic, a result of the ups and downs between 1974 and 1999.
From Pérez's first government, there was a new way to lead the country;
state expenses increased, without foresight for the development of economic areas such as the
Agriculture. During the presidency of Herrera Campíns, the rentier economy went into crisis.
With the second government of CAP, the decline in economic activity intensified. In these
there were years of oil bonanza, decline, illusion, military uprisings, attempts of coups
State and the prosecution of a president.
The hopes of the Venezuelans were placed on an alternative for change. The
the ascension to power of Chávez brought with it a series of changes related to the
political restructuring of the State; one of them was the enactment of the new Constitution
from 1999, approved by a popular referendum. However, the aforementioned twelve (12)
factors do not guarantee that democracy will be established as a form of government.
It is perceived that most democracies emerge in wealthy countries (therefore
there is a correlation between both factors), but it is also known that wealth does not lead
necessarily to the democratization of the country (since there are dictatorships in rich countries, such as
Saudi Arabia) and, conversely, that poor countries are not necessarily dictatorships. In
this presentation argues that the pre-established categories considered here contribute,
to a greater or lesser extent, to increase the likelihood that it will occur
democratic consolidation in Venezuela

OBJECTIVE OF THE RESEARCH

Present the progress of the construction of the theory on democracy and its
conditions for consolidation in Venezuela (1998-2011), under a liberal conception with
social approach.
METHODOLOGY
The need for an unprecedented theoretical construction is based on the idea of the
historicity of the object of political science: power, action and following Schumpeter
(1954) the historicity of the subject is accepted, that is, the analytical observer is himself a product
of a given social environment - and of their personal situation in that environment - and this conditions them to

to see certain things preferentially over others and to see them from a perspective
determined. Therefore, it is based on a value judgment that posits the need to modify
the political reality of Venezuela.
In this perspective, the present study is assumed under the qualitative method, as
systemic inquiry process that allows for the gathering of information for interpretation and
understanding of the data collected in the interview, self-report, the ideas, of the facts
from concrete reality - democracy and its conditions for consolidation - to
build in this way a substantive theory of democracy as a form of government, based on the
data collected from key informants and the theories studied about social order
politician in study. Allows for the emergence of integrated and interrelated categories.
Qualitative research, according to the criteria of Bonilla and Rodríguez (2005:109),
seeks to use methods that allow understanding a specific social situation such as a
taking into account its properties and its dynamism. Provides an inductive process
which tries to make sense of the situation according to the interpretation of the informants, attempting
not impose preconceptions on the analyzed problem. In addition, it aims to delve into cases
specific and not the handling of large volumes of information.
In this regard, procedures aimed at the development of a
grounded theory, following the guidelines of Strauss and Corbin (2002: 28), Martínez
Miguelez (2007) and the basic assumptions of Sandin's interpretivism (2005:56); which in
They say that creating theory (science) is the art of building and analyzing, starting from the data.
collected from the experiences of the research process, providing an explanation that
systematically and systemically integrates various categories, concepts, through phrases or
sentences that show their relationships and interactions.
The first technique that was implemented is an open, opinionated, directive interview.
based on data collected from the key informant: PhD in Political Science, with the aim of
gather information, categories and subcategories emerge, that are appropriately organized,
they dialogue by themselves, leading to new theory as the researcher
involve with the information and one (1) informant, building knowledge, related to
The research work carried out with procedures, based on the handling of the table
initial, pre-established category matrix.
Objective Category Elements of
analysis
Present progress of State Institutions
the construction of Committed elites,
Homogeneous society,
the theory about the National wealth,
democracy and its Private company,
conditions for the Democracy and of The middle class,
The support of the most
consolidation in his/her conditions disadvantaged,
Venezuela (1998- for the Citizen participation
2011), under a consolidation civil society
Political culture
liberal conception Education and
with a social focus. Freedom of information,
International Environment
favorable.

Source: Hernández and Parra (2012)

The elements of analysis are considered in the formulation of the questions, which
they are formulated in situ, without delving deeper into them with follow-up questions, in the dialogue

interviewer/interviewee; to develop as a peer-reviewed presentation in Political Science,

The two (02) informants were selected based on criteria of qualifications with broad
knowledge. These techniques, of interview and self-reporting, allow the researcher
capture and interpret data, actions from where through grounded theory emerge
meanings to transform, inductively or deductively, into categories, from the
exhibitions of the interviewee and self-report -informants-, therefore, according to this view, the
research is systemic, systematic, and evolutionary.
Meaning is ascribed to the activities of social actors through
interpretation of the researcher, from her perspective, categories emerge from the
interview and self-report carried out.
In qualitative research approaches, according to Martínez (2006), they are not validated.
data collection instruments. In this research to generate valid theory about
democracy and its conditions for consolidation, triangulation will be used as
tool for internal and external validity, as a method of controlling the sources of
research and content analysis. A matrix will be presented for each source of
research.
The first technique, for data analysis, that was selected was the
interpretation. Gadamer (1960) posits that interpretation, while not normative, must
relating to current issues. It points out that it generally consists of the
intention to explain the relationships between a fact and the context in which it occurs
It happens. A hermeneutic content analysis was used for the interpretation.
contrasting the two sources of information (interview and report) revealing analogies and
differences using the technique of underlining.
Finally, the second technique to analyze the information that was developed,
following Martínez (2006), it was the theorization with methodological strategy of the
ethnography, since it seeks a theory or postulate that explains the data found.
Indeed, in the process of theorization, all available means at hand are used.
the researcher, in order to achieve the final synthesis (of conceptual categories of discovery,
of associations between phenomena, of comparisons of logical constructions) of a study
or research.
For example, after coding (grouping), classification (or tabulation for
reduce the data to categories) and categorization, as in the case of sampling, using a
two-way table or matrix where the categories are placed - general, specific and
residuals - more important than those emerging from the information collected, supported by phrases
textuals from key informants.
More specifically, this process aims to integrate into a coherent and logical whole the
results of the ongoing research, enhanced by the contributions of the reviewed authors
in the theoretical-referential framework after the validation work.
In theorization, the elements of analysis that appear are first identified
different sources of information, it is about achieving consistency, recurrence, it is contrasted
As it is repeated, content analysis is done as data processing.
Emergencies arise from analysis and interpretation; then they are categorized, it is
to say, names are given to the findings, through this process a theory will be generated about the
democracy and its conditions for consolidation. Theory is created through construction and
reconstruction, the formulation and reformulation of theory and theoretical model or of some of its
parts, through structural elements of other theoretical constructions.
The formal activities of theorizing work consist of perceiving, comparing,
contrast, add, organize, establish links and relationships, infer and speculate; that is to say, that the
the cognitive process of theorizing consists of discovering and manipulating categories and their
relationships and the possible structures that can occur between them.

RESULTS
1. Registration, organization, and classification of data
In the process of analyzing the information, in tables, the transcription of the
interview conducted with the informant Dr. Alcides Darío Bonilla Romero, and it details the
transcription of the self-report conducted with the informant MSc. Marisol Hernández Cepeda.
immediate, to continue with the phase of processing relevant data, which allows
use the information already obtained through the collection instruments, in order to
analyze (separate, summarize, classify in graphical illustrations), relate and integrate the
observations made and opinions transcribed to extract theoretical statements about the
democracy.
The qualitative analysis with the most representative works of the authors of the
democracy, which allows relating and comparing the information obtained regarding the
meaning that the interviewee and the researcher assigned to their accounts; thus, the
meanings are contextualized or contrasted with democratic theories, giving rise to
the construction of theory, contribution of research. The procedure for doing this analysis
it is based on the technique of thematic analysis, which aims to locate the presence or absence of
certain themes in the content of the texts and opinions of the key informants.
 In this way, taking into consideration that one of the foundations of the
research is about detecting meanings, generating findings focused on
democracy and its conditions for consolidation in Venezuela (1998-2011) are found
coincidences and differences of this study, (contradictory, opposing, which, in turn coexist
in the unit of the process), are analyzed by developing, through the examination of the phenomena
similar and different.
Continuing with the analysis, the guidelines are presented by category in a table.
analysis for a discussion group of the response of each informant, allowing to carry out
a series of reflections on the evaluation of initial, pre-established meanings,
such as the conditions for the consolidation of democracy. It is worth noting that,
You can appreciate the approach to the theme, which focuses on probing opinions of
key informants answering questions related to meanings or elements
of initial analyses, very varied, interrelated with the initial subcategories
previously selected in the theoretical framework.
For example, the category of conditions for democracy consolidation.
allows to select the initial meanings, namely: the institutions of the State, the elites
["committed","homogeneous society","national wealth","private enterprise","the class"]
media, support for the most disadvantaged, citizen participation, civil society and culture
politics, education and freedom of information and a favorable international environment. These
interrelationships between categories and meanings, selected prior to the analysis, are
they are illustrated in the table titled Category Analysis Matrix.
2. Categorization, structuring (synthesis) and contrasting
2.1. Construction of emerging categories
Once transcribed, the aforementioned information collection instruments
they emerged strongly and repeatedly, according to Moreno (2002), a series of
meanings or "set consisting of practice, experience, and symbolism" that has been the
reason for the existence of the research. And it is that, in the interpretation of what has been described, dialogued,

narrated, it is possible to appreciate the existence of different knowledge, whose origin is found
in that reconstruction that they do the interviewee, the researcher of their own experiences.
It is important to highlight that the questions for the analysis were designed to guide the
study and the researcher as they develop in the democratic political context.
From the table titled Emerging Categories from collected data, in a first
approach and from the table titled Matches between the emerging categories, in a
second approach, with the purpose of continuing the structuring (or synthesis),
contrasting and theorizing, that is, illustrating the key points of the information gathered about the
the theme of democracy and its conditions for consolidation.
When qualitatively analyzing the data or the reality of the phenomenon of democracy, one
seeks to discover concepts and relationships, comparing them, organizing them into schemas
explanatory theories and gather them into a coherent theory. To do this, that is, after
having encoded and categorized the data, to continue the categorization, a ...
third classification or recomposition of the collected data by reducing them and
contrasting them, in a third approach, in a table titled the selection of the
emerging categories resulting from the analysis of the opinions of key informants in the
interview and self-report, as illustrated in the table.
SELECTION OF EMERGING CATEGORIES RESULTING FROM THE ANALYSIS OF THE
OPINION OF KEY INFORMANTS
Investigated category: conditions for the consolidation of democracy
INITIAL CATEGORIES ENTREVISTA SELF-PORTRAIT
INVESTIGATED
1. Political conditions, 1. Regimes 1 Democratic governments,
social, economic and Democratic. just distribution of wealth
cultural. oil company.

2. State Institutions. 2. Bureaucratic institutions. 2. The institutions and the

state apparatuses
bureaucratic
3. The committed elites 3. 3. dominant elites

4. The homogeneous society 4. Society of national unity, 4. Venezuelan society,

social and political actors. polarized society.
5. The national wealth 5. Political, social development, 5.
economic
6. The private company 6. Economic freedom 6. Liberal democracy

7. The middle class 7. Stable democracy, consensus 7. Ideological consensus.

ideological
8. The support of the most 8. 8.
desfavorecidos
9. The participation 9. Political decision-making 9. Public policies, values
citizen, civil society democratic political culture. democratic, political culture
values democratic.
democratic: plurality,
tolerance
10. The political culture. solidarity 10. Values
democratic, solidarity.
11. High levels
11. Education. educativos, perspectivas Quality education
democratic,
12. The freedom of 12. Freedom of expression, the free 12. Freedom of expression, free
information. information circulation circulation of information

13. The international environment 13. Perspectives of emergence 13.

favorable of democracy

Autores: Hernández y Parra (2012)

It is noteworthy that the case of Venezuela (1998-2011) analyzed in this report
peer-reviewed paper, two (02) key informants are selected to create grounded theory
to establish emerging categories, integrated from the perspective of the actors, puts forward
highlight the crucial importance of the rooting of democratic values in society,
even when there are precarious conditions for the stable development of democracy. With
regarding the processes of democratization and the consolidation of democracy: it is examined
a series of factors that have contributed to account for the success of some of
the oldest democracies in the world, such as the United States and Great Britain. These
the same factors can serve as guidance to the countries currently involved, such as
Venezuela, in the difficult but crucial process of democratization.
Democratization refers to the process of building a democracy.
it is about a process of transition, either through the gradual reform of institutions
existing, either through a drastic break with them, from a dictatorship regime (in
any of its modalities: authoritarian, totalitarian, sultanistic, etc.) to another of democracy. The
the ultimate goal of all these democratizing efforts is the consolidation (or
settlement and stabilization) of democracy. The countries that begin a process of
democratization needs to be completed by building a strong and lasting democracy that
withstands the test of time.
CONCLUSIONS
Once the main findings that arise from the obtained and analyzed have been obtained and analyzed

research revolves around the construction of theory on democracy and its

consolidation conditions in Venezuela (1998-2011) under a liberal conception with an approach
social, it is concluded that through it the proposed objectives were achieved.
States cross the dividing line between democratization and consolidation when
their institutions are so widely accepted and their democratic practices are so
rooted, that no important sector of the citizenry is willing to subvert the order
democratic, replacing it with another, that is, when no one questions that the rules of the game
political ones are different from the democratic ones. However, it is often difficult to pinpoint when it has
crossed the threshold that leads to consolidation.
Some democracies seem to have consolidated, but suddenly they collapse.
leading to a dictatorship. The consolidation of democracy may take decades and
a lot of perseverance. The factors listed can help countries to
evolve from dictatorship to democratization and from democratization to consolidation
a stable and lasting democracy. The outcome, however, is not always guaranteed.
Various studies have focused attention on the following emerging categories
from the analysis of the data provided by key informants, that is, in the set of
attitudes, values, and beliefs of a country that shape the political culture that best
to adapt to a democratic system is, according to Almond and Verba (1970), the civic culture,
characterized by the participation of individuals in local structures and in associations
non-political volunteers. The citizen, through their activity, develops competence, effectiveness, is
express a feeling of solidarity. This aligns with Dahl (1992), who emphasizes how
An important requirement is the adherence of politicians to democratic values and rules.
At the beginning of the 1960s, Lipset (1959) highlighted the importance for the
stability of democracy, economic development, legitimacy, and effectiveness of
political system. Economic development is measured based on aspects such as the
industrialization, urbanization, per capita income, and the level of education of the population. The
Legitimacy refers to what the majority of citizens accept or believe about the institutions.
the policies they have are the most appropriate for society. Effectiveness refers to the degree
of satisfaction that governments provide to the demands of both citizens and
powerful groups.
The possibilities of a stable democracy depend on the existence of a class
extensive media; of a scarce polarization of society and of a broad ideological consensus
with dissent. The moderate struggle between parties in stable democracies, in agreement
with Lipset (1959: 63) it is due to the system's ability to resolve adequately
key historical conflicts such as issues of citizenship, religion, and distribution of
national income.
Coinciding with Huntington's (1991) criterion when trying to identify the conditions
that inhibit or promote the stability of democracy, it is considered that the main obstacle
For democratic consolidation, it is poverty; therefore, economic development makes
Possible democracy. However, without disregarding other factors, such as cultural ones.
It is highlighted, in sync with Waisman following Lipset (1959), the crucial relationship (not
linear) between the capitalist production economic system and liberal democracy, since, when
just like Diamond and Marks (1992: 513-514) consider that the opening of markets to
international economic competition turns out to be an important structural condition of the
democracy.
In the same vein, it is proposed to solve the social and economic chaos in
Venezuela, considering two different modalities, on one hand communism and the
socialism with far-left ideas, of equal opportunities; support population-
government, of a welfare state, with the obligation to decide in social, political life and
economic of the State itself, this with the purpose of controlling commercial activities, and
On the other hand, there was Neoliberalism, with hierarchical and conservative ideas.
These two ideologies - socialist and neoliberal - have expounded their ideals for a long time.
time, but nowadays it is no longer enough to break down the beliefs of the people into those only
philosophies. The socialist conception is not a bad option for socioeconomic development.
On the contrary, it offers benefits to society, but it needs citizens to have a
culture of support for the government. It does not take individualism into account but is based on the
collective participation, of commitment: everyone thinking about everyone. In reality, it is impractical.
something that seems fair and equitable.
In contrast, the neoliberal conception, of the right, of capitalist philosophy based on
freedom, free market competition, in production, in individualism, in the non
state participation in commercial activities, for a century, offers
unequal opportunities by eliminating the welfare state, without state control, with little
intervention in activities. Both approaches are inadequate to solve the
conflicts in Venezuela of corruption, crime, personal insecurity, legal insecurity.
it requires analyzing the positive and negative aspects of each model so that the new
the solution is suitable for the current political and socioeconomic situation.
In this context, following the ideas of Blair and Giddens (1999), despite the utopia
European, democracy is proposed under a liberal conception with a social focus, to improve.
the quality of life, in this political moment in Venezuela (1998-2011) in which the elite
Ruler speaks of revolutionary socialism in Venezuela to find a third way.
referring to a framework of reasoning and practical policy that seeks resilience, that is,
 adapt social democracy to a globalized world that has changed during the last three
decades.
The promotion of the crucial process of democratization referred to is required.
to the process of building a democracy through gradual reform of the institutions
(or existing game rules) about the importance of rooting identity and national unity,
of democratic values in Venezuelan society, even in precarious conditions
for the stable and lasting development of democracy, with the aim of consolidation (or
settlement and stabilization) of democracy.
BIBLIOGRAPHIC REFERENCES
Garay, J. (2001). The Bolivarian Constitution, Caracas: AGR S.A. Corporation.
Giddens A. (1999). The Third Way: the Renewal of Social Democracy.
Madrid: Taurus edition.
Hayek, F.A. (1988),.The Fatal Conceit. The Errors of Socialism. London: Routledge. Pp. 6-9,18-19,
64,135.
Hegel, G.W.F. (2008). Fenomenología del Espíritu. FCE.
Martínez Miguelez, M. (2009). Science and Art in Qualitative Methodology: Methods
Hermeneutic, Phenomenological, and Ethnographic. Mexico: Editorial Trillas.
Miguel Martínez, M (1999). The Emerging Paradigm. Mexico: Editorial Trillas.

Pastor M. (1994). Fundamentos de Ciencia Política. Madrid: Mc Graw Hill

 THE LEARNING PROCESS. Marisol Hernández
Index - Theoretical Framework Outline

THE LEARNING PROCESS

1. A pedagogy focused on processes
2. Learning
1.1. Definition
1.2. Características
1.3. Elements
1.4. Importance
3. Classification of learning
4. Factors that intervene in learning
4.1. Internal factors
4.2. External factors
5. Constructivist perspective of learning and teaching
Fundamental ideas related to constructivism.
7. Principios educativos asociados con una concepción constructivista del aprendizaje y la
teaching
8. Learning Situations
9. Theory of meaningful learning
10. Conditions that enable the achievement of learning
11. Phases of meaningful learning
11.1. Initial phase
11.2. Intermediate phase
11.3. Terminal phase
12. Learning of the various curricular contents
12.1. Conceptual Contents
12.2. Procedural contents
12.3. Contenidos actitudinales
13. Requirements for meaningful learning
14. Classification of meaningful learning
14.1. Learning representations
14.2. Learning of concepts
14.3. Learning Propositions
15. Role of the Teacher and Students in the Acquisition of Meaningful Learning
16. Cognitive perspective of learning
16.1. Pre-computational cognitive models
16.2. Contemporary Cognitive Psychology
17. Picture comparative (differences y similarities among the perspective
constructivist and cognitive del learning
Dr. Marisol Hernández
 CHAPTER III RESEARCH METHODOLOGY. Marisol
Hernández
CHAPTER III

RESEARCH METHODOLOGY

TYPE OF RESEARCH

According to Babaresco's criteria (1997, p. 9), descriptive research is the

knowledge of the characteristics of a given situation, sets specific objectives and
hypothesis formula without using laboratories. This research is descriptive as it studies the
most representative aspects of the service activity of La Fábrica de Calzados Rufy
Shoes through concrete objectives to achieve their evaluation.

In this regard, Tamayo (2003, p. 57) defines evaluative research as a model of

application of research methods to evaluate the efficiency of programs
action in the social sciences. The purpose of this type of research is to measure the results of
the population, along with the use of connectors for continuous improvement of the
functions. It is possible to highlight that the research is evaluative because it aims to measure

proposed objectives in order to make decisions and determine the quality of

service of the organization, object of study.

In this regard, Muach and Ángeles (2000, p.29) define it as the research that is conducted
in the environment where the problem develops.

The main advantage of this type of study is that if the sample is representative, it
One can make generalizations about the entirety of the population based on the
results obtained in the selected sample.

Likewise, the research is field-based because it is developed uniquely in the

Rufy Shoes Footwear Factory, collecting information directly at the company, objective
of study.

2. STUDY POPULATION
 According to Chávez (2003, p 60), the population is 'the universe of the research,'
on which it is intended to generalize the results. It is constituted by characteristics that give it

allow distinguishing individuals from one another. In this sense, the research population
is made up of the following units:

The General Manager of Rufy Shoes Footwear Factory.

Current clients: The 16,000 resellers of the products manufactured by it in

the municipality of Maracaibo

In this way, this type of population is considered finite as mentioned by Sierra.

this type of universes are equal to or less than 100,000 units.

The population is distributed as shown in the table below.

TABLE 2

CHARACTERISTICS OF THE POPULATION

CARGO SUBJECTS

A. Managers 1

B. Clientes 16,000

TOTAL 16.001

Source: Company database (2013).

2.1. SAMPLE

Due to certain limitations presented within the investigative process, it was not possible to

take all the audience members inside the studio, which totaled a
16001 people and it was not possible to survey each one of them, for this reason it was developed

the selection of a group through the sample. According to Sierra Bravo (1999, p.174) a sample

Yes, in general, a representative part of a set, population, or universe, whose

characteristics must be reproduced in small as accurately as possible. In a more
Scientifically, samples could be defined as a part of a set, with the purpose of
obtain valid results, also for the entire researched universe.

For the study of the sample, the following formula, indicated by Sierra Bravo, was applied.

(2005) to obtain a more accurate count of the number of people who responded to the
research instrument.

n= 4xNxpxq

E² (N-1) + 4 x p x q

Where:

n: sample

N: population

p and q: variances that reflect possibilities.

E²: error squared

4: constant 95% confidence.

Substituting the numerical amount of the external audience of the study population from the

research involving 16,000 people yields the following:

n = 4 x 16,000 x 50 x 50 = 160,000,000 =123

9² (15.999) + 4 x 50 x 50 1.305.919

After performing the calculation, it is concluded that the sample of the external public to be used

There will be 155 people.

 For their part, for Rosendo and others (2003, p.91) the sample can be defined as
a subgroup of the population. In a research study, it is intended that this subset be a
faithful reflection of the entire population.

In both postulates, the study of the sample coincided in taking a fragment of the
total population for greater accuracy at the time the calculations were made
relevant, to achieve a more reduced outcome that would allow studying the number of
people represented within the research.

2.2. SAMPLING

Due to the complexity of the investigative process, certain difficulties arose.

to carry out the survey of the entire population, that is why it has been decided to conduct the
non-probabilistic sampling. Non-probabilistic samples as defined by Hernández
and others (1998, p.231) which are also called directed samples, imply a
informal and somewhat arbitrary selection procedure. Despite this, they are used in many
investigations and from them inferences are made about the population. The targeted sample
select typical subjects with the vague hope that they will be representative cases of a
determined population.

On the other hand, Rosendo and others (2003, p.92) point out that in this type of sampling the

the choice of elements does not depend on probability, but on causes related to the
characteristics of the researcher or of the one who makes the sample. That is, the sample depends on the

decision-making of a person or group of people.

In turn, due to the type of population that was dealt with in the research of the audience.

internally, it was decided to apply the sample of voluntary subjects. These subjects decided

to participate in the research process voluntarily, since many of the

members did not have the means to respond to the survey. As defined by
Hernández et al. (1998, p. 231) samples of voluntary subjects are common in
social sciences and behavioral sciences. These are random, incidental samples,
also used in Medicine and Archaeology where the researcher develops
conclusions about specimens that come into your hands casually.

3. DATA COLLECTION TECHNIQUES

In this research, only observation through a survey is used since it is

the most suitable for evaluating the quality of service of La Fábrica de Calzado Rufy
Shoes. According to Sierra (2000, p. 240), observation encompasses the procedures used in the
social sciences, not only to examine the sources where facts and data are found
not only for the object of study, but also to obtain and record these, considering this way
also the observation proposing to the researcher the subject of work that is to be the object
after treatments and scientific studies, through the next stage of the research,
the classification, analysis, and explanation.

In this way, observation can be classified according to object, into the following types that

they encompass the currently existing fundamental procedures for data collection.

Direct observation: through the senses of facts and present social realities.
If these events occur spontaneously and naturally, there is the observation
simple, but if on the contrary its effectiveness is artificially induced by the observer or
At least there is a certain preparation and control over conditions of the phenomenon
observed, it is then about experimental observation.

- Documentary observation: regarding current or historical documents of all kinds as for

they collect and reflect data of social interest.

Observation through survey: understood this word in the sense of research to the
subjects or protagonists of the studied events. This can be achieved through: questionnaires,

surveys, interviews, socio-metric scale.

3.1. INFORMATION COLLECTION INSTRUMENT

 The basic instruments of observation through surveys are questionnaires.
which are subdivided into simple questionnaires and interviews defining a set of
questions, prepared about the facts and aspects of interest in an investigation, for its
response by the population or its sample to which the undertaken study extends. Just as
As expressed by Sierra Bravo (1998, p.305), the simple questionnaire is one that the respondents...

prior to reading, they respond in writing, without direct intervention from any of those
they collaborate in the research.

On the other hand, structured interviews, according to this same author, are defined
like those questionnaires, where the collection of information is done through a
a professional conversation that necessarily leads to the occurrence of a
social relationship between interviewer and interviewee, with the consequent interaction or influence

reciprocal social between both. It is important to highlight that both in the questions and in the

interview responses proved necessary to avoid anything that implied: criticism,

surprise, approval, or disapproval in the words of the respondent, thus formulating,
open questions, which allowed the respondent's free opinion according to their
experience.

Under such perspectives, the present research used the following

instruments:

(a) An interview with the Manager of the Rufy Shoes Factory

composed of fourteen (14) open items.

(b) A questionnaire directed at current customers consisting of twenty-nine (29)

closed-ended multiple choice questions.

3.2. VALIDEZ

After designing the instruments, they were subject to a technical study

for the identification of its validity. According to Hernández, Fernández, and Baptista (2003, p.242), the

Validity refers to the degree to which an instrument actually measures the variable it intends to.
measure. In this line of thought, the validity of the instruments was obtained through a
content validation process, which consisted of evaluation by (5)
professors from the Faculty of Administrative Sciences of the University, who reviewed the
relevance of the items to the established variables, dimensions, and indicators.

BOLIVARIAN REPUBLIC OF VENEZUELA

UNIVERSITY

FACULTY OF ADMINISTRATIVE SCIENCES

SCHOOL OF MANAGEMENT. MARKETING MAJOR

Logo

VALIDITY INSTRUMENT OF
CONTENT

EVALUATION OF THE SERVICE QUALITY OFFERED BY THE FACTORY

OF RUFY SHOES FOOTWEAR IN THE MUNICIPALITY OF MARACAIBO

SPECIAL DEGREE WORK TO OBTAIN THE TITLE OF LICENSEE IN

ADMINISTRATION. MARKETING MENTION
 File No. M-33.11.13

MARACAIBO, SEPTEMBER 2013

I. IDENTIFICATION OF THE RESEARCH

1. TITLE

Assessment of the quality of service provided by the Rufy Shoes factory.

Maracaibo Municipality.

2. OBJECTIVES OF THE RESEARCH

2.1. GENERAL OBJECTIVE

Evaluate the quality of service provided by the Rufy Shoes factory.

Municipality of Maracaibo.

2.2. SPECIFIC OBJECTIVES

Identify the needs of the customers of the Rufy Shoes factory in the
Municipality of Maracaibo.

Determine the expectations of the customers of the Rufy Shoes footwear factory in the
Maracaibo Municipality.

Analyze customer perception regarding the service provided by the factory

of footwear Rufy Shoes in the Municipality of Maracaibo
 Examine the principles of service quality applied in the Footwear factory
Rufy Shoes in the Municipality of Maracaibo.

Analyze customer satisfaction through the dimensions of quality

service offered by the shoe factory Rufy Shoes in the Municipality of Maracaibo

3. VARIABLE SYSTEM

3.1.- NOMINAL DEFINITION

Quality of service

3.2.- CONCEPTUAL DEFINITION

The quality of service is the degree to which the customer feels their requirements are met.

needs through a logical service process that achieves specific results

(Shaw, 2002, p. 26)

3.3.- OPERATIONAL DEFINITION

The quality of service is the degree to which the customer feels their requirements are met.
needs through a logical service process provided by the Rufy shoe factory
Shoes, which achieves specific results. For the achievement of the objectives, this variable will be

measured through a data collection instrument developed by the researchers

(2013) through the dimensions and indicators presented in the following table of
operationalization of the variable.
 Table 1

Operationalization of the Variable

Objetivo General:Evaluación de la calidad del servicio ofrecida por la fábrica de Calzado

Rufy Shoes in the Municipality of Maracaibo

OBJECTIVES DIMENSIONS INDICATORS

VARIABLE
SPECIFIC

Identify the Needs of - Need of to be

needs of the the clients understood
clients of the factory of
Rufy Shoes Footwear in - Need to be good
the Municipality of Maracaibo. received.

- Need to feel
important.

Need for comfort

Determine the Expectations of Past experiences

expectations of the the clients
clients of the factory of Recommendations
Rufy Shoes footwear in the
Advertising and promotions
Maracaibo Municipality. Quality of
service

Analyze the perception of Perception of the Selection

the clients regarding the clients
service offered by the Organization
Rufy shoe factory
Shoes in the Municipality Interpretation
Maracaibo

Examinar los principios de Principles Direct Vision

the quality of service applied
Development of gap
applied in the factory of
strategic
Rufy Shoes footwear in the
Municipality of Maracaibo.
Understand the business

Expansion of
 operational fundamentals

- Understand, - Supervise and

Respect the customer

Use technology
adequate

Hire people
suitable

Analyze the satisfaction of Satisfaction of the tangible elements.

the customers through the clients through
dimensions of quality of the Empathy.
of the service offered by the dimensions
Security.
Rufy Footwear Factory
Shoes in the Municipality Reliability.
Maracaibo
Responsiveness

Source: Own elaboration (2013)

4. ADDITIONAL INFORMATION

4.1.-TYPE OF RESEARCH

Descriptive, field, and evaluative.

4.2. POPULATION

En este sentido la población de investigación está constituida por las siguientes unidades:

The General Manager of Rony Shoes Footwear Factory.

Current clients: The 16,000 resellers of the products manufactured by it in

the municipality of Maracaibo

The population is distributed as shown in the table below.

 Table 2

Characteristics of the Population

CARGO SUBJECTS

A. Managers 1

B. Clients 16,000

TOTAL 16.001

Source: Company database (2013).

4.2.- INSTRUMENT

(c) An interview with the Manager of the Rufy Shoes Factory

composed of fourteen (14) open items (See Annex A).

A questionnaire aimed at current customers consisting of twenty-nine (29)

closed-ended multiple choice items (See Appendix B).
 FRAMEWORK FOR CONSTRUCTION AND VALIDATION OF THE QUESTIONNAIRE ADDRESSED TO THE CUSTOMERS OF THE RUFY FOOTWEAR FACTORY
SHOES

OBJETIVO GENERAL: EVALUAR LA CALIDAD DEL SERVICIO OFRECIDA POR LA FÁBRICA DE CALZADO RUFY SHOES

ITEMS PERTINENCE
OBJECTIVES WRITING
OBJECTIVE VARIABLE DIMENSION INDICATOR
VARIABLE DIMENSIONS INDICATORS
SPECIFIC
P NP P NP P NP P NP A I

Identify the Need for 1. When communicating with the staff that
needs of the to be works at the Rufy Footwear Factory
clients of the factory of comprendido Shoes feels understood
Rufy Shoes footwear in
the Municipality of Maracaibo. TD DA MA ED TED

2. The staff of the Footwear Factory

Rufy Shoes perceives its idea

TD DA MA ED TED
Quality of Needs of
service the clients Need for 3. El personal de la Fábrica de Calzados
to be well Rufy Shoes welcomes you warmly
received
TD__ DA__ MA__ED__TED__

4. Consider that the staff of the

Rufy Shoes Footwear Factory
meets your expectations

TD DA MA ED TED

Need for 5. The staff of the Footwear Factory

 to feel Rufy Shoes makes you feel important
important
TD__ DA__ MA__ED__TED__

6. The employees of the factory

Rufy Shoes makes you feel
exclusive

TD__ DA__ MA__ED__TED__

7. When visiting the Rufy Footwear Factory

Shoes feel comfortable in their
facilities

TD__ DA__ MA__ED__TED__

Need for
comfort
8. The employees of the factory
Rufy Shoes attends to you from
pleasant way?

TD DA MA ED TED

P:pertinenteNP:no pertinenteA:adecuadoI:inadecuado
 FRAMEWORK FOR CONSTRUCTION AND VALIDATION OF THE QUESTIONNAIRE ADDRESSED TO THE CUSTOMERS OF THE RUFY FOOTWEAR FACTORY
SHOES

OBJETIVO GENERAL: EVALUAR LA CALIDAD DEL SERVICIO OFRECIDA POR LA FÁBRICA DE CALZADO RUFY SHOES

ITEMS RELEVANCE
OBJECTIVES WRITING
OBJECTIVE VARIABLE DIMENSION INDICATOR
VARIABLE DIMENSIONS INDICATORS
SPECIFIC
P NP P NP P NP P NP A I

Determine the Experience 9. The expectations that you.

expectations of the past It is from the Rufy footwear factory
clients of the factory of Shoes are due to their previous ones.
Rufy Shoes footwear in the
purchases
Maracaibo Municipality
TD__ DA__ MA__ED__TED__

10. Do you expect the staff to

older age offers him a
better quality of service
Quality of Expectations of
customer service TD__ DA__ MA__ED__TED__

Recommendations 11. Your expectations have been

fomented at the time of acquisition
Rufy Shoes Footwear by
third-party recommendations

TD__ DA__ MA__ED__TED__

12. You expect to receive from the

Rufy Shoes Footwear Factory
 service that corresponds to the
recommendations that you may have
carried out

TD DA MA ED TED

13. The advertising used by

Rufy Shoes Footwear Factory is the
What you expected to receive

TD__ DA__ MA__ED__TED__

Advertising
14. Expect to find in the
Rufy Shoes Footwear Factory
articles presented in the
offered advertising

TD DA MA ED TED

P:pertinenteNP:no pertinenteA:adecuadoI:inadecuado
 FRAMEWORK FOR THE CONSTRUCTION AND VALIDATION OF THE QUESTIONNAIRE ADDRESSED TO THE CLIENTS OF THE RUFY FOOTWEAR FACTORY
SHOES

GENERAL OBJECTIVE: EVALUATE THE QUALITY OF SERVICE OFFERED BY THE SHOE FACTORY RUFY SHOES

ITEMS RELEVANCE
OBJECTIVES WRITING
OBJECTIVE VARIABLE DIMENSION INDICATOR
VARIABLE DIMENSIONS INDICATORS
SPECIFIC
P NP P NP P NP P NP A I

Analyze the Selection 15. Consider that the location motivated him to
perception of the select the Rufy Footwear Factory
clients with Shoes to obtain your services
regarding the service
offered by the TD__ DA__ MA__ED__TED__
shoe factory
Rufy Shoes in the 16. Consider that the price motivated him/her to
Municipality select the Rufy Footwear Factory
Maracaibo
Shoes to obtain their services
Perception
Quality of TD DA MA ED TED
of the
service
clients
17. The reason for the opening hours is
select the Rufy Footwear Factory
Shoes to obtain their services

TD DA MA ED TED

Organization 18. On a scale of one to five where

one is the least important the five of
of greater importance, qualify the following
aspects that characterize the Factory of
 Rufy Shoes regarding their
competitors

Location __

Price ___

Personal ___

Service Hours ___

Employee attention: ___

19. How would you rate the services offered?

by the Rufy Shoes Footwear Factory

Excellent ___

Well ___
Interpretation
Regular ___

Bad ___

Deficient ___

P:pertinenteNP:no pertinenteA:adecuadoI:inadecuado
 CONSTRUCTION AND VALIDATION FRAMEWORK OF THE QUESTIONNAIRE ADDRESSED TO THE CUSTOMERS OF THE RUFY FOOTWEAR FACTORY
SHOES

GENERAL OBJECTIVE: EVALUATE THE QUALITY OF SERVICE OFFERED BY THE FOOTWEAR FACTORY RUFY SHOES

ITEMS RELEVANCE
OBJECTIVES WRITING
OBJECTIVE VARIABLE DIMENSION INDICATOR
VARIABLE DIMENSIONS INDICATORS
SPECIFIC
P NP P NP P NP P NP A I

Analyze satisfaction Elements 20. Do you consider that the

from the clients through tangibles Rufy Shoes Footwear Factory
of the dimensions of the it presents a pleasant environment
service quality
offered by the factory TD DA MA ED TED
from Rufy Shoes
in the Municipality 21. Do you consider that the teams
Maracaibo used by the staff of the
Rufy Shoes Footwear Factory is
Satisfaction of
on par with other factories of the same
Quality of the clients to
service through the branch
dimensions
TD__ DA__ MA__ED__TED__

Empathy 22. The communication of the

personal of the Shoe Factory
Rufy Shoes in relation to the service
offered

TD__ DA__ MA__ED__TED__

23. Communication between the

 staff of the Footwear Factory
Rufy Shoes and you are fluent.

TD DA MA ED TED

24. Do you perceive the Factory of

Rufy Shoes footwear like a
solid institution.

TD__ DA__ MA__ED__TED__

Security 25. The effort that is made by the
Rufy Shoes Footwear Factory in the
performance of the service offered,
meets your expectations

TD__ DA__ MA__ED__TED__

P:pertinenteNP:no pertinenteA:adecuadoI:inadecuado
 FRAMEWORK FOR CONSTRUCTION AND VALIDATION OF THE QUESTIONNAIRE ADDRESSED TO CUSTOMERS OF THE RUFY FOOTWEAR FACTORY
SHOES

OBJETIVO GENERAL: EVALUAR LA CALIDAD DEL SERVICIO OFRECIDA POR LA FÁBRICA DE CALZADO RUFY SHOES

ÍTEMS RELEVANCE
OBJECTIVES WRITING
OBJECTIVE VARIABLE DIMENSION INDICATOR
VARIABLE DIMENSIONS INDICATORS
SPECIFIC
P NP P NP P NP P NP A I

Analyze satisfaction Reliability 26. At the moment of being presented

from the clients through any inconvenience in the Factory of
of the dimensions of the Rufy Shoes footwear, the staff
service quality
resolve immediately.
offered by the factory
from Rufy Shoes
TD DA MA ED TED
in the Municipality
Maracaibo 27. Do you consider that the Factory of
Calzados Rufy Shoes presents
Satisfaction of
limitations to carry out your
Quality of the clients to
service through the studies
dimensions
TD__DA__MA__ED__TED__

Capacity of 28. Do you consider that the staff

response from the Rufy Shoes Footwear Factory
offers solutions to its
immediate needs to
your requirement

Tied, Damaged, Matched, Dented

 29. Do you consider that the Factory of
Calzados Rufy Shoes provides you with a
fast service

TD DA MA ED TED

P:pertinenteNP:no pertinenteA:adecuadoI:inadecuado
 CONSTRUCTION AND VALIDATION FRAMEWORK OF THE QUESTIONNAIRE ADDRESSED TO THE MANAGER OF THE RUFY FOOTWEAR FACTORY
SHOES

OBJETIVO GENERAL: EVALUAR LA CALIDAD DEL SERVICIO OFRECIDA POR LA FÁBRICA DE CALZADO RUFY SHOES

ITEMS RELEVANCE
OBJECTIVES WRITING
OBJECTIVE VARIABLE DIMENSION INDICATOR
VARIABLE DIMENSIONS INDICATORS
SPECIFIC
P NP P NP P NP P NP A I

Examine the principles of Direct Vision The company has the necessary vision
the quality of service to know how the quality should be
applied in the factory of service to offer
Rufy Shoes footwear in the
Municipality of Maracaibo
TD DA MA ED TED

Employees know the vision

necessary to know how they should be
the things in the Rufy Footwear Factory
Shoes
Principles of it
Quality of
Quality of
service TD__ DA__ MA__ED__TED__
Service
Development of 3. Do you consider that the Factory of
hollow Rufy Shoes develops a
strategic unique service that meets the
customer needs

TD__ DA__ MA__ED__TED__

4. Do you consider that the Factory of

Calzados Rufy Shoes implements
strategies to develop a service
 the only thing that is appreciated by the client

TD__ DA__ MA__ED__TED__

5. Do you consider that the employees

from the Rufy Shoes Footwear Factory
they have a broad vision of the service to
to lend

TD__ DA__ MA__ED__TED__

Understand the
business

6. Do you consider that the employees

from the Rufy Shoes Footwear Factory
they understand only their work

TD__ DA__ MA__ED__TED__

P:pertinenteNP:no pertinenteA:adecuadoI:inadecuado
 FRAMEWORK FOR CONSTRUCTION AND VALIDATION OF THE QUESTIONNAIRE ADDRESSED TO THE MANAGER OF THE RUFY FOOTWEAR FACTORY
SHOES

OBJETIVO GENERAL: EVALUAR LA CALIDAD DEL SERVICIO OFRECIDA POR LA FÁBRICA DE CALZADO RUFY SHOES

ITEMS RELEVANCE
OBJECTIVES WRITING
OBJECTIVE VARIABLE DIMENSION INDICATOR
VARIABLE DIMENSIONS INDICATORS
SPECIFIC
P NP P NP P NP P NP A I

Examine the principles of Expansion of 7. Do you consider that the Factory of

the quality of service fundamentals Calzados Rufy Shoes knows its
applied in the factory of operational
Rony Shoes Footwear in the operating conditions (promotion,
Maracaibo Municipality advertising or sales

TD__ DA__ MA__ED__TED__

8. Do you consider that the Factory of

Rufy Shoes footwear would improve the
Principles of it service reducing the time of
Quality of
Quality of response to your clients
service
Service
TD__ DA__ MA__ED__TED__

Understand 9. Do you consider that the

supervise and employees of the Footwear Factory
respect for Rufy Shoes listens to its customers
client
TD DA MA ED TED

10. Consider You that the

Rufy Shoes Footwear Factory takes
 take into account the opinion given by the client
about your service

TD DA MA ED TED

11. Do you consider that the

Rufy Shoes Footwear Factory
uses high-tech equipment
to offer better service to
client
Use the
TD DA MA ED TED
technology
adequate
12. Do you consider that the
Rufy Shoes Footwear Factory has
high-tech equipment for
to improve the quality of service

TD DA MA ED TED

P:pertinenteNP:no pertinenteA:adecuadoI:inadecuado
 BUILDING AND VALIDATION FRAMEWORK OF THE QUESTIONNAIRE ADDRESSED TO THE MANAGER OF RUFEY FOOTWEAR FACTORY
SHOES

OBJETIVO GENERAL: EVALUAR LA CALIDAD DEL SERVICIO OFRECIDA POR LA FÁBRICA DE CALZADO RUFY SHOES

ITEMS RELEVANCE
OBJECTIVES WRITING
OBJECTIVE VARIABLE DIMENSION INDICATOR
VARIABLE DIMENSIONS INDICATORS
SPECIFIC
P NP P NP P NP P NP A I

Examine the principles of Hire 13. Do you consider that the

the quality of service people Rufy Shoes Footwear Factory
applied in the factory of adequate
Rufy Shoes Footwear in the conduct admission tests and within
Maracaibo Municipality of the required profile an employee
must have a positive attitude
towards customer service
Principles of the
Quality of
Quality of TD__ DA__ MA__ED__TED__
service
Service
Do you consider that the
Fábrica de Calzados Rufy Shoes
hire qualified personnel in
customer service.

TD DA MA ED TED

P:pertinenteNP:no pertinenteA:adecuadoI:inadecuado
 QUESTIONNAIRE DIRECTED TO THE CUSTOMERS OF THE RUFY SHOES FACTORY

1. When communicating with the staff working at the Rufy Shoes Footwear Factory, one feels
understood

Totally agree

b. Agreed

c. Moderately agree

d. In Disagreement

c. Totally Disagree

2. The staff of the Rufy Shoes Factory perceives its idea

Totally agree

b. Agreed

c. Moderately Agree

d. In Disagreement

c. Totally Disagree

3. The staff at Rufy Shoes Factory warmly welcomes you.

Totally agree

b. Agreed

c. Moderately Agree

d. In Disagreement

c. Totally Disagree

4. Consider that the staff of the Rufy Shoes Factory meets your expectations.

Totally agree

b. Agreed

c. Moderately Agree

d. In disagreement

c. Totally Disagree
The staff at Rufy Shoes Factory make you feel important.

Completely Agree

b. Agreed

c. Moderately Agree

d. In Disagreement

c. Totally Disagree

6. The employees of Rufy Shoes make you feel exclusive.

Totally agree

b. Agreed

c. Moderately Agree

d. In Disagreement

c. Totally Disagree

7. Upon visiting the Rufy Shoes Factory, you feel comfortable in its facilities.

Totally Agree

b. Agree

c. Moderately Agree

d. In Disagreement

c. Totally Disagree

8. Do the employees of the Rufy Shoes Factory assist you in a pleasant manner?

Totally Agree

b. Agreed

c. Moderately Agree

d. In Disagreement

c. Totally Disagree

9. The expectations you have of the Rufy Shoes factory are due to its
previous purchases
Totally agree

b. Agreed

c. Moderately Agree

d. In Disagreement

c. Totally Disagree

10. You expect that the more senior staff will provide you with a better quality of service.

Totally agree

b. Agreed

c. Moderately Agree

d. In Disagreement

c. Totally Disagree

11. Their expectations have been fostered when acquiring Rufy Shoes footwear by
third party recommendations

Totally Agree

b. Agreed

c. Moderately Agree

d. In Disagreement

c. Totally Disagree

12. You expect to receive from the Rufy Shoes Factory a service that corresponds to the
recommendations that you have made

Absolutely Agree

b. Agreed

c. Moderately Agree

d. In Disagreement

c. Totally Disagree

The advertising used by the Rufy Shoes Footwear Factory is what you expected.
receive
I totally agree

b. Agreed

c. Moderately Agree

d. In Disagreement

c. Totally Disagree

14. Expect to find the items presented at the Rufy Shoes Footwear Factory.
advertisement offered

Totally Agree

b. Agreed

c. Moderately Agree

d. In Disagreement

c. Totally Disagree

15. He thinks that the location motivated him to choose the Rufy Shoes Footwear Factory to
obtain your services

Totally agree

b. Agreed

c. Moderately Agree

In Disagreement

c. Totally Disagree

16. Consider that the price motivated you to select the Rufy Shoes Footwear Factory to
obtain their services

Totally Agree

b. Agreed

c. Moderately Agree

d. In Disagreement

c. Totally Disagree

17. The reason for the chosen hours of operation is to select the Rufy Shoes Footwear Factory for
obtain your services
Totally Agree

b. Agreed

c. Moderately Agree

d. In Disagreement

c. Totally Disagree

18. On a scale of one to five where one is of least importance and five is of greatest importance.
importancia, califique los siguientes aspectos que caracterizan a la Fabrica de Calzados Rufy
Shoes concerning their competitors

Location __

Price ___

Personal ___

Opening Hours ___

Employee attention: ___

19. How would you rate the services offered by Rufy Shoes Footwear Factory?

Excellent ___

Well ___

Regular ___

Bad ___

Deficient ___

20. Do you think that the Rufy Shoes Factory has a pleasant environment?

Totally Agree

b. Agreed

c. Moderately Agree

d. In Disagreement

c. Totally Disagree

21. Do you consider that the equipment used by the staff of the Rufy Footwear Factory...
Shoes are on par with other factories in the same field.
22. The communication of the staff of Rufy Shoes Factory is appropriate regarding
to the service offered

a. Totally agree

b. Agreed

c. Moderately Agree

d. In Disagreement

c. Totally Disagree

23. Communication between the staff of the Rufy Shoes Factory and you is smooth.

Totally Agree

b. Agreed

c. Moderately Agree

d. In Disagreement

c. Totally Disagree

Do you perceive the Rufy Shoes Footwear Factory as a solid institution?

Totally agree

b. Agree

c. Moderately Agree

d. In disagreement

c. Totally Disagree

25. The effort that the Rufy Shoes Footwear Factory puts into service performance
offered, meets your expectations

Totally Agree

b. Agreed

c. Moderately Agree

d. In Disagreement

c. Totally Disagree

26. When any inconvenience arises at the Rufy Shoes Footwear Factory, the
personal resolves immediately.
Totally agree

b. Agreed

c. Moderately Agree

d. In Disagreement

c. Totally Disagree

27. Do you consider that the Rufy Shoes factory has limitations to carry out
his studies

Totally agree

b. Agreed

c. Moderately Agree

d. In Disagreement

c. Totally Disagree

28. Do you consider that the staff of the Rufy Shoes Factory offers solutions to
their immediate needs to their requirements

Totally Agree

b. Agreed

c. Moderately Agree

d. In Disagreement

c. Totally Disagree

29. Do you think that the Rufy Shoes Factory provides you with a fast service?

Totally Agree

b. Agreed

c. Moderately Agree

d. In Disagreement

c. Totally Disagree
 QUESTIONNAIRE ADDRESSED TO THE FACTORY MANAGER

OF RUFY SHOES FOOTWEAR

The company has the necessary vision to know what the quality of service should be.
to offer

________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
__

Employees know the vision needed to understand how things should be.
Rufy Shoes Footwear Factory

________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
__

3. Do you think that the Rufy Shoes Footwear Factory develops a unique service that
allow to meet the needs of the customers

________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
__

4. Do you think that the Rufy Shoes Footwear Factory implements strategies to
develop a unique service that is appreciated by the customer

5. Do you consider that the employees of the Rufy Shoes Factory have a
broad vision of the service to be provided

________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
__
Do you consider that the employees of the Rufy Shoes Factory understand
only your work

________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
__

Do you think that the Rufy Shoes Factory knows its conditions?
operational (promotion, advertising or sales)

________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
__

Do you think that the Rufy Shoes Footwear Factory would improve the service by reducing
the response time to its clients

________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
__

9. Do you think that the employees of the Rufy Shoes Factory listen to their
clients

________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
__

10. Do you consider that the Rufy Shoes Factory takes into account the opinion that
give the client about his service

________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
__
11. Do you consider that the Rufy Shoes Factory uses high-tech equipment?
to provide better customer service

________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
____________

Do you consider that the Rufy Shoes factory has high technology equipment?
to improve the quality of service

________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
____

13. Do you think that the Rufy Shoes Factory conducts admission tests and
within the required profile an employee must have a positive attitude towards service
client

________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
__

14. Do you think that the Rufy Shoes Footwear Factory hires qualified personnel?
customer service.

________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
__
 GLOSSARY AND TERMS

Dimension: Needs

According to Arellano (2002, p. 137), it is a process in which the desire of

individual to bridge the gap between what is currently available and what is desired. In such
sense, need would be the difference or distance that exists between the current situation and the situation
desired by the individual. Only when there is a certain level of need, it stimulates the
organism to recognize it.

Indicators:

According to Martin (1999, p. 37), customers express their needs in various ways; there are
four basic needs that are:

Need to be understood: those who choose their service need to feel that they are being
communicating effectively. This means that the messages are interpreted correctly.
that they send.

Need to be well received: no person who is dealing with an employee and is

It feels like a stranger will return. People need to feel that the employee attending to them...
He is glad to see her and that her matter is important.

Need to feel important: ego and self-esteem are powerful needs

humans. All customers like to feel important. Anything the employee does
to make the client feel special will be a step in the right direction.

Need for comfort: customers need physical comfort; a place to wait,

rest, talk or do business. They also need psychological comfort; the security of
that they will be attended to in the appropriate manner, and the trust that the employee will satisfy their
needs.

Dimensión:expectativas

Lovelok (1997, p. 173) generally expresses that people see what they expect to see, and what they expect.
Seeing is usually based on familiarity, previous experience, or a preconditioned set.
In the context of marketing, people tend to perceive products according to their own
expectations.

Indicators: past experiences, recommendations, and advertising.

According to Kotler (1992, p. 543), the key is to satisfy or exceed customer expectations.
as for quality of service. These expectations are based on past experiences,
recommendations and advertising of the company.

Dimension: perception
 For Pride and Ferrel (1997, p. 183), perception is the process of selecting, organizing and
interpret the entries of information to generate a meaning.

Indicators: selection, organization, and interpretation.

Dimension: principles of service quality

Kotler (2003, p. 99) states that the main objective of the principles of service quality is
try to help the management improve the service, thereby creating customer loyalty
and increasing the profitability of companies.

Direct vision: the first thing that company management must take into account is the
vision needed to know how things should be and to get employees to accept and
They learn this vision as it is one of the main components to achieve satisfaction.
from the client.

Development of a strategic gap: to achieve a competitive advantage, companies must

service, they must determine a strategy that consists of developing a single service, which includes
characteristics and perspectives that are valued and supported by their clients.

Understand your business: most companies are unaware of this principle as their
employees only understand their work, they never reach a broad vision, which is dangerous
both for the company and for the service.

Expansion of operational fundamentals: if a company wishes to improve in service

reducing the response time it is essential to know the operating conditions, the
service has nothing to do with promotion, advertising, or sales, perhaps that is what you
what they really hold onto and attract or seduce is
the service and the quality with which it is provided, being the operational direction what gives it its high

level.

Understand, respect, supervise the customer: a competitive strategy of companies

service is simply to properly listen to the customers. Most customers are
willing to talk, if companies are determined to listen to them, listening to customers not
it only involves receiving complaint letters, it is something more that companies must listen to
active form, they have to find a way to enhance their knowledge of all desires,
attitudes and presences of the client.

Using the appropriate technology: it constitutes an important resource to increase the

quality of the service, as long as its use is aimed at improving the services by getting closer to
client.

Hiring the right people: if a company wants to provide good service, it must
finding the right people to lend it since customers want to be treated with
education and kindness, and they need someone to help them and who wants to resolve their
problems.

Dimension: Customer satisfaction through the dimensions of service

According to Zeithaml (2002, p. 103), the dimensions represent the way in which customers
They mentally organize information about service quality.

Indicators: tangible elements, empathy, security reliability, and responsiveness.

According to Zeithmal (2002), the dimensions are classified into:

Tangible Elements: Appearance of physical facilities, equipment, employees

ymaterialsof communication.

Empathy: Treating customers as individuals. Empathy is defined as attention

careful and individualized service that the company provides to its clients.

Security: to inspire goodwill and trust. Security is defined as the knowledge

and the courtesy of the employees, and the ability of the company and its employees to inspire good
will and trust.

Reliability: it means that the company fulfills its promises, the agreed delivery,
service provision, problem solving, and prices. Customers want to do business
with the companies that keep their promises, particularly those related to the
attributes of the basic service.

Response Capacity: it is the sum of the readiness and willingness that are put forth by the
service providers in meeting a demand.

Marisol Hernández - Researcher

 Qualitative research strategy. Marisol Hernández
Transcription of LIFE STORIES, TESTIMONY, AND NARRATIVE. Marisol Hernández

The case study of life stories -focused testimony- is a strategy of the

qualitative research that generates alternative versions of social history (human facts), to
starting from the technique of unstructured interview where opinions are reconstructed,
experiences, anecdotes, events, customs, stories. The registration can be done in writing or by
video, the transcription must be done in the language of the interviewed person

This experiential research strategy allows, through the voice of the actors,
find findings (results) that allow for understanding the research problem.
example, the processes of socialization, of study - the classroom and the school - the key actors
those requested to narrate their experience are teachers at the school and the topic
focused can be his career as a teacher, his opinions on the educational practices of others
teachers or the teachers of certain subjects, their training as educators based on their
entry to a training institute, his early years of teaching, his experiences with the
students, etc.

In the reconstruction of life stories, the analysis consists of a process of understanding and
empathy with the narrative, so that the result captures the feelings, ways of seeing and
appreciate life perspectives. That is to say, it is a form of descriptive study, determined by
an educational, social, and cultural context. In the transcript, when girls worked
hardly, physical abuse, a huge distance and fear towards the parents, the prohibition
from the game, school dropout, and the initiation of sexuality. Today, as adults, they prefer that their children
Play or study and hopefully work little; feel fears and guilt when they encourage strong ones.
punishments, claim to desire dialogue about fear and mistreatment, assign a high value to the
education and express the need for openness to communication about sexual life; they say "no
I want my children to suffer, nor for them to go through what happened to me.

To conclude, the life story, by prioritizing the subjective, aims to find meanings and not
coincidences through a question, proposition, or interrogative or opinion statement. From
according to Alvarez-Gayou (2003), the most suitable information collection instrument for
collecting focused testimonies is a list of open and directed questions towards a topic or
specific purpose of essential interest for the researcher, which proposes their worldview and
theorization.
 The research report. Marisol Hernández
The report is a text that contains the results and/or findings of a research. It consists of
five (5) parts, namely, preliminary pages, introduction, problem statement of
problema(incluye definición del tema y los objetivos de la investigación),desarrollo-se presentan
the results in diagrams, graphs - and, finally, the conclusions and recommendations (or
suggestions)

In a report, it is necessary to respect the formal aspects of writing. Regarding the number of
pages, minimum and maximum paragraph length, data to be included on the cover, presence
of index and bibliography.

Steps to conduct research.

Topic selection. They are chosen according to existing needs or interests. It is suggested
consult the titles of the chapters of books referrals to topic.
Study planning. It is advisable to create a preliminary outline of the actions and
Activities that will be carried out to maintain an order.
Execution. The researcher seeks information and/or data effectively, by
for example, in qualitative research, collecting the testimonies of key informants
(interviewees and documents), who can provide their experience or contribute their point of view.
view, applying data collection instruments through interview scripts (or dialogues),
cuestionarios (listas de preguntas cerradas). Las respuestas las codifica, las analiza e interpreta en
integrative graphs and diagrams that summarize and relate the categories with the units of
analysis.
Presentation. The result of an investigation is presented in written form through a report.
and orally through a presentation. In both cases, the clarity of the presentation is
essential for que the receptors understand the information.

Marisol Hernández. Researcher

Example of Research Results. Marisol Hernández

accounting process
Dimensions: accounting procedures
Indicators: analysis of accounting accounts
1.- Is account analysis conducted regularly?
ITEM 1

Frame4

CATEGORY FREQUENCY %

IF 2 67

NO 1 33

TOTAL 03 100
 Operationalization of the Variable. INSTRUMENT
DATA COLLECTION. MARISOL HERNÁNDEZ

Table 1
Operationalization of the Variable

General Objective: Analyze the accounting process of the company PJ, C.A.

Specific Objectives Variable Dimension Indicators

1. -Determine the Process Accounting procedures Account Analysis

applied procedures accounting applied by the
for the department of company Accounting entries
accounting of the Accounting
Strategies to do
PJ Company, C.A. more effective the External audit
accounting procedures
Internal audit
Accounting system
2. Specify the Manuals of
strategies to do procedures
more effective the
accounting procedures
of the company PJ C.A
-Software

Hardware
3. -Identify the system
accountant used by the
company

Source: Hernández, (2013)

 DATA COLLECTION INSTRUMENT

Questionnaire

QUESTIONS (ITEMS) YES NO

1.- Does the company operate on the principle that accounting is.
documentation or evidence that gave rise to the entry?

2. Are transactions recorded in the journal in chronological order,

identifying the debits (or charges) and the credits (or deposits) associated
with the transaction?

3.- Does the company take into account the way the accountant does the
detailed record of a series of transactions, reconciling them
step by step with the accounting equation (A = P + C)?

4.-Are all the operations corresponding to a day covered by

the original documents, invoices, credit notes, debit notes,
payment orders, purchase orders?

5.- The accounts that are affected in the annotations or the

journal entries, through which any are broken down in the journal
operation on its elements: debit and credit?

6.- Are the entries or monetary values from the journal transferred to the
ledger accounts following the steps of: locate in the ledger the
affected accounts in the journal?

7.- Does the step of recording the value or monetary amount take place?
debit or credit as indicated in the journal in the debit column or
news of the account, when does it go to the ledger?

8.-. Does the step of writing the date and page number get followed?
diary, for future references, when does it go into the greater?

9.- Upon finishing entering the accounts into the ledger, a record is kept,
by recording in the journal, the account number of the ledger to which
Is the accounting information being passed?

10.- Is the balance or difference between debits and credits determined?

each account of the ledger, at the end of the fiscal year, following the
steps to sum all the charges and sum all the credits of
monetary values of each of the accounts in the ledger, and it is summed up
under each column of debits and credits?

11.- Differences are determined between the sums of the debit column with
its opposite or having, obtaining: debtor balance when the sums of the
Charges or debits are greater than the sum of the credits and the credit balance.
When are the sums of the credits or assets greater?

12.- If the balances are debits (Dr), they are recorded below the total of the
credit column and if the balances are creditors (Cr) they are recorded below
from the sum of the debit column, by balance?

13.- After entering all the balances, they are totaled by adding them up and the
the amount of the debit is equal to the amount of the credit, for account balancing?

14.- The balances are recorded in their corresponding columns: the balances
debtors in the debit column marking them with the initials Dr
placing the initials and the credit balances in the credit column
putting the initials Cr

15.-Is the trial balance or proof prepared starting from

the debit or credit balances of the accounts in the ledger, placing:
in the debit column the debtor balances and in the credit column the
credit balances

16.- Are the adjustments recorded in the journal and transferred to the accounts of the
mayor?

17.- Are the nominal accounts of the ledger closed at the end of the fiscal year?
accounting economic, in order to summarize them and determine the profit or
loss during exercise

18.- To close the accounts of the general ledger, the first step is followed:
charge to the cost of sales the amount of the debtor balances of the accounts
that intervene in the cost of sales, such as initial inventory,
purchases, freight of purchases, purchase expenses and contribute to them
accounts for their amounts

19.- To close the accounts of the general ledger, the balance of the
accounts gains and losses against the owner's account if it is about
a personal company or against surplus if it is a company of
capital

20.- Are the balance sheet and financial statements prepared?

gains and losses of the company?

21.- Has a structure chart been formulated in the company?

organizational?

22.- Are there manuals of accounting standards, policies, and procedures?

from the company?

23.- Is the information resulting from the accounting process provided by

Is the accounting department prompt when requested?

24.- Is the automated system used to process the information

Is the accountant adapted to the needs and requirements of the company?

25.- Is the automated system used to process the information

Does the accountant adapt to current legal regulations?

26.- Regarding the results of the external accounting audits, the management
the person in charge issues reports of deviations to the departments and
divisions of the company?

27. Have the accounting routines been recorded in the manual?

procedure?

28.- Does the company have a controller and an internal auditor?

29.- If internal auditors are employed, do they submit written reports of their
performances?

30.- Have the internal auditors' reports been reviewed by auditors?

independent externals?

31.- Is the processing of accounting information divided among several

people, so that it is not just one person who dominates the
process from its origin to the end?

32.-Does the company set in its standards, policies, and procedures

responsibilities in such a way that there are people responsible for areas
particulars?

33.- Does it provide a manual or document where it is indicated in a clear way?

what are the accounts that make up the chart of accounts?

34.- Is accounting information a dynamic element for evaluation?

of the company and decision making?

35.- Are internal audits carried out on systems and processes?

accountants in the accounting department?

36.- Are the journal entries approved by the accountant?

37.- Are financial statements prepared periodically for information?

to management?

38.-Do they use word processing software to do

memos and reports?

39.- Do the accounting and finance departments analyze

budgets with spreadsheets?

40.- Do they communicate electronically with each other and with the
outside world?

41.- Does the company use mainframes to host databases, and

office employees use personal computers to have
access to that data?

Does the company have multi-user software, known as

groupware, which allows groups of users to share calendars, send
messages, having access to data and working with documents at the same time
time?

43.- Does the company provide hardware maintenance services?

44.- Does the company use cutting-edge technology and innovations?

with the hardware?

OBSERVATIONS:_____________________________

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
________________________________________________
 Qualitative Research. Marisol Hernández
Qualitative Research.
Following the criteria of Miguel Martínez Miguélez.
Personal, social, and institutional life in today's world has become increasingly complex.
in all its dimensions. From here, a great emergence has been unfolding in the last 30 years,
diversity of methods, strategies, procedures, techniques, and instruments, especially in the
Human Sciences, to address and confront this complex reality. These methodological processes
are known today by the general name of Qualitative Methodologies, and have been disseminated in
more than 3000 partial publications (book chapters and journal articles). These
methodological guidelines aim to be sensitive to the complexity of the realities of life
modern and, at the same time, be equipped with rigorous, systematic, and critical procedures,
to say, to possess a high scientific respectability.
1. Epistemological Foundation
The great physicist Erwin Schrödinger, Nobel Prize winner for his discovery of the equation
fundamental of quantum mechanics (basis of modern physics), considers that science
It has actually led into a dead end and that the scientific attitude must be reconstructed.
which science must be rebuilt anew (1967)
El modelo de ciencia que se originó después del Renacimiento sirvió de base para el avance
scientific and technological of the subsequent centuries. However, the explosion of knowledge, of
the disciplines, the specialties, and the approaches that have been given in the 20th century and the reflection
epistemologically find that traditional model of science not only insufficient, but above all,
inhibitor of what could be true progress, both individual and integrated, of the
different areas of knowledge.
The main problem currently facing research in the social sciences, and in
the social sciences, and their methodology, have an essentially epistemological background,
It revolves around the concepts of 'knowledge' and 'science' and the scientific respectability of its
products: the knowledge of truth and the laws of nature. From here, the appearance, on
everything in the second half of the 20th century, from postmodernist currents, the post-structuralists,
constructivism, deconstructionism, critical theory, discourse analysis
the metaphorizations of discourse and, in general, the proposals put forth by the theory of
knowledge
Therefore, the fundamental objective will be to clarify and illustrate that the problem lies in the
restrictive concept of "scientificity" adopted, especially in the human sciences, that mutilates
the legitimacy and right to exist of a great wealth of the most typically human endowment, such as
the processes that are based on the use of freedom and creativity. This great wealth of
provision requires in the researcher, on one hand, a great sensitivity regarding the use of methods,
techniques, strategies, and procedures to be able to capture it, and, on the other hand, a great rigor,
systematicity and criticality, as basic criteria of scientificity required by the levels
academics.

2. Fundamental Concepts

Every research, of any nature (quantitative or qualitative), is constituted

in two stages: 'the collection of the necessary and sufficient information' and 'the structuring of that
information. The first part of a proper qualitative research is guided by
various concepts whose clarification is synthesized below:

The objectives.

In qualitative research, certain objectives are set to achieve: some are rather
general and other specific, but all must be relevant to the people interested in the
research. Sometimes, it is preferable to set only general objectives, and determine the specific ones.
during the march, not to seek goals that may seem trivial or impossible. The objective can
be very precise, such as, for example, clarifying such or which phenomenon or problematic area, even when
their specific problems or difficulties are still very entangled and can only be
to express or formulate explicitly when the research is further advanced.
 These objectives will partly determine the strategies and methodological procedures.
However, the objectives will also not be untouchable. Here too, when looking for relevant objectives, one
follow the famous principle of 'The Three Princes of Serendip': 'if you are looking for a good thing and
If you find another better one, leave the first for the second.
The qualitative methodological orientation usually does not start from the formulation of a problem.
specific, but of a broader problematic area in which there can be many issues
intertwined that will not be seen until it has been sufficiently advanced the
research. For this reason, in general, starting from a problem closes the possible horizon they have
the complex realities, such as human realities.
This, in no way means that, in a specific case, it is not useful or convenient.
starting from a concrete problem, if that is particularly what one wishes to investigate.

The generalization

To arrive at the identification of a more or less gene- human structure (psychic or social)
To make it realizable, we must first locate that structure in specific individuals or situations.
through the study and the capturing of what is essential or universal, which is a sign of
necessary. The universal is not that which is repeated many times, but that which belongs to being in
that is found by essence and necessarily. The understanding of that essence depends more on the
intellectual sharpness that comes from the use of techniques.
Both Aristotle and Bacon himself understood induction not so much as the inference of laws
universals from the observation of many particular cases, but a method through the
when we reach a point where we can sense or perceive the essence, the form, or the true
the nature of things, which encompasses the universe. Galileo himself considered that the laws of the
nature, which are regular and that we strive to discover, can be captured without the need for
to multiply the observations, but what was enoughone good observation
intensively carried out to learn them, as is done in the natural sciences with a single
experiment. And Piaget, studying his own daughters in depth, structured laws of universal validity.
which have been considered among the most significant contributions of psychology in the 20th century.
On the other hand, it is necessary to keep in mind that an individual or universal structure
it can never be induced from the study of isolated elements in many people, in the same way
that we cannot know the typical features of a certain human race by studying them
you separate the eyes, the mouth, the nose, etc., without ever seeing their network of relationships as a whole. By
on this path we wouldn't even recognize our best friend. It is precisely that 'network of
relationships" that make one face or a race different from the others. It would be something similar to
what happens with our own signature, where the strokes, features or parts change almost always,
but the structure, shape or gestalt remains the same and, for that reason, identifies us.
It is very logical to think that the degree of transferability from one situation to another is a function
directly of the similarity that exists between both contexts. Therefore, the greater effort of the researcher
it should focus on identifying the structural pattern that characterizes its object of study.
change, it is not he who should study the degree of similarity of his context with other contexts or
situations to which the results of their research can be transferred or applied. That is
task of whoever is going to make the transfer or application.

The Hypotheses.

Although the human mind hardly works with a total absence of hypotheses, in
qualitative methodology, nor is a hypothesis formulated to verify, as one is open
all plausible hypotheses and it is expected that the improvement of the study of the data and
it imposes itself by its convincing strength. It is very difficult for the researcher to have the best hypothesis at the
viewpoint: if it were so, there would be no need to do the research. Therefore, a great openness is necessary.
towards all the hypotheses that turn out to be consistent. The hypotheses are, more
good, provisional, and they are modified during the process, so as not to narrow our perspective
and vision of reality. In general, we are not that interested in verifying a specific hypothesis,
how much in which the best reveals itself clearly. But also here, it may be that a researcher
he is interested in "verifying" a certain hypothesis, in which case it is logical that he starts from it.

The variables and the unit of analysis

 What would be, then, the unit of analysis, that is, the specific object of study of a
qualitative research? It would be the new reality that emerges from the interaction of the parts.
constituents, it would be the search for that structure with its function and meaning. This reality does not
it is in the elements but appears through the relationships that occur between the elements, thus
how do the properties of water arise that are not found in either oxygen or hydrogen due to
separate, or the properties of meaning when relating several words in a linguistic structure
or life through the interaction of various physicochemical entities, etc.
It would therefore be illogical to study the variables in isolation, defining them
first and trying, then, to find them. It is necessary to understand first or, at least, at the same
time, the system of relationships in which the variables or properties are embedded,
nested or fitted and from which they derive their own meaning. It would also be considered
it is inappropriate to define the variables operationally, since the actions of individuals, in themselves, des-
Contextualized, they would have no meaning at all or could have many meanings. The meaning
I need it, the "human actions," which require, for their interpretation, to go beyond
physical acts, placing them in their specific contexts. The act itself is not something human; what
What makes it human is the intention that animates it, the meaning it has for the actor, the purpose that
harbors, and pursue the theme; in a word, the function it performs in the structure of its
personality and in the human group in which he/she lives.

The Categories.

The qualitative approach is based on the conviction that traditions, roles, values, and norms
the environment in which one lives is gradually internalized and generates regularities that can
explain individual and group behavior appropriately. Indeed, the members of a group
ethnic, cultural or situational share a logical or reasoning structure that, generally,
it is not explicit, but it manifests itself in different aspects of her life.
Therefore, there are no categories prior to the research, (nor variables, nor dimensions, or
preconceived indicators, whether they are considered independent or dependent. If the
the researcher has them in their mind, it's because they have taken them from other research,
of other samples, carried out by other researchers in other places and at other times, since
no they exist transcendent categories. The true categories what
they will conceptualize our reality must emerge from the study of the information that is collected, to
to carry out the process of 'categorization', and during the processes of 'contrasting' and 'theorization',
that is to say, when the categories are analyzed-related-compared-and-contrasted. However, it
it could start from a group of pre-established categories, provided that they are used with great
caution and as something provisional until it is confirmed, and not to be carried away by the trend
(something very easy and natural) to label the new reality with old names.

The Theoretical-Referential Framework

In a qualitative research, this 'framework' (so, in quotes) should not 'frame'

(to delimit) the researcher's search, as it is only
expose what has been done so far to clarify the phenomenon in question
research. It should refer to the main investigations on the area or related areas: authors,
approaches and methods employed, conclusions and theoretical interpretations they arrived at and others
elements of importance. In the human sciences, it is necessary to place greater emphasis on the most
close (the regional, the national, the Ibero-American), as it shares our culture more and
idiosyncrasy. The foreign, especially if it is Anglo-Saxon, could distort understanding.
of our reality. In any case, this 'framework' is only 'theoretical-referential', that is, a source of
information and never theoretical model in which to locate our research. It will serve to contrast,
after (in the stage of contrasting), our conclusions with those of those authors and, thus,
to understand them better, but never to force and impose an interpretation. Unfortunately, everything
this is poorly understood in many academic circles, even by some 'methodologists'.
The reason for this approach is that the use of a defined theoretical framework already imposes on us
from the beginning a whole theoretical, conceptual, and interpretative world that could not be the most
suitable for understanding the reality we are studying, but rather a filter
epistemological that restricts the set of possible interpretations. And its lack of logic is in
The fact that it is largely considered resolved what has not yet been studied.
In any case, this does not indicate that research cannot be conducted starting from a
solid theory (e.g. psychoanalysis, Marxism or any other) and accepting it, initially,
as a genuine theoretical framework. The drawback of this is that, by accepting that theoretical world,
conceptual and interpretative, which could even be very foreign to our reality, we are
putting everything on the line.
Piaget (1976) defines this 'local' knowledge that we seek as 'sociocentric thought'.
opposition to technical and scientific thinking: "a knowledge developed to serve needs, the
values and the interests of the group." In this sense, it coincides with the "emancipatory knowledge" of
Habermas (1982), object of 'action-research', and which opposes 'knowledge'
instrumental
Moscovici (1984), for his part, further emphasizes this phenomenological stance, giving it
the epistemological scope of science (in contrast and opposition to classical scientific knowledge), to
consider social 'representations' as a form of social knowledge
specific, natural, common sense and practical, which is constituted from our experiences,
knowledge, models of thought and information, that we receive and transmit through tradition, the
education and social communication.
Therefore, the anti-phenomenological trend is highly critical and unacceptable.
they have some project and research evaluators, even qualitative ones, to force the
authors of the same so that they "frame" or "enclose" their projects or research in
external theories or preconceived models, or to 'define' the processes to be studied with
preconceived concepts, brought from other contexts and times. If all of this could be done and
Logically, it would not be necessary to conduct the investigation.

3. Qualitative Methods

As the methodology is, by definition, the path to follow to attain knowledge.

safe and reliable, and in the case that these are demonstrable, also science, the choice of
a certain methodology implies the acceptance of a concept of 'knowledge' and of
"science", that is, a prior epistemological option (theory of knowledge); but this option goes
accompanied, in turn, by another option, the ontological option (theory about the nature of the
reality). The qualitative methodology is very aware of these two options.
The specific qualitative method to be used depends on the nature of
the structure to study. The qualitative-systems methodology has a series of methods,
each of which is more sensitive and suitable than the other for the research of a
certain reality. Next, we illustrate the central idea that characterizes and differentiates them.
(See the details of 12 methods in Martínez, 2004a, here grouped by their central idea).
Hermeneutic Methods. In a broad sense, these are the methods that are used, consciously or
inconsciously, every researcher and at all times, since the human mind is, by its
its own nature, interpretative, that is, hermeneutic: it seeks to observe something and look for it
Meaning. In a strict sense, it is recommended to use the rules and procedures of these methods.
when the information collected (the data) requires a continuous hermeneutics, as it would be the
case, for example, of the study of organized crime, of the dynamics of drug trafficking, of the subjects
paranoid, etc., where the information we are offered may explicitly aim to disorient us.
or to deceive. However, these methods have a much broader area of application: they are
suitable and advisable as long as the data or the parts of a whole lend themselves to different
interpretations.
Phenomenological Methods. These methods are the most suitable when there are no reasons.
to doubt the goodness and truthfulness of the information and the researcher has not lived or is nothing to him
It is easy to form appropriate ideas and concepts about the phenomenon being studied for being very distant.
of their own life, such as, for example, the axiological world of drug addicts or of
homosexuals, the experiences of people in extreme life situations, the breakdown of a
romantic relationship when one has not lived, a peak experience (Maslow, 1970), etc.
Ethnographic Methods. They are the most preferred for entering and getting to know an ethnic group.
racial, from the ghetto or institutional (tribe, race, nation, region, prison, hospital, company, school, and
hasta un aula escolar, etc.) que forman un todo muy sui géneris y donde los conceptos de las
realities that are studied acquire special meanings: the rules, norms, ways of life and
Sanctions are very characteristic of the group as such. For this reason, these groups ask to be seen and studied.
globally, since everything is related to all the others and acquires its meaning through that
relationship. Therefore, the explanation also requires that global perspective.
The Action-Research Method. It is the only one indicated when the researcher not only
wants to understand a specific reality or a specific problem of a group, but wants
also solve it. In this case, the subjects being investigated participate as co-researchers in
all the phases of the process: problem statement, information gathering,
interpretation of it, planning and execution of the specific action for the solution of the
problem, subsequent evaluation of what has been done, etc. The main purpose of these investigations is not
something exogenous to them, but is aimed at awareness, development and
emancipation of the studied groups and towards the solution of their problems.
Information gathering: The instruments, just like the procedures and
The strategies to be used are dictated by the chosen method, although they basically focus around the
semi-structured interview and participatory observation. It is necessary to describe those that will be
to use and justify them. However, the qualitative methodology understands the method and all the arsenal
of instrumental means like algo-flexible, which is used while it is effective, but which
changes according to the report, unforeseen, of the progress of the investigation and of the
circumstances.
The Sample: Each of the indicated methods has its own way of understanding the
It will show us the information necessary to conduct the research. But, in general,
the ontological option assumed by all of them (which is structural-systemic) demands a sample
that cannot be made up of random decontextualized elements (as is the case, for the most part
of the times, the information gathered through pre-conceived questionnaires), but by 'a whole'
systemic with a life of its own, like a person, an institution, an ethnicity or social group, etc. For
Hello, depth is prioritized over breadth and the sample is reduced in its numerical range, and
the conceptual criteria for their selection are made explicit, according to their relevance to the objectives
from the research. However, it is advisable to choose it in such a way that they are best represented.
possibly the variables of sex, age, socioeconomic level, profession, etc., depending on the case, already
that your information may be different and even contrasting.

4. Stages of the 'Structuring'

Estasegunda parte tiene por finalidad describir las etapas y procesos que permitirán
the emergency of the possible theoretical structure, "implicit" in the material collected in the
interviews, field observations, recordings, filming, etc. The complete process involves the
categorization, the proper structuring, the contrasting and the theorization. When reflecting and
focusing on the information, in that contemplation, will bring to our mind the
categories or the expressions that best describe them and the most suitable properties or attributes
to specify them and, little by little, also the theoretical structure that integrates them into a whole
coherent and logical.

Categorization. If the indicated information, which constitutes the primary or procedural material,
it is as complete and detailed as possible, the stage of categorization or classification requires a
precondition: the effort to "immerse" oneself mentally, in the most intense way possible, in the
reality expressed there.
Each new revision of the written material, listening to the dialogues, or watching the scenes
filmed, will allow us to capture new aspects or realities, details, accents or nuances that have not been seen
previously or not sufficiently valued and that, now, perhaps with another approach or context,
they are determinants and seem to change or enrich the meaning. In practice, in each review
from the available material, it is useful to make marginal notes, underlining the names, verbs,
adjectives, adverbs or the most significant expressions that have greater descriptive power,
putting pictographic, mnemonic, or numerical symbols, creating schemes of interpretation
possible, designing and redesigning the concepts constantly.
Now it is about 'categorizing' or classifying the parts in relation to the whole, assigning
significant categories or classes, of constantly integrating and reintegrating the whole and the
parts, as the material is reviewed and the meaning of each sector, event, emerges
fact or data. Categorizing is classifying, conceptualizing, or coding using a term or expression.
brief, clear and unequivocal (descriptive category), the content or central idea of each
thematic unit; a thematic unit can be composed of one or several paragraphs or scenes
audiovisuals.

Estructuració[Link] observación de “algo” es “de ese algo” porque preexisten unosfactores

structuring elements of thought, a foundational or constitutive mental reality, a background or
previous horizon within which it is inserted and that gives it meaning. If that reference framework is missing, the
observation is not such, the data is not data and the fact is nothing. They are neutral realities or
completely ambiguous.
All of this makes the researcher approach any expression of human life, not
not with the famous blank slate of Locke, but with expectations and prejudices about what it could be
observed object. Because of this, the interpretation implies a 'fusion of horizons', an interaction
dialectic between the expectations of the interpreter and the meaning of a text or human act. In
terms of Gestalt psychology, although not always, we would say that external reality tends
to suggest the figure to us, while we provide the background (context, horizon, frame)
theoretical).
Heidegger argues that "being human is being interpretative"; that is, that interpretation, more
that an 'instrument' for acquiring knowledge is the natural way of being of human beings,
and all cognitive attempts to develop knowledge are nothing but expressions of the
successive interpretation of the world.
For all this, it is easy to understand that the process of structuring and theorizing constitutes
as the heart of the research activity: they illustrate the procedure and the product of the true
research, that is, how the structure or theoretical synthesis of the entire work is produced and,
also, how it is evaluated.
An adequate methodology for discovering theoretical structures cannot consist of a
typically linear procedure, but rather follows basically a spiral movement, from the whole to
the parts and from the parts to the whole, increasing in each turn the level of depth and of
understanding. The vision of the whole gives meaning to the parts, and the understanding of these improves that of the
by knowing the forest, the trees are better understood, and by capturing the particularities of
these improve the understanding of the forest.
The structuring process generally leads us to use metaphors and analogies. Although
Analogies and models have undoubtedly constituted a fruitful source of theories.
científicas, conviene señalar también el peligro que representa su mal uso. Hay
fruitful analogies, but also deceptive; this happens when there is no homology
structural between the symbolizing reality and the symbolized.
The best way to begin structuring is to follow the category integration process.
smaller or more specific in broader and more comprehensive categories. Ultimately,
the structure could be considered as a "large category", broader, more detailed and more
complex, like the trunk of the tree that integrates and unites all the branches. Likewise, it must
considered an invaluable aid the frequent preparation of graphic designs (with arrows,
types of links, relationships, etc.), as they allow for the integration and connection of many things and help to
capture them simultaneously.

Contrasting. This stage of the research will consist of relating and contrasting your findings.
results with those parallel or similar studies presented in the theoretical framework
referential, to see how they appear from different perspectives or on more theoretical frameworks
broad and better explain what the study truly means.
Although the 'referential theoretical framework' only informs us of what other people have done,
in other places, in other times and, perhaps, also with other methods, however, to compare and
to contrast our conclusions with those of other equally rigorous researchers,
Systematic and critical approaches will not only allow us to better understand the possible differences, but will also make
a greater integration is possible and, consequently, an enrichment of the body of knowledge
from the studied area, as will be seen in the next sector of the theorization.
Due to this, it will be necessary to keep in mind that the process of categorization-analysis-
interpretation should be primarily guided by concepts and hypotheses that come from
The collected information and its own context, which could very well be unique, and
Not of exogenous theories, which will only be used to compare and contrast the results.
own.
 This comparison and contrast could lead us towards reformulation, restructuring,
expansion or correction of previous theoretical constructions, achieving progress with it
significant in the area; that is to say, that some existing theories would largely fulfill the
function of providing some guidelines for interpreting the new data.
From this, the importance of dialogue with the authors who have preceded us derives.
our area of study, not to blindly follow what they say (dogmatic theoretical framework),
but to correct, improve, expand or reformulate our conclusions; that is, to focus them
from other points of view and using other categories, which will enrich and deepen
our understanding of what we are studying.

Theorization. Einstein used to say that 'science consists of creating theories.' But a theory is
a new way of seeing things, and there can be many different ways of seeing them.
The process of theorizing uses all available means at its disposal to achieve the
final synthesis of a study or research. More specifically, this process will aim to integrate into
a coherent and logical outcome of the ongoing research, improving it with contributions
of the authors reviewed in the theoretical reference framework after the validation work.
In the field of human sciences, the construction and reconstruction, the formulation and
reformulation of theories and theoretical models or any of their parts, through elements
structural elements of other theoretical constructions, is the most common way of operating and doing
advance these sciences.
Einstein himself repeatedly claimed that his theory of special relativity
did not find isolated entities or previously unknown facts, as all its elements
(the concepts of space, time, matter, force, energy, particles, gravitation, wave,
corpuscle, speed, and others) had been in the environment for fifty years; what he
he proposed a new way to classify and relate already known things. And Leibniz stated: 'my
system takes the best from all parts.
Most researchers express difficulties in describing what they do.
when they theorize; but a careful analysis of their mental activities will show that they are similar
to the daily activities of a normal person: the formal activities of the theorizing work
consist of perceiving, comparing, contrasting, adding, organizing, establishing links and relationships, and
to speculate; that is to say, the cognitive process of theorizing consists of discovering and manipulating
categories and the relationships between them.
The transition from data to theory requires creative imagination. Popper observes that the
theories are the "result of an almost poetic intuition" (1963, p. 192). Hypotheses and theories
scientific theories are not derived from observed facts, but are invented to account for them;
they are conjectures related to the connections that can be established between the studied phenomena
and the uniformities and regularities that underlie them. The 'happy conjectures' of this type
they require great inventiveness, especially if they represent a radical departure from ordinary ways
of scientific thought, as happened with the great theories that underpin each of
the sciences.
Einstein clarifies that "those theorists who believe that the theory is obtained are mistaken.
"inductively from experience" (Hanson, 1977, p. 229). In contrast, a theory is a
symbolic, verbal, or iconic mental construction, of a conjectural or hypothetical nature, that compels us
thinking in a new way when completing, integrating, unifying, systematizing or interpreting a body of
knowledge that until now was considered incomplete, imprecise, disconnected or
intuitive.
The theory is, therefore, an ideal model, without direct observational content, that offers a
intelligible, systematic, and coherent conceptual structure to organize phenomena; in a way
more concrete, usually consists of a system of hypotheses, legal formulas, and even laws already
established, so that their synthesis can include up to what is fully known to what
merely suspected.

Conclusion.
Knapp (1986) points out, as a summary of all Qualitative Methodology, the attitudes with
what the qualitative researcher should proceed with:
An initial exploratory and open-minded approach to the problem to be investigated.
b) An intense participation of the researcher in the social environment to be studied.
c) Use of multiple and intensive research techniques with an emphasis on observation
participatory and in the interview with key informants.
An explicit effort to understand the events with the meaning they have for those
they are in that social environment.
An interpretative framework that highlights the important role of the set of variables in its context
natural for the determination of behavior, and that emphasizes global interrelation and
ecological of behavior and events within a functional system.
f) Results written in which the events are interpreted according to the stated criteria and
it describes the situation with a wealth of details and so vividly that the reader can have a
deep experience of what that reality is.

For the other areas (methods and techniques) of the Qualitative Methodology, the reader is referred to
review the following bibliography and the work of Miguel Martínez Miguélez (2004a)

Bibliographic References

Aristotle, (1973). Complete Works. Madrid: Aguilar.

Cook, T. and Reichardt, C. (1986). Qualitative and Quantitative Methods in Research
evaluative. Madrid: Morata.
Eccles, J.C. and Popper, K., (1985). The Self and Its Brain. Barcelona: Labor
Gadamer, H. G., (1984). Truth and Method: Foundations of a Hermeneutics
philosophical. Salamanca: Follow me.
Habermas, J., (1982).Conocimiento e interé[Link]: Taurus.
Hanson, N.R. (1977). Patrones de descubrimiento. Observación y explicacion. Madrid: Alianza
University.
Knapp, S.K. (1986). Ethnographic contributions to evaluation research: the experimental schools
program evaluation and some alternatives, in Cook and Reichardt, 1986.
Martínez, M., (1986). "The creative capacity and its implications for the methodology of the in-
research", Psychology (Caracas: UCV), vol. XII, no. 1-2, 37-62.
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 Research procedures. Marisol Hernández
Research procedures. Marisol Hernández

1. Application and obtaining of permits from the institution offering the program to the
institutions that require it for the purpose of organizing survey processes, interviews
informal, review of primary sources of any other unit of analysis that by its nature,
its use is restricted.

2. Visits and interviews with national and international personalities whose research activity,
economic, social, and political factors have generated valuable scientific contributions unknown to
the general public, but relevant to the study.

3. Organization and training of groups of surveyors/interviewers for the purpose of

implementation of processes for the collection of quantitative-qualitative data required by
extensive investigations involving more than one person.

4. Organize work teams for data collection, processing of the data, look for people to
which to put the assignment, the units of analysis.

5. Organization and training of technical, human, and technological teams for the
computerized processing provided by the surveyors / interviewers through
quantitative-qualitative software, such as: statistics, SPSS, Micmac, and other data programs
qualitative, among others, as well as the delivery of regulatory instructions related to
transcription and presentation of preliminary and final protocols.

6. Hiring experts for the preparation of presentations and preliminary rehearsals for the
defense of the doctoral thesis.
 Research Outline
Content

Research line (topic or theme)

Research Title (phrased as a noun)

Relationship between title, general objective and formulation of the problem (must contain: the object
of study (the category and/or the variable) and the context (area of study)
Introduction (the purpose and structure of the report)

Logical Moment: The problem

Approach del problem (symptoms, causes consequences
forecast)
Formulation of the problem (question or inquiry, phrased with a pronoun
interrogative)
Objetivos de la investigación (redactados con un verbo en infinitivo, terminados en ar,er,
ir)
General objective (contains the category and/or the variable)
Specific objectives (contains subcategories and/or dimensions)
Justificación de la investigación (importancia: teórica, práctica, metodológica, social)
Delimitation of the research (spatial, temporal)

Reference Moment or Theoretical Framework

Background of the research (Previous studies. Review of the

literature
Theoretical bases (Construction of definitions and concepts
Relationship between general and specific objectives and the theoretical foundations
Example of theoretical framework
Analysis matrix of the category (subcategory, units of analysis-meanings)
Operationalization table of the variable (dimension, indicators, items)
Relationship of specific objectives with the subcategories and/or dimensions

Methodological moment (epistemology, paradigm -civilizational vision: positivist

postpositivist
Type of research (exploratory, descriptive, explanatory)
Research modality or design (documentary, field; experimental, non-experimental)
experimental)
Type of study
Hypothesis (possible solution)
Design
Sample
Data collection techniques (instrument: questionnaire, interview with informants,
direct observation -of documents
Research project - Scientific research (systematic)
Moment
Presentation of results
Preparation of the report
preliminary section
body of the report
references section
Recommended Bibliography
 Dominant Research Paradigm - Marisol Hernández

Dominant Research Paradigm

In his book The Structure of Scientific Revolutions, the philosopher and scientist Kuhn
(1975) defines a paradigm as follows: that which must be observed and scrutinized. The type of
questions that are supposed to be asked to find answers related to the objective. How
Such questions must be structured. How should the research results be interpreted?
scientific. It is understood that Kuhn considers paradigms as scientific realizations.
universally recognized by the scientific community that, for a certain time,
they provide models of explanations of problems and solutions to that same community
scientific.
The prevailing paradigm present in the prevailing consensus often represents a
a more specific way of seeing and approaching reality (civilizational vision), the limitations of
proposals for future research; more than a scientific method, much more generic.
It is inferred that the following are conditions that facilitate a system of thought.
can become a dominant paradigm: professional organizations that legitimize the
paradigm, social leaders who introduce and promote its values, journalism that writes
about the system of thought (legitimizing it while spreading the paradigm),
government agencies that officialize it, educators who propagate it by teaching their
students, eager speakers to discuss the central ideas of the paradigm, media coverage,
rights groups that agree with the beliefs, core values of the paradigm, resources
(financial sources) that allow for research on the subject.
By equating the paradigm with model, when talking about social sciences, it is understood that the
It encompasses a set of characteristics applicable to the study of a certain
society; for example: if one wants to analyze Venezuelan society to determine if it
it belongs to the first world or the third world, it will be necessary to specify a conceptual framework of
both economic levels, then take note of the economic situation in Venezuela and see if this
The situation can be encompassed in the third-world model or in the first-world model.
The term paradigm is also usable to determine concepts, trends and
methods to be used to support the preparation of a scientific thesis or for its defense
hypothesis, or examination of a category and its meanings (or contents). The word paradigm is
also used to indicate a pattern or model, an example beyond any doubt, an archetype.
In this sense, it is frequently used in design professions. The paradigms of
Design, archetypes, represent the functional background for design solutions.
Paradigm is a civilizational horizon, a worldview.
 Research Report - Marisol Hernández
Content

Research line (topic or theme)

Research title (written in noun)

Relationship between title, general objective, and formulation of the problem (must contain: the
object of study (the category and/or the variable) and the context (area of study)
Introduction (the purpose and structure of the report)
Logical Moment: The Problem
Planteamiento del problema (síntomas, causas, consecuencias,pronóstico)
Formulation of the problem (interrogative or question, phrased with a pronoun
interrogative)
Objectives of the research (written with an infinitive verb, ending in
ar, er, ir
General objective (contains the category and/or the variable)
Specific objectives (contains subcategories and/or dimensions)
Justificación de la investigación (importancia: teórica, práctica, metodológica,social)
Delimitation of the research (spatial, temporal)
Reference Moment or Theoretical Framework, Background of the research (Studies
previous. Literature review. The contributions are described to the
research
Theoretical bases (Construction of definitions and concepts)
Relationship between general and specific objectives and the theoretical bases
Example of theoretical framework
Matrix of analysis of the category (subcategory, units of analysis
meanings
Operationalization table of the variable (dimension, indicators, item-questions)
Relationship between specific objectives and subcategories and/or dimensions
Methodological moment (epistemological paradigm -civilizational vision of the world:

{"modernidad":"modernity","postmodernidad":"postmodernity","positivista":"positivist","postpositivista":"postpositivist"}

Type of research (exploratory, descriptive, explanatory)

Mode or design of the research (documentary, field; experimental, not
experimental
Methodology (Qualitative through analysis, interaction, and relationships among categories,
to contrast, dialectical-critical discourse, argumentation, interpretation, hermeneutics and
Quantitative through absolute frequency distribution statistical tables and
relative)
Category and/or study variable
Hypothesis (possible solution)

Population and sample

Data collection techniques (instrument: questionnaire, interview with informants,
direct observation - to documents
Relationship between specific objectives and information collection techniques or
data: indicators that contain the items (questions) and/or the units of analysis and/or
meanings
Research methods (inductive, deductive, logical, rational)
Research Procedure
Research project - Scientific research work (systematic knowledge)
Final moment
 Presentation of research results (The objectives are developed
specific, writing them as subtitles: the subcategories and/or are described
dimensions, the findings are explained, criticized, what is perceived from the informants, from
the documents; it is analyzed, argued, and interpreted based on the opinion of others
doctrinarians and/or authors, hermeneutics is applied, reflection takes place and when they are analyzed,
relate, compare y contrast the categories him assume a
posture
Conclusiones (es una síntesis de cada desarrollo de cada objetivo específico. Por cada
specific objective is at least one conclusion
Recomendaciones (por cada objetivo específico y/o conclusión se hace una o más)
Preparation of the research report
preliminary section
body of the report
bibliographic references section
Bibliography (arranged in alphabetical order, all cited authors must appear)
 Example of writing objectives. Marisol Hernández

DEMOCRACY AND FORMS OF CITIZEN PARTICIPATION IN

VENEZUELA (PERIOD 1998-2012)

2. RESEARCH OBJECTIVES
2.1 General objective
Analyze democracy and forms of citizen participation in Venezuela
in the period 1998-2012
2.2 Specific objectives
Explain the modern theories of democracy in Venezuela (1998-2012)
Describe the typologies of democracy in Venezuela (1998-2012)
Characterize the models of democracy in Venezuela (1998-2012)
Examine the conditions of citizen participation in democracy in
Venezuela (1998-2012)
State theoretical guidelines on forms of citizen participation in
Venezuela in the context of democracy.
To formulate Research Objectives. Levels and
Verbs. Marisol Hernández
Data Analysis Process according to Miles and Huberman. Marisol Hernández