Report on the exchange semester

Report on the exchange semester
Bogotá, Colombia
26th January - 1st June
Carmen de Pedro
S2370867
General report
1. Host institution and exact dates of semester abroad
My host institution was the Pontificia Universidad Javeriana- one of the oldest,
biggest and most expensive private universities in Bogotá.
The beginning of classes was scheduled for the 26th of January 2015, while
the deadline to formalize the enrollment was on the 21st of January. The end
of the semester was scheduled for the beginning of June 2015, depending on
the individual classes. I arrived on the 3rd of February and flew back on the
3rd of July.
2. Contact with home faculty, preparation and journey
The preparation for my exchange semester was not extensive enough and
restrained due to the time limit. I still had an exam in the Netherlands on the
31st of January, while the semester abroad in Bogotá had already started. So I
was busier studying for the exam at the RUG than being able to properly
prepare myself. Altogether I did not prepare a lot apart from the very
necessary things like enrolling for courses, arranging the learning agreement
and having a quick look on “Couchsurfing” to see whether someone could
host me for the first couple of days.
My journey to Bogotá was about 20 hours delayed. I flew from Amsterdam to
Washington DC and landed there with a 2 or 3 hour delay. The connecting
flight from Washington DC to Bogotá was cancelled and rescheduled for the
next day, so I slept at the airport one night.
3. Residence abroad
Visa: I had to arrange a TP3 visa and apply for it at the embassy in
Amsterdam, although I am a German citizen. The arrangement of the visa
was very confusing as I got different information from the embassies in
Germany and the Netherlands. However, in the end the embassy in
Amsterdam arranged it within 10 days and I could pick it up on the same day
that I flew to Colombia.
Vaccinations: Hepatitis B was one of the vaccinations I renewed before going
on my exchange semester as well as Yellow Fever. I just checked regular
recommendation websites for the types of vaccinations I needed.
Accommodation: The first few days I stayed in a hostel in the Candelaria
called “Sue hostel” for about 25000 COP (10 Euros) per night. I then searched
for rooms via a quite unusual way, but still was lucky: Through the online
platform “Couchsurfing” I found a room (about 10 sqm) in an apartment
shared with a Colombian girl (the owner) and a French exchange student.
(Often called El trio loco.)
Reception and introduction: Due to my late arrival I missed the reception and
introduction and had to manage everything by myself. It was quite confusing
and exhausting in the beginning, especially in terms of finding my way around
the campus and getting access to literature and syllables for the courses.
Only in the very end I got told about the central platform comparable to
Nestor. Here is the link: portal2.javeriana.edu.co
Student life, culture and leisure: Being a student at the university is great. In
order for the international students to get in touch with one another, there is a
student group (on Facebook) called “Out of Town”. The organizers plan
sightseeing trips and activities during the weekend for a very reasonable
price. However, I did not spend a lot of time with them.
There is also a student gym at the campus and the sports center offers a
variety of courses. The offer is not nearly as big as here in Groningen, but the
Yoga classes with Salvador are very recommendable. He also offers a
collective meditation meeting every Friday in the chapel on the campus. Just
talk to him! However, there is no swimming pool facility, which was a bit
disappointing.
Bogotá is culturally so enriching- there are free concerts almost every
weekend, dozens of museums, independent theaters, libraries all over the city
and Salsa dance schools as far as your eyes can reach. After all, it is the
capital of Colombia!
Language: In the beginning, I obviously had a few problems with the
language. However, due to the fact that everything was done in Spanish (the
texts we had to read for university, talking to the professors and co-students,
living with Spanish speaking people) I quickly improved and got around well.
4. Grant
I received a grant in the total amount of 1000 Euros, of which I received 700
Euros before departure and 300 after the return to Groningen.
My two- way flight to Colombia and back cost about 600 Euros, while the
grant only included 400 Euros financial support for the flight.
For my room in the apartment in the “Candelaria” (historic center of Bogotá) I
paid 550000 COP, which amounts to about 240 Euros per month.
A regular lunch in a restaurant costs about 10000-15000 COP (4-5 Euros)
and includes a soup, main course and dessert. In the supermarkets, imported
food is quite expensive, while the local food is a little cheaper compared to
Dutch prices. There are a lot of local food markets where bags of food can be
bought for 40 cents.
I believe that the grant was somewhat sufficient, but could be increased. Due
to the expensive flight I had only 400 Euros for the remaining time.
Travelling is not as cheap as most people assume- Colombia is one of the
more expensive countries in South America. Domestic flights sometimes can
be cheaper than long distance busses.
5. Study (general)
For the duration of the entire semester I had four courses (more detailed
description below). So instead of having 6 courses in one semester, I only had
four courses, which permitted a more extensive research and better
understanding of the topics.
Examination took place throughout the semester and differed for every
course. For one course we were allowed to take the exam online at a chosen
place- so we could take it at home (obviously having access to the internet
and all lecture slides). For another course we took the exam in groups of four,
being allowed to use all of the texts and our lecture notes during the exam.
For the other course we actually had some discussions with the professor on
the method of examination, proposed ideas and voted for the way we liked the
most. Only in one course I had” regular” MC tests. And professors were
always late- don’t be on time is the unwritten rule.
A good organization of the study program seemed to be lacking and I often
times did not know what I had to do for the next lesson. Partly, this was a lack
of understanding (due to the language) but in some cases the requirements
were not clear at all due to the lack of information or a central student
platform. Ask your fellow students for help in any situation of doubt.
Regarding the facilities, the central library is always very crowded (just as we
know it from the University library in Groningen) and also it is not very usual to
find a silent spot there. However, there are other libraries in the different
faculties on the campus. I can recommend the library in the faculty of
Theology- saves you a lot of frustration.
Personally, I did not visit the Exchange Office after the initial formalization of
the enrollment. However, they can give you information about activities and
facilities.
6. Other relevant info you want to share with our future exchange students
There are so many activities the university offers ranging from volunteer
programs, activities with other exchange students to cultural groups. It is very
recommendable to ask ( for example at the exchange office) at the very
beginning for all the information you need in order to make the most out of
your stay.
7. Summary impression
I learned a lot during my semester in Bogotá and enjoyed the challenge that I
was facing in the quite chaotic, but culturally enriching and charming eight
million people metropole. I did not become part of the “exchange student
network”, which gave me a different perspective on the regular (student) life in
Bogotá. Instead I became part of the Yoga/Meditation group, were I met like-
minded, conscious and delightful people to share a few months with.
However, “rollos” (as they call people from Bogotá) can be a bit cold and it
might not be the easiest task to make friends with “rollos.”
All in all, you will spend time in a country with a different culture, which
obviously is reflected in how university and student life works. It can be a bit
frustrating in the beginning (not for everyone and probably much less if you
arrive on time for the introduction!), but the ability to let go of your needs,
change your perspective and to adapt to the Colombian culture will make your
experience unforgettable.
Specific report
1. Host institution and study period
The host institution was Pontificia Universidad Javerina in Bogotá and the
study period was from the 26th of January to the 1st of June.
2. Lectures and literature
The courses I chose were all taught in a group of not more than 30 students,
but mainly even smaller. The professors did not teach in big lecture halls like
we are used to in Groningen. Most classes can be compared to the tutorials
we know from the RUG, based on a lot of professor- student interaction.
I had lectures and seminars on three days per week, from Monday to
Wednesday. Two courses were of the faculty of Political Science and two of
the faculty of Economics and Business Economics. Three courses were
Spanish taught, while one course was taught in English.
Monday,
3 pm - 6 pm: Social Innovation, Spanish taught, Business faculty
Tuesday,
6 pm -9 pm: Family businesses, Spanish taught, Business
faculty
Thursday,
9 am -11 am: Genocides of the 20th century, English taught,
Faculty of Political Science
2 pm - 5 pm: Introduction to Political Science, Spanish taught,
Faculty of Political Science
3. Overview of lecture program
I did not have a specific timetable for the preparation. Everything was
somehow open to changes.
4. Contents
Social Innovation: The objective of this course was to discuss Social
Innovation as a tool to address the unmet needs of the underprivileged and
most help needed part of society. The underlying assumption is that the
government and the state has failed to meet the needs of some with
traditional tools and policies and that Social Innovation can fill this gap. We
discussed several initiatives like the German based foundation “Discovering
hands”, which trains blind women with their heightened sense of touch to be
early detectors of breast cancer.
Family business: This subject treated the importance of family businesses in
Colombia and dealt with common issues inside the family business,
succession and general structure.
Genocides of the 20th century: We discussed the main genocides of the 20th
century, namely the Armenian Genocide, The Holocaust, the mass murder of
Communists in Indonesia, the Cambodian Genocide, the Genocide in
Guatemala, the Genocide in Bosnia, the Genocide in Rwanda and the
Genocide in Colombia. In the case of Colombia, we discussed whether the
case of the mass murdering of the members of the Union Patriotica, the
former political movement of the now called FARC, can be called a genocide.
The general structure of discussing each genocide took place in terms of the
historical background, the underlying ideologies, the perpetrators, the victims
and the methods used for the killings.
Introduction to political science : We discussed some of the main classical
texts and authors regarding Political Science: Max Weber, Niccolo
Macchiaveli, Hannah Ahrendt and more. The course was structured into four
thematic units, where we treated normative issues, empirical analysis, the
purpose of politics, political science as a discipline and its history. The
different texts on normative issues dealt with politics as an activity linked to
power, an activity developed through state institutions and as a permanent
fight between enemy and friend. The empirical analysis dealt with politics as a
distributional activity of values for a social order.
5. Lecture-related activities
For the course Social Innovation we had to write a paper analysis or were
asked to do spontaneous (graded) group work in class. For the last graded
“exam” we had to choose one of the urgent problems in Bogotá and write a
proposal for a creative and innovative solution.
In the course Family businesses we did some assignments in class and had
to prepare a case presentation including all topics treated on a family
business.
6. Relevance to Groningen study program
As far as I know, there are unfortunately no related courses to the Family
Business, the Social Innovation and the Genocides course. Especially the
Social Innovation course was highly important for my own personal growth
and knowledge acquirement. It put a very refreshing and alternative
perspective on the aims of a normally on growth and accumulation of capital
focused business. In Groningen, we learned and got taught that a business’s,
most important responsibility is to accumulate capital, to achieve international
expansion and all that at the lowest possible cost. We only had one (!) course
in ethics, which is considering the huge amounts of problems in International
Business just simply insufficient. That is why these courses (Social Innovation
and Family Business) really broadened the perspective of the problematic
truth of International Business.
The two courses from the Faculty of Political Science did also have a
relevance to the study program in Groningen (International Business
Management) because of the importance of politics in business.
7. Study load
The time spent on the course varied from beginning to the end, also
depending on the specific class.
Social Innovation: Lectures were 3 hours every week and personal
preparation time was about 6 hours per week.
Family business: Lectures were 3 hours every week and personal preparation
time was about 4 hours per week.
Genocides of the 20th century: Lectures were 2 hours every week and
personal preparation time was about 4 hours per week
Introduction to political science: Lectures were 3 hours every week and
personal preparation time was about 8 hours per week in the beginning, but
less in the end due to better understanding of the Spanish texts.
8. Assessment in Groningen
One Colombian “credito” converts into 3 ECTS. A total of 33 ECTS was
obtained.
Social Innovation: 3 créditos  9 ECTS were obtained
Family businesses: 3 créditos  9 ECTS were obtained
Genocides of the 20th century: 2 créditos  6 ECTS were obtained
Introduction to Political Science: 3 créditos  9 ECTS were obtained
Appendix:
1. Reading list/ Syllable “Genocides of the 20th century”
CONTENT OF SESSIONS
January 28
Introduction. The concept of Genocide.
Schabas, William (2008). “What is Genocide? What are the Gaps in
the Convention? How to Prevent Genocide? Foro Regional sobre
Prevención del Genocidio – Buenos Aires
February
Explanations of Genocide
4 -11
Shaw, Martin (2007). “The general hybridity of war and genocide,”
Journal of Genocide Research, vol. 9, no. 3, pp. 461-473.
February 18
Genocide of indigenous peoples
Jacoby, Karl (2008). “The broad platform of extermination: nature and
violence in the nineteenth century North American borderlands”,
Journal of Genocide Research, Vol. 10, No. 2, pp. 249-267.
February 25
The Armenian Genocide.
Adalian, Rouben Paul (2004). “The Armenian Genocide,” in Totten,
Samuel, William Parsons & Israel Charny, Century of Genocide:
Critical Essays and Eyewitness Accounts, New York & London,
Routledge, pp. 53-90.
March 4
FIRST MID-TERM EXAM
March
The Holocaust.
11 - 18
Niewyk, Donald (2004). “Holocaust: The Genocide of the Jews,” in
Totten, Samuel, William Parsons & Israel Charny, Century of
Genocide: Critical Essays and Eyewitness Accounts, New York &
London, Routledge, pp. 127-159.
March 25
The Mass Murder of Communists in Indonesia 1965.
Cribb, Robert (2004). “The Indonesian Massacres,” in Totten,
Samuel, William Parsons & Israel Charny, Century of Genocide:
Critical Essays and Eyewitness Accounts, New York & London,
Routledge, pp. 233-260.
March 30-
EASTER BREAK
April 3
April 1
The Cambodian Genocide.
Kiernan, Ben (2004). “The Cambodian Genocide 1975-1979,” in
Totten, Samuel, William Parsons & Israel Charny, Century of
Genocide: Critical Essays and Eyewitness Accounts, New York &
London, Routledge, pp. 339-373.
April 8
Rape as Genocide
Diken, Bülent and Carsten Bagge Laustsen (2005). “Becoming
Abject: Rape as a Weapon of War”, Body & Society, Vol. 11 (1): 111128.
April 15
Genocide in Guatemala.
Oettler, Anika (2006). “Guatemala in the 1980s: A Genocide Turned
into Ethnocide?” GIGA Research Program: Violence and Security
Cooperation, GIGA Research Papers No. 19, March.
April 22
Genocide in Bosnia.
Mennecke, Martin & Erik Markusen (2004). “Genocide in Bosnia and
Herzegovina,” in Totten, Samuel, William Parsons & Israel Charny,
Century of Genocide: Critical Essays and Eyewitness Accounts, New
York & London, Routledge, pp. 415-447.
April 29
May 6
SECOND MID-TERM EXAM
Genocide in Rwanda.
Lemarchand, Rene (2004). “The Rwanda Genocide,” in Totten,
Samuel, William Parsons & Israel Charny, Century of Genocide:
Critical Essays and Eyewitness Accounts, New York & London,
Routledge, pp. 395-412.
May 13
Genocide in Colombia? The case of the Unión Patriótica.
Gómez-Suárez,
Andrei
(2007).
“Perpetrator
blocs,
genocidal
mentalities and geographies: the destruction of the Unión Patriótica
in Colombia and its lessons for genocide studies,” Journal of
Genocide Research, vol. 9. No. 4, pp. 637-660.
May 20
The prevention of Genocide
Totten, Samuel (2004). “The Intervention and Prevention of
Genocide: Where There Is a Political Will There Is a Way,” in Totten,
Samuel, William Parsons & Israel Charny, Century of Genocide:
Critical Essays and Eyewitness Accounts, New York & London,
Routledge, pp. 469-490.
May 27
FINAL EVALUATION
2. Reading list/ syllable “Social Innovation”
BIBLIOGRAFÍA
ANDREW C AROLINE y KLEIN, JUAN –LUIS (2010). «Social Innovation:
What is it and why is it important to understand it better», Cahiers du Centre
de recherché surles innovations sociales (CRISES), Collection Études
théoriques, no ET1003
Arias P Jose y Aristizabal C. Transferencia de conocimiento orientada a la
innovación social en relación a la ciencia tecnología y sociedad. Disponible
en:
http://rcientificas.uninorte.edu.co/index.php/pensamiento/article/view/3664/49
92
Atxutegui, A. (2010), “La innovación en clave de cooperación: la respuesta
más efectiva ante la crisis” en Revista Española del Tercer Sector.
Bedell G.The new old age: PersPectives on innovating our way to the good
life for all. Nesta 2009 London.
Borstein D. Como cambiar el mundo: Los emprendedores sociales y el poder
de las nuevas ideas. Debate. 2005.
Druker P. La disciplina de la innovación. Harvard Business Review 2008
Estrategia de innovación social: una ventana de oportunidad para Euskadi.
Agencia
vasca
para
la
innovación
2011.
En
http://www.politicadeinnovacionsocial.co/documents/250640/254377/Estrategi
a_Innovacion_Social.pdf/4ad74cc1-a5bf-44dc-b373-cd6dd8d011c7
Fernández M Teresa y Otros: La innovación social como solución a la crisis:
Un nuevo paradigma de desarrollo. XIII Jornada de Economía Crítica., Sevilla
2012. En:
http://pendientedemigracion.ucm.es/info/ec/jec13/Ponencias/economia%20so
cial/La%20innovacion%20social%20como%20solucion%20a%20la%20crisis.
pdf
León y otros. La innovación social en el contexto de la responsabilidad social
empresarial. En: http://www.redalyc.org/articulo.oa?id=63124039002
Martinez M, R. Políticas públicas e innovación social: marcos conceptuales.
Disponible
en:
http://leyseca.net/PDFs/TFM_Social_Innovation_rubenmartinez_.pdf
Moulaert F y Ailenei O. Social Economy, Third Sector and Solidarity
Relations: A Conceptual Synthesis from History to Present. Disponible en:
http://base.socioeco.org/docs/moulaert_ailenei_2005.pdf
Mulgan, Geoff. Social innovation what it is, why it matters and how it can be
accelerated. Said Business School Oxford
OECD.(2010).Social
Entrepreneurship
entrepreneurship
and
Innovation.
and
social
Disponible
innovation.
en
SMEs,
http://ec.europa.
eu/internal_market/social_business/docs/conference/oecd_en.pdf
Porte, M y Kramer M. Estrategia y sociedad,
America
Latina.
Harvard Business Review
2006.Disponible
en:
http://www.fundacionseres.org/Lists/Informes/Attachments/12/Estrategia%20y
%20Sociedad.pdf
Prandi, M y Lozano J. Compiladores. La RSE en contextos de conflicto y
postconflicto: de la gestión del riesgo a la creación de valor Disponible en:
http://itemsweb.esade.es/wi/research/iis/publicacions/RSEyConflicto.pdf
Ulane S Ileana. La innovación que potencia el desarrollo. Escuela de
Ciencias de la Administración. Revista Nacional de Administración 2010
Von Hippel E. Democratizar la innovación. The MIT Press, London England
3. Reading list “Introduction to political science”
PRIMERA UNIDAD TEMATICA
1. SARTORI, Giovanni. “La Idea de Política” En: Cómo hacer Ciencia
Política, México: Taurus, 2012, Pp. 81-103, pdf.
2. VALLES, Josep M., “Sociedad, Política, Poder”, en: Ciencia Política. Una
introducción, Barcelona, Editorial Ariel, 2002, Pp. 17-29, pdf.
3. NEIRA, Enrique, “La política”, en: El saber del poder, Bogotá: Norma,
1986, Pp. 6-22, pdf.
4. ANDRADE SÁNCHEZ, Eduardo, “El poder y la participación política”, en:
Introducción a la ciencia política. México: Harla, 1983, Pp. 58 – 82, pdf.
SEGUNDA UNIDAD TEMATICA
Concepciones clásicas y debates contemporáneos de la Política
Primer Bloque: Concepciones y debates normativas
La Política como actividad vinculada a las formas del poder.
5. MAQUIAVELO, Nicolás, Discursos sobre la primera Década de Tito
Livio. Libro Primero. Capítulos I a V, pdf.
La política como actividad desarrollada a través de las instituciones del
Estado.
6. WEBER, Max, La política como vocación (1919), pdf.
La política como lucha permanente entre amigo-enemigo
7. SCHMITT, Carl, El Concepto de lo político, pdf.
Segundo Bloque: Concepciones y debates del análisis empírico
La política como actividad redistribuidora de valores para el orden y el
equilibrio social.
8. EASTON David, categorías para el análisis sistémico de la política,
(1965), pdf
9. DAHL, Robert, ¿Qué es la política?, en: Análisis politico moderno.
Barcelona, 1967 p: 9-21, pdf.
10. Bachrach, P y M. Barat (1962) “Two faces of Power”, American Political
Science Review, 56 (947-952), pdf.
Tercer Bloque: Concepciones y debates críticos acerca del sentido de la
política
11. ARENDT, Hannah, “¿Qué es la política?” Fragmento 3b. Capítulo 1: El
Sentido de la Política, pdf.
12. MOUFFE, Chantal, En torno a lo político (buscar)
13. LECHNER, Norbert, La Política ya no es lo que fue. Revista Nueva
Sociedad No. 144, Junio-Agosto, 1996, pdf.
TERCERA UNIDAD TEMATICA
La Ciencia Política como disciplina. Escuelas, corrientes y debates.
14. D. MARSH y G. STOKER. Teoría y métodos de la ciencia
política. Alianza, 1997, Pp. 13 – 29, pdf.
15. GOODIN, Robert y KINGLEMANN, Hans Dieter. “Ciencia Política: la
disciplina”, En: Nuevo Manual de Ciencia Política, Madrid, Istmo, Pp.
21-73, pdf.
16. GOODIN, Robert y KINGLEMANN, Hans Dieter. “La Ciencia Política y
las otras ciencias sociales” En: Nuevo Manual de Ciencia Política,
Madrid, Istmo, Pp. 150-196, pdf.
17. WALLERSTEIN, Immanuel, “La construcción histórica de las ciencias sociales
desde el Siglo XVIII hasta 1945”, en: Abrir las ciencias sociales. Informe de la
Comisión Gulbenkian para la reestructuración de las ciencias sociales”, Siglo XXI
Editores, p. 3-36, 1995, pdf
18. MEJÍA QUINTANA, Oscar, “La Ciencia Política: escuelas y enfoques”, en: La
ciencia política. Historia, enfoques, proyecciones”. Cuadernos de ciencia política.
UNAL, Año 1, Nº 1, Marzo 2004, Pp. 43 – 65, pdf.
19. ALMOND, Gabriel, “Mesas separadas: escuelas y corrientes en las
ciencias políticas” en: ALMOND, Gabriel, Una disciplina segmentada:
escuelas y corrientes en las ciencias políticas, Fondo de Cultura
Económica, México,
1999, pp. 39-62. pdf.
CUARTA UNIDAD TEMATICA
Historia de la Ciencia Política
20. ALMOND, Gabriel. “Ciencia Política: historia de la disciplina”. En:
GOODIN, Robert y KINGLEMANN, Hans Dieter. Nuevo Manual de
Ciencia Política, Madrid, Istmo, Pp. 83-149. Disponible: Goodin, R.
E., & Klingemann, H. D. (1998). A new handbook of political
science. Oxford University Press.
Disponible en :
http://lawlib.shirazu.ac.ir:8080/pdfTemp/
ebooksclub.org__A_New_Handbook_of_Political_Science.pdf#page=22
21. BARRIENTOS, DEL MONTE, Fernando. La Ciencia Política en
América
Latina. Una breve introducción histórica. Convergencia. Revista de
Ciencias Sociales, vol. 20, núm. 61, enero-abril, 2013, pp. 105-133,
Universidad Autónoma del Estado de México. pdf
22. ALTMAN, David, “La institucionalización de
la Ciencia Política en Chile y América Latina:
una mirada desde el sur” en: Revista de
Ciencia Política, volumen 25, No. 1,
Santiago, 2005, pp. 3-15. pdf.
23. BEJARANO, Ana María y WILLS, Maria
Emma, “La Ciencia Política en Colombia: de
vocación a disciplina” en: Revista de Ciencia
Política, volumen 25, No. 1, Santiago, 2005,
pp. 111-123. Pdf
4. Reading list “Family businesses
GALLO, MIGUEL ÁNGEL,(2011) "El futuro de la
empresa familiar", Profit.
BELAUSTEGUIGOITIA RIUS, IMANOL, (2013)
"Empresas familiares, dinámica, equilibrio y
consolidación, McGrawHill.
ALVIRA, R. (2004) "El lugar al que se vuelve,
reflexiones sobre familia. 3era edición, Eunsa.
GALLO, MIGUEL ANGEL, (2004): "La sucesión en
la empresa familiar" Estudios y ediciones IESE.
STEIN GUIDO, PIN JOSÉ RAMÓN, (2010): "Ceo,
carrera y sucesión, escalando la cima" Prentice
Hall.
CHINCHILLA, NURIA, (2007): "Ser una empresa
familiarmente responsable, ¿lujo o necesidad?"
Pearson Prentice hall.
BUDJAC CORVETTE, BÁRBARA A, (2011):
"Técnicas de negociación y resolución de
conflictos" Pearson.
TREVINYO-RODRÍGUEZ, ROSA NELLY, (2010):
"Empresas familiares, visión latinoamericana,
estructura, gestión, crecimiento y continuidad.
Pearson.
JONES, GARETH R., (2013): "Teoría
organizacional, diseño y cambio en las
organizaciones". Pearson.
DAFT, RICHARD L., (2012): "Teoría y diseño
organizacional". Cengage Learning.
RUIZ LOPEZ, HERNANDO, (2010): "Empersas
Colombianas: Actualidad y Perspectivas II.
Superintendencia de Sociedades.
VEIGA COPO, ABEL, (2010): "Empresas de
familia, estrategias de éxito y permanencia".
Universidad del Rosario.