Abstract

The production of new knowledge is one of the cardinal functions of any complex university, or any university that wants to be complex; therefore, these educational institutions should be able to develop strategies to contribute to this complexity. Considering this brief contextual preamble, this work is intended primarily as exposing the first progresses about the experience on managing research centers in university teaching and its effect in the creation of new knowledge, in an university of the State of Chile. Methodologically speaking, it is about a case of study that includes both quantitative and qualitative evidence, which has been oriented to understand the dynamics that have occurred in the implementation of this strategy, aimed at generating new knowledge, feasible to be published in refereed academic journals. In its first version in 2014, this initiative covered a total of thirty-one people summoned and, for its version from 2015 to 2016, the activity has expanded its coverage to more than ninety participants and generated 38 new documents