## 3 Results
### Overall Results
#### 3.3.3 Managers  
In the material-economic agreement, it was found that the managers collaborated in the collegial construction of documents, guidelines, and practices for the proper implementation of the Emerging Remote Education Program (PEER in Spanish). A first element consisted of sensitizing and training the educational community with respect to the digital resources available, as one of the department directors points out: \"It was very intense work because we did not know how to use Zoom. We started to use it, that is to say, we had meetings through Google Meet or Whatsapp, and then we moved to Zoom and started to work on that platform. We had at least a week or 10 days to think intensively about how the university was going to react\" (interview). In addition, one of the study coordinators reported having probed out their students and professors about the existence of specialized software licenses for the subjects in order to assess the possibility of providing training and the necessary resources in this regard (both at a cost or free access). In addition, an assessment was made of the conditions of access to technology by the university population, with the aim of expanding coverage through new technologies. As such, a computer-loaning mechanism through which \"students could take a used laptop from the university, sign a letter of responsibility, and return it at the end of the term\" (interview). Finally, the managers had to make available to the educational community additional services such as psychological counseling and thanatology in order to support students, professors, and administrative staff to proactively deal with the presence of psychosocial disorders resulting from the pandemic. One of the study coordinators stated the following: \"I provided the contacts that have been announced for thanatology, psychology. There is a list of contacts and phone numbers; I think that they are still on the page of UAM Cuajimalpa. I have directly provided these to whoever asked me for it, and I had consistently been publishing it in the group that we have\" (interview). The health contingency also led managers to rethink the functioning and organization of the university in order to innovate in administrative practices that had become outdated. One of the department directors stated the following: \"things can be done differently, and we hadn't done them this way because we had no need to do so. For example, on a managerial level, it was clear that committee meetings do not have to be face-to-face\" (interview). Additionally, the Director of the Division of Communication Sciences and Design commented that, starting from now, distance education modalities should be considered for any program: \"I do believe that it makes more sense and it would be more productive to make the training programs and formation, and even the student equipment to consider the characteristics that we have delimited in the kind of activities that are being proposed for the UEA that work at a distance\" (interview). By considering the cultural-discursive agreement, the managers established linguistic codes to promote communication with educational actors in order to innovate in the university management process. In contrast to what happened when education was carried out face-to-face, now, professors have more possibilities to be in contact and follow up on teaching and research projects, as stated by a study coordinator: \"I can say that for the better, I think there is more participation in the meetings. They are more frequent. I consider that we did not meet up as often as we did when we were working face-to-face\" (interview). Another research coordinator said that the communication channels with students have expanded: \"We used Whatsapp for direct communication, answering doubts, feedback, announcements, etc., as the number one option.