Alejandra, Boni , Peris Jordi, Hueso Andrés, and López Estela (2009). "Visible, invisible and hidden power in the decision making process of the new university curricula. Evidence from the Technical University of Valencia, Spain." Paper presented at the 6th annual conference of the HDCA, 10-12 September 2009, Lima, Peru.

How the contents of the new Spanish undergraduate curricula are designed is one the most important questions in the building process of the European Higher Education Area (EHEA) in our country. In this process, issues such as power, voice and participation are key points, as the capability approach suggests. But, as the question of power has not been given central attention in the seminal literature of capabilities, to examine the above referred process we would like to introduce an analytical tool proposed by John Gaventa (1986; 2005, 2006) following Steven Lukes contributions (1974): the power cube. The cube suggests three dimensions to address power issues and imbalances: how power is shaped (its forms), where it is located (local, national and global places) and which are the spaces for participation (closed, invited and claimed). In our opinion, the power cube is a complex and useful tool to analyze power issues in process of decision making, and allows us to go deeply into participation and democratic deliberation issues which are key points in the capability approach. In this paper we will like to focus on the process of decision making of the new Industrial Engineering curricula which is taking place in School of Design at the Technical University of Valencia. We will examine this local place, the characteristics of participation in this space and the forms of power it contains. Different semi-structured interviews with key informants have been conducted in order to highlight all those aspects. Moreover, our direct experience and involvement as a member of the university community will be another source of evidence of the characteristics of this process.