Social Integration and Regionalization are two of six axes considered in the Minerva Academic Model (MAM) proposed by the "Benemérita Universidad Autónoma de Puebla" (BUAP). This innovative collaborative academic model is a product of internal collective elaborations, considering the own previous experiences with the academic Fenix project, and international and national education trends. The MAM aims at reaching a strong relationship of the BUAP community with regional, national, and international communities. In this perspective, our research focuses in the structuration of effective process for the accomplishment of MAM objectives. For that, it is not enough the enunciation of objectives, strategies, and desirable quality attributes, but their translation in meaningful and manageable processes. In order to give complete sense to MAM expressions, in the work referred in this paper, the quality features included in propositions of Social Integration and Regionalization axes are converted in direct and expressive objectives. For an effective implementation of these objectives in social realities, this paper proposes pertinent, realistic, and manageable processes. The quality-based objectives constitute a way to concrete the effective contribution of Non-Functional Features of the Model and to offer an alternative for validating the explicit objectives proposed in the MAM formulation. The Construction of educational objectives derived from quality features of an academic model and the conversion of objectives in effective and manageable processes constitute a way to affront the changes in the context and to contribute to the development of the resilient engineering concept. The application of this concept in education matches the objectives and action axes of the MAM, and it aids also to introduce and to materialize particular exigencies, such as sustainability, innovation, etc. in education models.