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- Scale to measure stressful characteristics in educational environments: a case of a mexican University(2021-10-29) Dominguez, Angeles; Beltrán Sánchez, Jesús Alfonso; Tecnologico de Monterrey, Escuela de Medicina y Ciencias de la Salud; Instituto Tecnológico y de Estudios Superiores de Monterrey; The International Institute of Knowledge Management (TIIKM)When students enter the university, they undertake a series of activities that can potentially stress them and cause their training experience to be not ideal for their learning. It is the responsibility of higher education institutions to provide an optimal environment to acquire knowledge and skills; therefore, they must have instruments that measure the degrees of stress generated. This study's objective was to determine a scale's psychometric properties that measure stressful characteristics in educational environments, namely Semestre i. A cross-sectional study with a survey design was carried out. Two hundred sixty-two university students participated, 122 of whom were men with a mean age of 22.6 (SD = 1.4), and 140 were women with a mean age of 22.1 (SD = 1.2). A scale comprised of saturation dimensions (11 items) and unpredictability dimensions (7 items) was obtained. An Exploratory Factor Analysis was performed with the Maximum Likelihood extraction method and oblimin rotation to determine the construct validity. It was possible to explain 52.3% of the variance (X2 = 2566.64, df = 153, p = .001; KMO = .92) in two dimensions, namely, high demand environment and unpredictable environment. Reliability was calculated through internal consistency using the Cronbach coefficient, obtaining an alpha value of .92. A parsimonious scale was obtained with the necessary evidence to conclude that valid and reliable data can be obtained, allowing the students' stressful educational contexts to
- Scaling Up Complex Thinking for Everyone A Conceptual and Methodological Framework(2021-08-31) Ramírez Montoya, María Soledad; Miranda, Jhonattan; Sanabria Zepeda, Jorge Carlos; Álvarez Icaza, Inés; López Caudana, Edgar; Alonso Galicia, Patricia Esther; Instituto Tecnológico y de Estudios Superiores de Monterrey; University of BarcelonaNowadays, complex thinking remains a critical topic to be addressed by researchers and academics in higher education, since it is considered as a core competency to be applied in the design and development of solution proposals that face current problems in society. However, there is still a need to create and implement innovative teaching-learning systems and initiatives that support training and development of desirable competencies, both transversal and disciplinary, that promote complex thinking in students. In this context, Open Science has become a fundamental resource to accelerate research processes, enrich education, build new forms of analysis of a complex social reality and impact massively in different regions by providing affordable infrastructure. To connect, develop and implement this, the “Reasoning for Complexity” Interdisciplinary Research Group (R4C-IRG) will be presented in this paper. This research group provides a conceptual and methodological framework based on three key approaches (i) Open Science, (ii) Open Innovation, and (iii) the Education 4.0 framework. As a result, an Open Collaborative Network Model that encompasses knowledge generation and transfer initiatives, the development of collaborative projects, and the entrepreneurship and technology transfer are proposed, in order to achieve the objective of scaling up levels of complex thinking in higher education students.