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Permanent URI for this collectionhttps://hdl.handle.net/11285/345284
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- Complex thinking and learning styles. An approach from a mexican student population(Scholar, 2024-05-31) Vázquez Parra, José Carlos; Carlos Arroyo, Martina; Cruz Sandoval, Marco Antonio; Sánchez Arrieta, Natalia De Fátima; https://ror.org/03ayjn504This article aims to present the results of a study to demonstrate the relationship between the development of complex thinking competencies and the types of learning in a sample population of Mexican students. Methodologically, quantitative descriptive analyses were performed on the means of the results, using two validated instruments to measure the perception of achievement of complex thinking and learning styles. As a result, we identified that it is possible to demonstrate a relationship in the profile proposed by Kolb for the groups of students in three of the four types of learning, showing a correlation with their results of complex thinking and its sub-competencies. Thus, the novelty of this article is based on the possibility of linking training in competencies with other psychoemotional elements and factors usually implicit in university training processes.
- Self-Esteem and its relationship with perceived achievement of complex thinking competence. An approach from a population of mexican students.(Scholar, 2024-05-29) Vázquez Parra, José Carlos; Carlos Arroyo, Martina; Cruz Sandoval, Marco Antonio; Alfaro Ponce, Berenice; https://ror.org/03ayjn504This article focuses on investigating and substantiating the potential relationship between students’ perceptions of their complex thinking abilities and their self-esteem at a technological university in Western Mexico. Employing a multivariate descriptive statistical analysis, the study not only aims to demonstrate the linkage between these two perceptions but also explores the potential influence of the gender variable on this relationship. The findings indicate a statistically significant correlation between the perception of competency in complex thinking, particularly in the sub-competence of critical thinking, and the students’ self-esteem. Despite the small sample size, which could be considered a constraint of the study, the results are presented as significant for decision-making in the educational sphere, professional training, and emotional well-being of youth, highlighting their importance and applicability.
- Validation of the machista behavior and perception of positive masculinities attitudes scale for complex environments in a mexican student population(Scholar, 2024-05-24) Vázquez Parra, José Carlos; Carlos Arroyo, Martina; Salaiza Lizarraga, Flor De La Cruz; Arredondo Trapero, Florina Guadalupe; Cruz Sandoval, Marco Antonio; https://ror.org/03ayjn504This article delineates the outcomes of the design and validation procedure of the Macho Behavior and Perception of Positive Masculinities Attitudes Scale within Complex Environments, incorporating its theoretical, expert, and statistical validations. Methodologically, it elucidates the findings from a pilot study executed among a student demographic at a Mexican university. The article posits that this tool facilitates the precise identification of its proposed variables, establishing itself as a credible measure for assessing the prevalence of macho behaviors and the perception of attitudes linked to positive masculinity. Furthermore, this tool serves as an augmentation of existing scales that, while quantifying macho behaviors, overlook the significance of also evaluating attitudes toward the cultivation of positive masculinity.
- Playing to learn: developing self-directed learning skills through serious games(© Emerald Publishing Limited, 2024-05-14) Pacheco Velázquez, Ernesto Armando; Rodés Paragarino, Virginia; Glasserman Morales, Leonardo David; Carlos Arroyo, Martina; Tecnologico de Monterrey; https://ror.org/03ayjn504Purpose. Higher education is undergoing a significant transformation, demanding a rethinking of instructional methods, the establishment of novel assessment frameworks and the incorporation of state-of-the-art technologies to advance the development of learning competencies. The use of simulations is an alternative that offers satisfactory results and favors learning in new generations. This study aims to present a methodology for assessing the advancement of self-directed learning (SDL) in participants through simulation techniques and show that the incorporation of simulations can improve participants’ SDL skills. Design/methodology/approach. This study uses a quantitative approach to evaluate the evolution of various competencies related to SDL among participants. Includes the application of scales specifically designed to measure readiness for SDL, the use of factor analysis to identify and validate essential factors and conducting hypothesis testing to verify shifts in students’ perceptions regarding the significance of SDL-related skills. Findings. The findings of this study reveal a positive impact of simulations on the SDL readiness. Factor analysis identified five key factors: self-management skills, openness to learning opportunities, initiative and independence in learning, self-concept as an effective learner and desire for Learning. The use of simulations significantly improved critical thinking, logical reasoning, analysis and decision-making capabilities. These results demonstrate the effectiveness of this technique as a valuable tool for developing SDL skills and highlight the potential of such interventions in complex and uncertain learning environments. Research limitations/implications. The study provided valuable insights into the impact of simulations in the logistics field, particularly in the development of SDL-related skills. There is a need for studies in other areas of knowledge that would allow for the generalization of these results. Likewise, it is advisable to use scales that measure the development of other types of skills. Additionally, the study’s focus on short-term effects may not fully capture the long-term development of SDL-related skills. Future research should address these limitations, expand the sample size, conduct longitudinal studies and explore possible contextual and external factors that may influence SDL outcomes in various educational settings, leading to broader and more robust conclusions. Practical implications. The practical implications of this study are significant for both higher education institutions and educators in the logistics domain. The positive impact of the serious game on participants’ SDL skills highlights the potential of incorporating interactive and engaging learning tools in the curriculum. Educators can leverage serious games to foster critical thinking, logical reasoning and decision-making abilities in their students. Moreover, the identified key factors influencing SDL development provide valuable guidance for designing targeted interventions to enhance students’ self-management, initiative and love for learning. Social implications. The social implications of this study underscore the importance of equipping individuals with SDL skills in a rapidly changing world. By integrating serious games and fostering SDL competencies, higher education institutions can contribute to a more adaptable and resilient workforce. Empowering students with critical thinking, innovative thinking and independent learning, they can enhance their ability to navigate the challenges of the labor market. This, in turn, may lead to a more informed and proactive society capable of addressing complex issues and making well-informed decisions. Originality/value. This article arises from empirical exploration with students from two countries in Latin America (Mexico and Colombia), examining the importance of games in developing SDL skills. Furthermore, it promotes the use of a methodology with a low level of complexity, and that can be replicated with different games. This perspective adds valuable insights to the existing literature, offering practical implications for educators and institutions seeking effective strategies to promote SDL skills among students.
- Systemic thinking and gender: an exploratory study of mexican female university students(Springer Nature, 2023-11-10) Cruz Sandoval, Marco Antonio; Carlos Arroyo, Martina; De los Ríos Berjillos, Araceli; Instituto para el Futuro de la Educación, Tecnológico de Monterrey; https://ror.org/03ayjn504; https://ror.org/026p1jb43; https://ror.org/0075gfd51The purpose of this article is to present the results of a study conducted on a population of students from two educational institutions in western Mexico. The intention is to identify how students perceive their level of systemic thinking, focusing primarily on women. Thus, this article seeks to identify differences not only on the basis of gender (men–women) but also on the basis of social status (public and private institutions). Methodologically, a descriptive statistical analysis was carried out with which it was possible to conclude that, although statistically significant differences between men and women are not identified, they are found between groups of women in public and private institutions. This article invites reflection on the need to study possible gender gaps from an intersectional perspective, which considers the differences between genders and the various dimensions and relations of women in their educational process.
- Development of complex thinking in a professional training process: An approach to business students of a mexican university(2023-07-14) Carlos Arroyo, Martina; Vázquez Parra, José Carlos; Cruz Sandoval, Marco Antonio; Romero Rodríguez, José María; https://ror.org/03ayjn504; https://ror.org/04njjy449This article aims to present an analysis of the development of the level of perceived achievement of complex thinking competency in a group of business students at a university in Mexico. The intention was to identify the scaling of the competency and its sub-competencies during the training process and whether the students have the necessary skills to solve the problems and meet the challenges of their future environments. The study conducted exploratory and multivariate descriptive statistical analyses. The results showed that the participants perceived their achievement of the competency and its sub-competencies highly at the end of their training process and that the students scaled up their sub-competencies considerably.
- Perceived achievement of social entrepreneurship competency: the influence of age, discipline, and gender among women in higher education(MDPI, 2023-06-22) Cruz Sandoval, Marco; Vázquez Parra, José Carlos; Alonso Galicia, Patricia Esther; Carlos Arroyo, Martina; Instituto para el Futuro de la Educación, Tecnológico de Monterrey; https://ror.org/03ayjn504The complexity of today’s world demands a shift in education from knowledge acquisition to competency development for students to effectively address profession-related challenges. In particular, there is a need for social entrepreneurs who can act as catalysts for change in complex environments. Understanding the elements that shape students’ perception of themselves as social entrepreneurs allows us to grasp their capacity as catalysts for transformative action. The main purpose of this research is to showcase the findings of a diagnostic investigation carried out on a group of Mexican university students, assessing their perceived proficiency in social entrepreneurship and its sub-competencies. The study examined whether age or discipline influenced the perception of entrepreneurship in 328 students. The results revealed that age and study discipline played a crucial role in shaping students’ perception of their competency achievement. Younger students tended to perceive their abilities better, while advanced semester students were more cautious in assessing their entrepreneurial competencies. The trend also extended to sub-competencies, with younger students tending to perceive their social skills positively, while older students focused more on practical knowledge such as the economic and administrative aspects of entrepreneurship. Students in business also tended to view their skills more positively compared to students in other disciplines. The findings highlight the need to promote women’s social entrepreneurship and emphasize the importance of considering these relevant elements that are crucial to the concrete reality of potential female entrepreneurs. The study has significant implications for policymakers, educators, and researchers interested in promoting social entrepreneurship among women, particularly in the Latin American context.
- Complex thinking and Its relevance in professional training:an approach to engineering students in a mexican university(2023-04-27) Cruz Sandoval, Marco; Vázquez Parra, José Carlos; Carlos Arroyo, Martina; Del Angel Gonzalez, Marco Vinicio; Instituto para el Futuro de la Educación, Tecnológico de MonterreyThis article aims to present the results of an analysis of the level of perceived achievement of the complex thinking competency among a group of engineering students in their last semester at a university in Western Mexico. The intention is to identify whether this population has the necessary skills to meet challenges and solve problems related to the demands of their future professional environments. Specifically, we not only seek to know the level of perception of achievement of complex thinking but also to understand its behavior and the possible existence of differences between the male and female populations. Methodologically, exploratory and multivariate descriptive statistical analyses were carried out. The results showed that the participants felt a high level of perceived achievement of the complex thinking competency, which was more noticeable in the male population.
- Male chauvinism and complex thinking:a study of mexican university students(MDPI, 2023-04-23) Carlos Arroyo, Martina; Vázquez Parra, Jorge Carlos; Cruz Sandoval, Marco; Echaniz Barrondo, Arantza; Instituto para el Futuro de la Educación, Tecnológico de MonterreyThis article presents the results of a study conducted on a sample of students at a technological university in western Mexico, in which the aim was to identify a possible relationship between the presence of male chauvinistic behaviors and complex thinking. The argument that motivates this analysis focuses on the assumption that a person with high levels of complex thinking should have a more integrated vision of the capabilities of people beyond their gender, as well as a tendency to question, from a critical point of view, the possible stereotypes rooted in their environment. This article describes the study, its methodology, analyses, results, and the conclusion that high levels of complex thinking result in lower levels of male chauvinistic attitudes. Although it is recognized that this work is not exhaustive, its results are valuable for further educational, social, and gender studies research.
- Social entrepreneurship, complex thinking, and entrepreneurial self-efficacy: correlational study in a sample of mexican students(MDPI, 2023-04-03) Vázquez Parra, José Carlos; Alonso Galicia, Patricia Esther; Cruz Sandoval, Marco Antonio; Suárez Brito, Paloma; Carlos Arroyo, Martina; Instituto para el Futuro de la Educación, Tecnológico de MonterreyThis article presents the results of a study conducted on a sample population of students attending a technological university in western Mexico. The development of the entrepreneurial self-efficacy competency was evaluated within a process of ideation of social entrepreneurship projects to develop social entrepreneurship and complex thinking competencies. A multivariate descriptive analysis was implemented to demonstrate possible statistically significant correlations between the competencies of social entrepreneurship, complex thinking, and entrepreneurial self-efficacy. The results confirm the correlations between the competencies of social entrepreneurship, complex thinking, and entrepreneurial self-efficacy, concluding that there is statistically significant information to indicate that the complex thinking competency positively impacts not only the process of generating social entrepreneurship projects but also the scaling of entrepreneurs’ perceptions about their capabilities at the time of entrepreneurship. At a practical level, this study presents results that argue for the need to develop complex thinking in students in social entrepreneurship programs, both in universities and in organizations that promote entrepreneurship. It confirms that complex thinking is a valuable competency in the ideation and generation of entrepreneurial proposals.