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Permanent URI for this collectionhttps://hdl.handle.net/11285/345284
Artículo científico o editorial en una publicación periódica académica sujeto a revisión de pares. Cumple con los índices internacionales o bases de datos de amplia cobertura, como el listado del Current Contents, ISI WEB of Knowledge (http://isiknowledge.com/) e índice de revistas mexicanas de CONACYT (www.conacyt.mx/dac/revistas). Éstos indizan y resumen los artículos de revistas seleccionadas, en todas las áreas del saber.
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- Cultivating higher order competencies:Complex thinking in latin american university context(Springer Link, 2024-02-14) Sanabria Zepeda, Jorge Carlos; Ramírez Montoya, María Soledad; García Peñalvo, Francisco José; Cruz Sandoval, Marco Antonio; https://ror.org/03ayjn504; https://ror.org/02f40zc51In the rapidly evolving context of Education 4.0, the urgency to cultivate complex cognitive competencies is increasingly paramount, especially within the multifaceted educational landscape of Latin America. Despite this, there exists a paucity of scholarly inquiry investigating the nuanced perceptions of these competencies across various academic disciplines, genders, and nationalities within the region. To address this research gap, the present study offers an exhaustive multivariate descriptive statistical analysis, examining the perceptions of complex cognitive skills among undergraduate students in Latin America. Drawing upon a sample of 150 students from diverse Latin American nations, the investigation reveals marked disparities in the perception of complex cognitive competencies as a function of gender, academic discipline, and nationality. Specifically, male students consistently reported a higher self-assessment of their complex cognitive abilities compared to their female counterparts, a trend that was observed across multiple nations. Additionally, students enrolled in social science programs exhibited higher self-ratings of their competencies compared to those in technology-oriented disciplines, thereby underscoring the necessity for pedagogical refinements in curriculum design. Conducted under the rigorous ethical supervision of the R4C Interdisciplinary Research Group and the Institute for the Future of Education (IFE) at Tecnologico de Monterrey, this study not only provides invaluable insights for educators seeking to enhance their pedagogical approaches but also establishes a foundation for subsequent research in this critically underexplored area.
- 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.
- Complex thinking and its relationship with gender and age in a group of mexican students(Elsevier, 2023-11) Medina Vidal, Adriana; Vázquez Parra, José Carlos; Cruz Sandoval, Marco Antonio; Clavijo Loor, María Alexandra; Instituto para el Futuro de la Educación, Tecnológico de Monterrey; https://ror.org/03ayjn504; https://ror.org/056srs126The literature addresses the importance of developing competencies, but not from the complexity theory, nor does it show the importance of the correlation between gender and age in this process. This article aims to show the results of a study seeking a possible correlation between the perceived achievement of complex thinking competency and gender and age in a student population attending a technological university in western Mexico. The intention is to argue whether there is a statistically significant difference in the acquisition and development of this competency between men and women of different ages during their training. Methodologically, a multivariate descriptive statistical analysis was carried out to demonstrate the relationship between these indicators. We concluded that there is evidence of a gender gap in developing the perceived achievement of the complex thinking competency and its sub-competencies since neither in the overall result nor in the specific results by indicator did women achieve results proportional to those of their male peers, although, in most competencies, they initially surpassed them. The learning experience shows that the gender gap in perceived achievement of complex thinking competency widens as the student population advances in their training process.
- Research foresight in bridging open science and open innovation:overview based on the complex thinking paradigm(Elsevier, 2023-08-06) Sanabria Zepeda, Jorge Carlos; Cruz Sandoval, Marco Antonio; Moreno Romo, Athziri; Bosch Gomez, Sofia; Ramírez Montoya, María Soledad; https://ror.org/03ayjn504Open innovation benefits from access to cutting-edge discoveries to increase their transformation into tangible applications for the benefit of society. Improving research quality has been proposed as a primary objective of open science by the United Nations, to increase science reproducibility, impact, and trust, leading to robust decision-making and policies. However, opening access to data and processes is insufficient for researchers to achieve open innovation in the context of globalization, for example, by gathering insights from external and internal sources. Developing the appropriate mindset to manage complexity and generate synergy among researchers in academia, industry, and the government is essential to catalyze knowledge and transform it into relevant innovations for society. To gain insights into the roles and challenges of researchers aiming to bridge the gap between open science and open innovation, a decade-plus Mapping Literature Review was conducted based on the complex thinking paradigm. Complex thinking allows for novel connections of the information collected through open science and open innovation, considering different forms of engaging with alternative means of knowledge creation that may promote innovative and critical thinking. The findings revealed: a) broad positioning of the terms in the European Union; b) open access and open data as current driving themes; c) a constant trade-off between the terms “open data” and “information protection”; d) lack of studies on researchers’ complex thinking to help them manage openness; e) absence of the environmental helix in the initiatives; and (f) challenges in innovative communication and collaborative practices among public and private entities. Overall, we identified an opportunity to develop researchers’ complex thinking such that the openness of information becomes a shared responsibility among partners across multiple helices. This shared responsibility can have methodological implications that permeate how open science and open innovation are theorized and, in practice, facilitate the development of fundamental collaborative research procedures.
- 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.
- Lab-Tec@Home:technological innovation in control engineering education with impact on complex thinking competency(MDPI, 2023-05-05) Sotelo Molina, David Alejandro; Vázquez Parra, José Carlos; Cruz Sandoval, Marco Antonio; Sotelo Molina, Carlos Gustavo; Instituto para el Futuro de la Educación, Tecnológico de MonterreyThe objective of this paper is to present the results of the implementation process of the Lab-Tec@Home kit, an educational innovation that allows students to set up home laboratories to test and validate basic control engineering concepts. Specifically, the purpose of this study is to measure the acquisition and development of students’ perceived achievement of complex thinking competency during this educational practice, considering how valuable it is to improve their perception of additional skills while fulfilling the objectives of the innovation. We implemented a validated instrument to measure this competency before and after using the Lab-Tec@Home kit and in a control group where this educational innovation practice was not carried out. Although the results did not show a statistically significant difference in the level of perception or the improvement achieved between the groups, they indicated an impact on the homogeneity of the students’ perceived skills, which is a value of this educational tool and its greatest finding and contribution.
- 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.
- Gender gap in the perception of mastery of reasoning-for-complexity competency: an approach in Latin America(Emerald, 2023-03-28) Vázquez Parra, José Carlos; Castillo Martínez, Isolda Margarita; Ramírez Montoya, María Soledad; Amézquita Zamora, Juan Alberto; Cruz Sandoval, Marco Antonio; ; Instituto para el Futuro de la Educación, Tecnológico de MonterreyThe study aims to assess students' perceived mastery of reasoning-for-complexity competency and its sub-competencies in a sample of students in a Latin American university. The intention was to identify statistically significant differences between a population of men and women with similar sociocultural characteristics, assessing whether gender could be a factor for educational institutions to consider when implementing strategies to develop this competency.
- Complex thinking in interdisciplinarity:an exploratory study in latin american population(2023) Sanabria Zepeda, Jorge Carlos; Ramírez Montoya, María Soledad; García Peñalvo, Francisco José; Cruz Sandoval, Marco Antonio; https://ror.org/03ayjn504In the context of Latin America, there are few studies that analyze complex thinking linked to disciplinary analysis. In this sense, locating the characteristics promoted by the different disciplines presents an opportunity to scale higher order competencies such as those of complex thinking. This article aims to show the results of a study that seeks to show the perception of complex thinking competence in young university students in the Latin American context. A multivariate descriptive statistical analysis has been carried out. Among the main findings we identified that there is a higher degree of perception of male students in Latin America on complex thinking competence and that this pattern is found in most of the countries in the sample.
- Social entrepreneurship and complex thinking: A bibliometric study(MDPI, 2022-10-14) Vázquez Parra, José Carlos; Cruz Sandoval, Marco Antonio; Carlos Arroyo, Martina; Institute for the Future of Education; Instituto Tecnológico y de Estudios Superiores de Monterrey; Nakamura, Hiroki; Masaharu, Okada; Ashir, Ahmed; Nuren, Abedin; Hiroshi, HoshinoThis article presents the results of a bibliometric study that aimed to identify academic publications that considered the relationship between social entrepreneurship and the competency of complex thinking and its sub-competencies. The intention is to create a theoretical horizon that provides a complete overview of the current academic correlation between both competencies to identify areas of opportunity for new studies. Methodologically, we reviewed the Scopus and Web of Science databases under the PRISMA protocol. R, RStudio, and Bibliometrix were used to quantitatively analyze the data. The results showed that the number of related publications was minimal and corresponded to current studies, which sheds light on the vast possibilities to analyze the relationship between both variables.