Artículo
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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- Education in Mexico and technological public policy for developing complex thinking in the digital era:A model for technology management(Elsevier, 2023-09-21) Alfaro Ponce, Berenice; Alfaro Ponce, Mariel; Muñoz Ibáñez, Christopher Antonio; Durán González, Rosa Elena; Sanabria Zepeda, Jorge Carlos; González Gomez, Zaira Lizbeth; Tecnologico de Monterrey; https://ror.org/03ayjn504; https://ror.org/031f8kt38Currently, numerous studies highlight the importance of technology as an effective resource for improving the quality of education. Like other countries in the region, Mexico greatly emphasizes improving its education system comprehensively and competitively, and technology has become a fundamental strategy to achieve this goal. Technology has allowed it to fill existing gaps and introduce innovative models in the digital age, promoting human capital development and fostering thriving communities. Technology also facilitates the development of competencies, such as complex thinking and the skills required to utilize Education 4.0 resources. However, these advances are at risk without examining the possibilities for technology transfer in the region's educational institutions. Accordingly, the following questions arise: a) What is the probability of achieving technology transfer to primary education institutions; b) What investments or modifications are necessary in the existing infrastructure to transfer educational and other technologies? We aimed to develop a quantitative data analysis model to examine the capacity of primary education institutions, applicable also to higher education, to adapt, assimilate, and transfer technology to improve educational quality in Mexico, as proposed by González Sabater in 2011. The results suggest the feasibility of a technology management system validated through a reliable database, considering the existing infrastructure as a basis for technology transfer. This research is relevant in establishing the probability of success of an educational institution in completing the process of assimilation and technology transfer, thus also contributing to governmental decision-making on educational spending.
- 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.