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Permanent URI for this collectionhttps://hdl.handle.net/11285/345284
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- Gender gap in the level of perceived achievement of complex thinking in business education in a mexican university population(Emerald insight, 2024-06-24) Medina Vidal, Adriana; Vázquez Parra, José Carlos; Cruz Sandoval, Marco Antonio; Echaniz Barrondo, Arantza; https://ror.org/03ayjn504This article endeavors to detail the outcomes of an exploratory investigation into the perceived attainment levels of complex thinking competencies among business students at a technological university in western Mexico. It seeks to examine and contrast the students' self-assessed development of this critical competency, along with its associated sub-competencies, throughout their academic tenure.
- Examining the level of perceived achievement of complex thinking competency in health sciences students and its relevance to the graduate profile(Elsevier, 2024-06) Suárez Brito, Paloma; Vázquez Parra, José Carlos; López Caudana, Edgar Omar; Buenestado Fernández, Mariana; Instituto para el Futuro de la Educación, Tecnológico de Monterrey; https://ror.org/03ayjn504This article presents the findings of a study conducted on health sciences students in their last semester of training regarding their perceived achievement of the complex thinking competency and its sub-competencies. The objective was to gain insight into how these students perceive the cognitive competencies and skills acquired during their university career as relevant to meet the challenges of their future professions. This study contrasts the perception of achievement of complex thinking competence by gender of the participants, as well as compared to students from other disciplines, with the intention of identifying significant differences. This competency's selection lies in its relevance to decision-making when facing problems, which is fundamental for any contemporary professional. This study relied on a representative convenience sample of graduating candidates from a university in western Mexico. Methodologically, the researchers used descriptive analyses and a validated instrument. The results indicated that the sample students' perceived achievement was very high and balanced, i.e., no significant differences existed by gender or the perception of their sub-competencies. This study revealed a significant difference compared to other disciplinary areas; the medical and health sciences graduate candidates' perceived achievement of competency development was higher.
- eComplexity: validation of a complex thinking instrument from a structural equation model(Frontiers, 2024-05-24) Vázquez Parra, José Carlos; Henao Rodriguez, Linda Carolina; Lis-Gutiérrez, Jenny Paola; Castillo Martínez, Isolda Margarita; Suarez Brito, Paloma; https://ror.org/03ayjn504The eComplexity instrument aims to measure the perception of achievement in the complex thinking competency and its sub-competencies. To ensure the reliability of this instrument, validation processes like the one presented in this article are necessary. Methodologically, this study evaluates data from 1,037 university students in Mexico, confirming the statistical validity and reliability of the instrument. As a result, the demonstrated reliability of the eComplexity instrument as a tool for measuring perceived achievements in complex thinking provides a valuable resource for assessing the effectiveness of educational interventions. Consequently, this research contributes to a more informed approach to fostering critical thinking skills, benefiting both theoretical exploration and practical application in educational settings. The study employs the Partial Least Squares Structural Equation Modeling (PLS-SEM) to evaluate students’ self-perceptions of their performance in complex thinking and its sub-competencies, thus advancing the field of educational measurement. Academically, it enriches the discourse on the design and validation of instruments, offering a rigorous model for future efforts in measuring cognitive competencies. Practically, the study’s results inform educational practice by identifying systemic and scientific thinking as key to developing complex thinking skills. This knowledge enables educators to more effectively adapt teaching strategies and curricular designs, aiming to enhance students’ ability to navigate the complexities of the modern world.
- Creative thinking as a relevant element for Industry 4.0 professionals. A study in mexican university students(Taylor § Francis Online, 2024-05-16) Suárez Brito, Paloma; Vázquez Parra, José Carlos; Alonso Galicia, Patricia Esther; Cruz Sandoval, Marco Antonio; https://ror.org/03ayjn504The purpose of this article is to present the results of an exploratory analysis of the level of perceived achievement of the complex thinking competency in a group of engineering students in their last semester at a university in Western Mexico. Its intention is to identify whether this population has the necessary skills to be able to meet challenges and solve problems related to the demands of their future professional environments. Specifically, it seeks to identify their level in the meta-competency of creative or innovative thinking, considering it a valuable skill for Industry 4.0. Methodologically, a descriptive statistical analysis focused on arithmetic means, standard deviations, boxplot, principal components and biplot has been performed. In conclusion, and from the results, it is possible to appreciate that sufficient data were found to confirm that the participants show a high level of perception of creative thinking performance, making them more suitable to the contemporary challenges that Industry 4.0 implies for their professions.
- The social innovation profile in students as a transformation strategy: structural equation modeling(Frontiers, 2024-03-08) Glasserman Morales, Leonardo David; Alcántar Nieblas, Carolina; Nava Lara, Sergio Alberto; Tecnologico de Monterrey; https://ror.org/03ayjn504; https://ror.org/01aff2v68The development of social entrepreneurship competencies in university students favors the generation of proposals for solutions to different social problems, thus promoting a positive social impact capable of transforming people’s living conditions. This study aims to analyze the relationship between the dimensions of social entrepreneurship competence: entrepreneurial management, social value, leadership, effective communication and social innovation. A total of 408 higher education students from 13 countries and six different disciplinary areas participated in the study, ranging in age from 18 to 58 years (M = 22.4, SD = 6.0). The social entrepreneurship instrument was used, which is composed of 28 items grouped into five dimensions. A structural equation model was calculated. The findings indicate that entrepreneurial management, social value, and leadership are directly and positively related to personal competencies and social innovation. These results prove the importance of social entrepreneurship training in the development of social innovation in students, it is important that educational institutions in general carry out a review of their curricula and programs that take into account the development of social innovation competence as a factor that can enhance social change.
- 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.
- 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.
- Comparison of complex thinking skills between students from public and private institutions in Mexico(Gate Association for Teaching and Education (GATE), 2023-10-01) López Caudana, Edgar Omar; Vázquez Parra, José Carlos; Cruz Sandoval, Marco Antonio; Baena Rojas, José Jaime; https://ror.org/03ayjn504; https://ror.org/03e55jv37The purpose of this article is to present the results of a study conducted on a population of students from two technological universities in Mexico. The intention was to contrast the perceived achievement of the complex thinking competency and its sub-competencies among students in the last levels of their training. Then, to identify areas of opportunity for developing professional competencies it was applied a sample of 551 Engineering and Business school students from two higher education institutions in this Latin American country. In this manner, 60,61% corresponded to public universities while 39,39% remaining corresponded to private universities. Methodologically, a statistical descriptive analysis was carried out. The study was conducted with a convenience sample answered by students from technological universities located in western Mexico through Google Forms. After analyzing the results, it was possible to identify a gap in the students' perceived achievement in both institutions, with the private institution having a significantly higher mean. This study raises the importance of guaranteeing the development of professional competencies equitably among all students, intending to avoid differences that impact their perceptions of their abilities. All of this considering that complex thinking as a set of disciplinary and meta-competences should be similarly taught indifferent the type of university or higher education institution
- 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.
- Business decision-making and complex thinking: a bibliometric study(Administrative Sciences, 2023-03-09) Ernesto Armando, Pacheco Velázquez; Vázquez Parra, Jorge Carlos; Cruz Sandoval, Marco; Salinas Navarro, David Ernesto; Carlos Arroyo, Martina; Institute for the Future of Education, Tecnologico de Monterrey; Aston Business School, Aston UniversityComplex thinking is an important tool for effective decision-making, as it helps people to better understand uncertain situations by considering the multiple variables and relationships involved in a situation, thus being able to identify patterns and connections that would not otherwise be evident. This article presents the results of a bibliometric study to identify academic publications that consider the correlation between decision-making in the business area and complex thinking competency and its sub-competencies. The intention was to have a theoretical horizon that provides a complete overview of the current academic situation regarding the correlation of both professional skills to identify areas of opportunity for new studies. Methodologically, we conducted a literature review using Scopus and Web of Science databases under the PRISMA (Preferred Reporting Items for Systematic reviews and Meta-Analyses) protocol from which a sample of 339 articles related to both topics was obtained. R, Rstudio, and Bibliometrix were used for the quantitative analysis of the data. The results showed an academic tendency to associate decision-making in business with critical thinking, paying little attention to the other sub-competencies of complex thinking. Furthermore, we found a concentration of research in specific universities and countries, repeating a tendency to study only a few sub-competencies. Overall, this work sheds light on the broad opportunity to link the complex thinking macroc-ompetency with decision-making in business, to provide more extraordinary skills and tools to future professionals.