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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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- The level of happiness and Its relationship with personal and occupational well-being in women leaders at a mexican university: an exploratory study(MDPI, 2024-08-06) Ortiz Meillón, Viviana; Guerra Leal, Eva María; Vázquez Parra, José Carlos; https://ror.org/03ayjn504This exploratory study aims to identify the state of well-being of a select group of women leaders in a Mexican university by analyzing the relationship between their perception of happiness and their satisfaction with their life and work. Through the application of a psychometric battery, this work examined how these leaders manage their well-being within an environment that is simultaneously empowering and demanding. Methodologically, a descriptive statistical analysis was performed, including a correlation analysis of all items. As a result, the research identified positive correlations between the variables age and positive perceptions of work and life, which are strongly associated with high personal and professional satisfaction. In addition, people who find their work rewarding and feel that their life is close to their ideal tend to be more satisfied in general. Although this study intended to be exploratory, it also sought to contribute a deeper understanding of the well-being status of women in university leadership positions in Mexico. In doing so, it filled an important gap in the literature on gender, leadership, and well-being in Latin American academia by highlighting the complexity of managing and supporting women in leadership positions.
- Importance of university students’ perception of adoption and training in artificial intelligence tools(MDPI, 2024-08-03) Vázquez-Parra, José Carlos; Henao Rodríguez, Diana Carolina; Lis Gutiérrez, Jenny Paola; Palomino Gámez. Sergio; https://ror.org/03ayjn504Undoubtedly, artificial intelligence (AI) tools are becoming increasingly common in people’s lives. The educational field is one of the most reflective on the importance of its adoption. Universities have made great efforts to integrate these new technologies into their classrooms, considering that every future professional will need AI skills and competencies. This article examines the importance of student perception and acceptance in adopting AI tools in higher education effectively. It highlights how students’ positive perceptions can significantly influence their motivation and commitment to learning. This research emphasizes that to integrate AI into university curricula successfully, it is essential to include its technologies in all areas of study and foster positivity among students regarding their use and training. This study’s methodology applied the validated instrument “Perception of Adoption and Training in the Use of Artificial Intelligence Tools in the Profession” to a sample of Mexican students. This exploratory analysis highlights the need for educational institutions to understand and address student perceptions of AI to design educational strategies that incorporate technological advances, are pedagogically relevant, and align with the students’ aspirations and needs.
- 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.
- Complex thinking and profile of colombian university teachers(Frontiers, 2024-05-27) Vázquez Parra, José Carlos; Malagón Castro, Luz Elena; Suarez Brito, Paloma; Valencia González, Gloria Clemencia; https://ror.org/03ayjn504During the last decade, the development of competencies has become a cardinal point for universities, focusing not only on those skills directly associated with technical or disciplinary aspects but also on those necessary in training for life. In this sense, the so-called general (transversal) competencies become primary in the curricula as part of the training of students regardless of discipline. However, although much literature has reported on students’ acquisition and development of these competencies, what is the reality for teachers facing this formative challenge? Methodologically, this study uses the validated EComplexity instrument to assess self-perceived competence in complex thinking among 51 university teachers (30 women and 21 men, mean age 39 years) from southern Colombia, covering five academic disciplines: Business, Health Sciences, Engineering, Social Sciences and Humanities. The aim was to measure their perceived preparedness to teach complex thinking as part of a teacher training course, with an emphasis on the participants’ varied academic backgrounds. For data analysis this study employed a multivariate descriptive statistical analysis using SPSS software. The results determined that the teachers perceived themselves as competent in complex thinking and sub-competencies. In conclusion, the study found that differences in factors such as gender, age and academic discipline did not significantly influence teachers’ self-perceived competence in complex thinking. This article contributes to the identification of essential teaching competences for the teacher education process within competence-based pedagogical models, ensuring the quality of academic work.
- 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.
- SEL4C: Mobile application for the development of social entrepreneurship competency(IJIET, 2024-05-24) Vázquez Parra, José Carlos; Suarez Brito, Paloma; Cruz Sandoval, Marco Antonio; Buenestado Fernandez, Mariana; https://ror.org/03ayjn504Universities must ensure their students acquire competencies that empower them to act as genuine catalysts for transformation. This necessitates, beyond imparting disciplinary skills and knowledge, the integration of cross-disciplinary competencies to equip them to navigate the complexities of their surroundings effectively. This study delineates the outcomes from deploying a mobile application aimed at fostering entrepreneurial intent among students at a technological university in Mexico. The objective was to enhance the perception of attainment in social entrepreneurship skills among students from fields not traditionally linked to business or entrepreneurship. From a methodological standpoint, a multivariate descriptive analysis was conducted using R software and RStudio, incorporating mean analyses, with further insights provided by violin and box plots. The findings reveal that the mobile application significantly contributes to the cultivation of social entrepreneurship skills, establishing itself as a feasible and pertinent technological instrument for nurturing agents of change. Notably, while female students exhibited superior average scores, male students demonstrated more considerable development in these competencies. This research is situated within the domain of Technology Applied to Education and Educational Initiatives via Mobile Applications.
- 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.
- 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.
- Competitiveness, quality education and universities: the shift to the post-pandemic world(Emerald insight, 2024-02-05) Arredondo Trapero, Florina Guadalupe; Guerra Leal, Eva María; Kim, Joohee; Vázquez Parra, José Carlos; https://ror.org/03ayjn504This article aims to investigate whether there is a relationship between education for the labor market in the post-pandemic stage and the educational quality of universities, taking as a sample a group of Latin American countries and their main trading partners. Reference is made to the Global Competitiveness Report 2020 of the World Economic Forum (WEF) and the Quacquarelli Symonds (QS) index, which evaluates the quality of universities.
- 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.