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Permanent URI for this collectionhttps://hdl.handle.net/11285/636050
Artículos científicos o técnicos preliminares, sujeto a revisión de pares, pero tiene la intención de ser publicado en una publicación periódica, de manera independiente o como un capítulo de libro de naturaleza académica, tal como resultados preliminares de investigación publicados en cuadernillo separado.
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- Computational thinking assessment: Contributions to the development of complex thinking in higher education(2023-10-25) Suárez Brito, Paloma; Alfaro Ponce, Berenice; George Reyes, Carlos Enrique; López Caudana, Edgar Omar; https://ror.org/03ayjn504; Polytechnic Institute of Bragança, https://ror.org/00prsav78Computational thinking and complex thinking are two approaches of current importance in higher education today, since they seek to enhance trans- versal skills and contribute to solving complex problems effectively, as well as analyzing options from multiple perspectives. Both competencies are considered indispensable for the future, so that students can face life challenges in a better way and propose innovative solutions appropriate to each context. In this work, we present a rubric to measure the Computational Thinking (CT) competency in higher education contexts, designed based on Wing’s (2006) original definition which includes abstraction and automation processes. Our rubric produces quantitative measures about Computational Thinking skills from teachers’ observation. An expert validation procedure was carried out resulting in a tool with high levels of reliability and validity. Findings demonstrate realistic and practical use of the rubric in higher education scenarios and promote the development of trans- versal competencies (including Complex Thinking). Results are discussed in terms of the importance of the promotion of 21st century skills in higher education.
- Gender gap in perceived achievement of complex thinking in engineering students: A challenge for STEM inclusion(2023-10-25) Vázquez Parra, José Carlos; Suárez Brito, Paloma; López Caudana, Edgar OmarThis paper is part of the thematic axis Bridging the diversity gap in STEM, specifically in the themes Diversity and inclusion and Gender studies in STEM. Its objective is to share the results of a study conducted on engineering students in their last semester of training, regarding their perception of achievement of the competence of complex thinking. The intention is to have an insight into how students perceive their level of competence and cognitive skills, in order to assess whether there are significant differences based on gender. For this study, a representative convenience sample of graduating candidates from a university institution in western Mexico was taken. Methodologically, descriptive analyses were made considering a validated instrument. In conclusion, it is identified that the level of achievement perception of engineering and science students is high (4.29), being critical thinking the one that yielded the best perception and sys- temic thinking the lowest. In terms of gender, it is identified that men are those who yielded the best perception in all cases, being the students of Digital Trans- formation Engineering the best self-evaluated.
- Adoption of open educational resources: An analysis of student’s perceptions(2023-08-29) Glasserman Morales, Leonardo David; Alcántar Nieblas, Carolina; George Reyes, Carlos Enrique; https://ror.org/03ayjn504; Polytechnic Institute of Bragança, https://ror.org/00prsav78Open Educational Resources (OER) have transformed teaching practices in higher education. This study aimed to analyze means and standard deviations of adopting available educational resources by research and academic degree discipline. The second stage examines the relationship between the dimensions of adopting open educational resources (perceived usefulness, perceived ease of use, attitude, subjective norms, and behavioral control). A total of 358 students from five public and private universities were considered, whereas 90 of them (25.1%) were male, 266 (74.3%) were female, and 1(.3%) preferred not to identify with any of the gender options. Ages ranged from 18 to 35 years (M= 21.0 and SD = 3.0). The results show that participants from disciplines related to health sciences have higher adoption of open educational resources. They observed that students with postgraduate training presented the highest means in all dimensions associated with OER. Correlations between the factors of adopting OER were statistically significant and cheerful; the correlation value is considered moderate. In conclusion, more studies are need to be done considering the factors that can influence the adoption of OER.
- Research plan on the effects of interventions on dropout predictions for higher education institutions(2023) Talamás Carvajal, Juan Andrés; Tecnologico de Monterrey; https://ror.org/03ayjn504; Polytechnic Institute of BragançaOne of the main challenges that Higher Education Institutions face currently is dropout/ student retention. In most cases, identifying this group of stu-dents is no easy task, and doing so on time is even harder. This challenge re-quires both speed and accuracy, which makes it a prime candidate for the use of machine learning models and predictions. We are currently developing a series of models capable of early identification of students at risk of dropping out, with one key difference from classic approaches: we want to not only find out who these students are, but how we can best help them avoid that prediction. By developing methodologies capable of identifying and measur-ing the effects of a series of interventions (academic guidance courses, extra-curricular encouragement, diminished course load, etc.), we intend to devel-op a system capable of providing counterfactuals (what the student needs to change or do to reverse a prediction) based on the causal effects of the previ-ously mentioned interventions. In this manner, we would not only identify groups of students at risk of dropping out, but would be doing so on time, and with a viable and specific strategy for each individual to improve.
- Technological ecosystems for enhancing multiculturality (TEEM)(2023-10-25) Pacheco Velazquez, Ernesto Armando; Rodés Paragarino, Virginia; Instituto para el Futuro de la Educación; https://ror.org/03ayjn504; Polytechnic Institute of BragançaGame-based learning is an effective approach to developing learning skills, and simulations play a crucial role in the logistics field by providing realistic and hands-on training. This article presents the findings of a four-year study that investigated students' experiences and perceptions of a Logistics Simulator, known as LOST, used in a logistics undergraduate course for engineering education in Mexico. LOST simulated supply chain operations and aimed to enhance the development of logistical concepts and complex skills. Qualitative data was collected through open-ended questions to assess students' experiences with LOST, involving a total of 216 students across different course cohorts. The responses were analyzed using axial coding to identify the most valued elements of the game-based learning experience with the logistics simulator. The results indicate that students highly valued elements such as the Real World, Decision-Making, Theory in Practice, Learning, Knowledge, Complexity, Experimentation, and Strategies. These findings emphasize the transformative potential of game-based experiences with the simulator, offering innovative and engaging learning opportunities for educational communities, equipping students with crucial decision-making skills, and providing decision-makers with insights into the effectiveness of simulation-based approaches for enhancing learning outcomes and preparing individuals for real-world complex challenges.
- Financial inclusion of vulnerable sectors with a gender perspective: risk analysis model with artificial intelligence based on complex thinking(Research Square, 2023-01-03) Medina Vidal, Adriana; Alonso Galicia, Patricia Esther; González Mendoza, Miguel; Ramírez Montoya, María SoledadThe objective is to present a proposal for a gender-sensitive risk analysis model using artificial intelligence (AI) within the framework of complex thinking, specifically for impoverished and vulnerable women. This international non-parametric study analyzed business and entrepreneurial activity in a sample of 2,787 women. The methodological design included data analysis, the postulation of a proposed model, and a validation method for the credit risk analysis model. There is a correlation between the level of schooling of impoverished and vulnerable women with the possibility of self-employment and selling a product or service. In the framework of complex thinking, the perception of innovative thinking is related to the level of education and innovative decision-making in professional projects. Women with a higher level of schooling tend to think about their professional projects systematically. Promoting complex thinking involves innovative educational practices to encourage critical, systemic, scientific, and innovative thinking in entrepreneurship and sustainable development. Integrating reasoning for complexity benefits women and contributes to economic and social growth in vulnerable regions. In contrast to other models, our credit risk analysis model uses AI and variables for gender, vulnerability, and complex thinking to detect patterns in women's behaviors and attitudes in the venture start-up process.
- A stacking ensemble machine learning method for early identification of students at risk of dropout(Springer, 2023-03-07) Talamás Carvajal, Juan Andrés; Ceballos Cancino, Héctor Gibrán; Tecnologico de MonterreyEarly dropout of students is one of the bigger problems that universities face currently. Several machine learning techniques have been used for detecting students at risk of dropout. By using sociodemographic data and qualifications of the previous level, the accuracy of these predictive models is good enough for implementing retention programs. In addition, by using grades of the first semesters, the accuracy of these models increases. Nevertheless, the classification errors produced by these models cause undetected students to be discarded from the retention programs, whereas students with no actual risk consume additional resources. In order to provide more accurate models, we propose the use of a stacking ensemble technique to obtain an improved combined dropout model, while using relatively few variables. The model results show values on the expected ranges for an early dropout model, but with considerably fewer features and historical information, and we show that deploying the models would be cost-efficient for the institution if applied towards an intervention program.
- Ethical Education and its Impact on the Perceived Development of Social Entrepreneurship Competency(2021) Vázquez Parra, José Carlos; García González, Abel; Ramírez Montoya, María Soledad; Instituto Tecnológico y de Estudios Superiores de MonterreyThe aim of this paper is to discuss the importance of multidisciplinary training in the perceived development of social entrepreneurship competence. By means of a sample of an ethics class, this study seeks to argue the relevance of new social entrepreneurs having a broad training, beyond the knowledge they receive from the business area. This paper is based on a quantitative analysis methodology. Based on the application of a validated questionnaire measuring the perceived development of social entrepreneurship competence, a longitudinal measurement was carried out at two points in time, at the beginning and at the end of an ethics course, in a sample population of 132 undergraduate students. Based on these results, a multifactorial diagnosis was made using a Z-test. Overall, the sample results did not show a significant improvement in their level of perception of students' development of the social entrepreneurship competence. However, the individual results of the perceived development of sub-competences that make up this competence did reflect some development, especially the sub-competence of social innovation. Thus, this study demonstrates that there is a measurable impact of the contribution of other disciplines, in this case the ethical education, in the training of new entrepreneurs, arguing the importance of multidisciplinary training. The results of this study contribute to the work of universities in developing social entrepreneurship competence. Based on its findings, institutions will be able to recognise the relevance of multidisciplinary training in the generation of new social entrepreneurs, valuing other disciplinary areas, such as humanities and social sciences, beyond training based exclusively on business knowledge. A key point to capitalize on in training practices for social entrepreneurship is "social innovation", due to the sense of transcendence and impact that universities should seek, precisely because of their social responsibility to create value. This research provides empirical evidence of the impact of ethics education on social entrepreneurship education. It argues the importance of reflecting on multidisciplinary education as a complementary element in the perceived development of social entrepreneurship competence in students.
- COVID19: El cambio en los procesos de la biblioteca rumbo a una nueva normalidad(2021-07-01) Solís Adame, Maria Teresa; Instituto Tecnológico y de Estudios Superiores de MonterreyLa Pandemia del COVID19 llegó de forma inesperada, tomando por sorpresa a todos para lo cual no estábamos preparados. Obligando a las Bibliotecas del TEC a modificar sus servicios presenciales (ej. Préstamo de libros) para ofrecerlos en forma remota (en línea), protegiendo la salud y la seguridad de los usuarios, así como del personal que los ejecuta. En el artículo se describen los cambios en los procesos de operación interna y la capacitación que recibió el personal para lograr poner a disposición de los usuarios el servicio de préstamo y devolución de material mediante citas en los 44 recintos bibliotecarios distribuidos en los campus del Tecnológico de Monterrey. También muestra la página web que se convertirá en el principal medio de comunicación para informar a los usuarios como obtener estos servicios bibliotecarios y las medidas de seguridad contra el COVID19.
- Student perception of their knowledge of Social Entrepreneurship: gender-gap and disciplinary analysis of an Ashoka Changemaker Campus in Latin America(Emerald, 2021-06-10) Vázquez Parra, José Carlos; Amézquita Zamora, Juan; Ramírez Montoya, María Soledad; Instituto Tecnológico y de Estudios Superiores de MonterreyDesign/methodology/approach: We evaluated the perception of knowledge about social entrepreneurship of a group of students from a university certified as Ashoka Changemaker Campus, to check if there are differences by gender and disciplinary area. The population was 140 students, to whom a validated instrument was applied. Purpose: The objective of the study was to analyze the perception of knowledge and experience development in social entrepreneurship in students of a university certified by Ashoka as a Changemaker campus, to identify data that argue for equitable training among all students regardless of gender and discipline studied. Findings: The results shed light on the few differences among students in the Business, Engineering, and Health Sciences disciplines compared to those enrolled in the Humanities and Social Sciences concerning knowledge and experience in social entrepreneurship. The findings also indicate gender equality in the perception of knowledge and experience of innovation and social entrepreneurship. Research limitations/implications: The sample size in the different disciplinary areas is a limitation of this research. However, the findings are valuable in terms of gender and the study being conducted in the first university certified as a Changemaker Campus in Latin America. Journal of Applied Research in Higher EducationPractical implications: Underlying the statistics and the hypotheses are the importance of improving students' experience and expanding their equitable opportunities to learn about and implement innovative proposals for social entrepreneurship projects. Social implications: Training in equality and inclusion contributes to an equitable and socially just society, especially when this training aims to bring new possibilities to society. This study links with those that have been conducted in other institutions, where conscious efforts have been made to reduce the gender gap or differences by disciplinary area when undertaking social entrepreneurship projects that connect sectors for social benefit. This research also argues for the need to identify the impact of other cultural elements, in addition to the knowledge provided by universities, that reduce the gap among their students. Originality/value: This study is original because of its hypotheses about university students' social entrepreneurship projects, being conducted in a special environment (Ashoka Changemaker campus) in Latin America. The data were analysed under hypothesis testing, contrasting the empirical evidence with the theoretical assumptions.
