Desarrollo del pensamiento complejo en la formación empresarial: un enfoque de género
Resumen El objetivo de este artículo es aproximarse a la percepción de los estudiantes sobre el dominio de la competencia razonamiento para la complejidad y sus subcompetencias (pensamiento científico, sistémico y crítico) en un grupo muestra de una universidad latinoamericana. La intención fue identificar si existen diferencias estadísticamente significativas en una población de hombres y mujeres en un programa de formación en emprendimiento, evaluando si el género podría ser un factor a considerar por las instituciones educativas que ofrecen estas especialidades. El presente estudio exploratorio se basa en la aplicación del instrumento validado E-Complejidad para medir la percepción de una muestra de conveniencia de 116 estudiantes de una universidad privada en México. Estadísticamente, se calculó la media general y las medias de cada ítem para la percepción de los estudiantes sobre su dominio de la competencia razonamiento para la complejidad. A partir de los resultados, podemos confirmar que no existen evidencias estadísticamente significativas que demuestren diferencias entre hombres y mujeres en sus niveles percibidos de dominio de la competencia de razonamiento complejo en general. Sin embargo, el análisis de los resultados por subcompetencias muestra una tendencia de las mujeres a tener una percepción superior a la de sus homólogos masculinos. Así, este artículo muestra la necesidad de desarrollar entornos más allá de lo académico y lo teórico, que garanticen un seguimiento real de la noción de igualdad promovida en las instituciones educativas.
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Castillo-Martínez, I. M., & Ramírez-Montoya, M. S. (2022). Instrumento eComplexity: Medición de la percepción de estudiantes de educación superior acerca de su competencia de razonamiento para la complejidad. https://d66z.short.gy/3r34uE
Castillo-Martínez, I. M., Argüelles, A. J., Piñal, O. E., Glasserman-Morales, L. D., Ramírez-Montoya, M.S. & Carreon-Hermosillo, A. (2023). Towards the development of complex thinking in university students: Mixed methods with ideathon and artificial intelligence. Computers and Education: Artificial Intelligence, 5, 100186. 10.1016/j.caeai.2023.100186
Cheung, C., & Wong, S. (2018). Entrepreneurship education in higher education: A systematic review and research agenda. Education and Training, 60(9), 949–968. 10.1108/ET-02-2018-0037
Cui, L., Zhu, Y., Qu, J., Tie, L., Wang, Z., & Qu, B. (2021). Psychometric properties of the critical thinking disposition assessment test amongst medical students in China: a cross-sectional study. BMC Medical Education, 1–8. 10.1186/s12909-020-02437-2
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Elliot, C., Mantler, J., & Huggins, J. (2021). Exploring the gendered entrepreneurial identity gap: implications for entrepreneurship education. International Journal of Gender and Entrepreneurship, 13(1), 50–74. 10.1108/IJGE-04-2020-0048
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Fiore, E., Sansone, G., & Paolucci, E. (2019). Entrepreneurship Education in a Multidisciplinary Environment: Evidence from an Entrepreneurship Programme Held in Turin. Administrative Sciences, 9(1), 28. 10.3390/admsci9010028
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Jaaron, A., & Backhouse, C. (2018). Operationalisation of service innovation: a systems thinking approach. The Service Industries Journal(38), 561–583. 10.1080/02642069.2017.1411480
Janusz, B., Józefik, B., & Peräkylä, A. (2018). Gender-related Issues in Couple Therapists' Internal Voices and Interactional Practices. Australian & New Zealand Journal of Family Therapy, 39(4), 436–449. 10.1002/anzf.1331
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Marmo, C., & Célica, E. (2017). Women, the cultural labyrinth and the assumption of critical thinking. UPGTO Management Review, 2(2), 1–9.
McKinsey & Company. (2021). COVID-19 and gender equality: Countering the regressive effects. https://d66z.short.gy/WXAuWa
Menzies, T., & Tatroff, H. (2006). The Propensity of Male vs. Female Students to Take Courses and Degree Concentrations in Entrepreneurship. Journal of Small Business & Entrepreneurship, 19(2), 203–223. 10.1080/08276331.2006.10593367
Mesalles, N. (1 de agosto de 2021). Report: The Latin American Startup Ecosystem. EKA. https://d66z.short.gy/ruqpQh
Meurer, M. M., Waldkirch, M., Schou, P. K., Bucher, E. L., & Burmeister-Lamp, K. (2022). Digital affordances: how entrepreneurs access support in online communities during the COVID-19 pandemic. Small Business Economics, 58(2), 637–663. 10.1007/s11187-021-00540-2
Monterroso, O., Bailey, C., Peñate, L., García, J., & Véliz, R. (2017). Systemic thinking to strengthen professional competencies of analysis and synthesis in the Environmental and Agricultural Sciences curricula. Cultura de Guatemala, 1(38), 49–72.
Morin, E. (1990). Introducción al pensamiento complejo. Gedisa.
Nagahi, M., Ibne, N., & Jaradat, R. (2019). Gender differences in practitioners' preferences for systems-thinking skills. Proceedings of the International Annual Conference of the American Society for Engineering Management. American Society for Engineering Management.
Nowinski, W., Haddoud, M., Lancaric, D., Egerova, D., & Czegledi, C. (2019). The impact of entrepreneurship education, entrepreneurial self-efficacy and gender on entrepreneurial intentions of university students in the Visegrad countries. Studies in Higher Education, 44, 361–379. 10.1080/03075079.2017.1365359
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Orsen, B., Elliot, C., & Cukier, W. (2019). Strengthening ecosystem supports for women entrepreneurs. Telfer School of Management, University of Ottawa.
Passig, D., & Cohen, L. (2014). Measuring the style of innovative thinking among engineering students. Research in Science & Technological Education, 32(1), 56–77. 10.1080/02635143.2013.878328
Peterson, R., & Limbu, Y. (2010). Student characteristics and perspectives in entrepreneurship courses: a profile. Journal of Entrepreneurship Education, 13(1), 65–83.
Ramírez-Montoya, M. S., Basabe, F. E., Carlos Arroyo, M., Patiño Zúñiga, I. A., & Portuguez-Castro, M. (2024). Modelo abierto de pensamiento complejo para el futuro de la educación. Octaedro.
Ramos, G. (2018). OCDE-INADEM Women Entrepreneurs: Reaping the Benefits of Digitalization and Globalization. Ciudad de México: OCDE.
Ratten, V. (2020). Coronavirus (Covid-19) and the entrepreneurship education community. Journal of Enterprising Communities: People and Places in the Global Economy, 14(5), 753–764. 10.1108/JEC-06-2020-0121
Ratten, V., & Jones, P. (2021). Covid-19 and entrepreneurship education: Implications for advancing research and practice. The International Journal of Management Education, 19(1), 100432. 10.1016/j.ijme.2020.100432
Sanabria-Z, J., Alfaro-Ponce, B., González-Pérez, L. I., & Ramírez-Montoya, M. S. (2024). Reusable educational resources for developing complex thinking on open platforms. Education and Information Technologies, 29(1), 1173–1199. 10.1007/s10639-023-12316-0
Sargot, M. (2017). Feminisms, critical thinking and alternative proposals in Latin America. San José: Women’s Studies Research Center. Universidad de Costa Rica. https://d66z.short.gy/AbxUHs
Schmitt, N. (1996). Uses and Abuses of Coefficient Alpha. Psychological Assessment, 8(4), 350–353. 10.1037/1040-3590.8.4.350
Silva, C., & Iturra, C. (2021). A conceptual proposal and operational definitions of the cognitive processes of complex thinking. Thinking Skills and Creativity(39). 10.1016/j.tsc.2021.100794
Startup Genome. (2021). The Global Startup Ecosystem Report. GSER. https://d66z.short.gy/AU3oc0
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