Revista de
Ciencias Sociales (RCS)
Vol. XXX,
No. 1, Enero - Marzo 2024. pp. 32-45
FCES - LUZ ●
ISSN: 1315-9518 ● ISSN-E: 2477-9431
Como citar: Guim, P., Marreno, Y., y Bustamante, M. A. (2024). Factors in the development of university students’
job skills in business´ careers in Ecuador. Revista
De Ciencias Sociales, XXX(1), 32-45.
Factors in the development of university students’ job
skills in business´ careers in Ecuador
Guim
Bustos, Paola*
Marreno Ancizar, Yaimary**
Bustamante Ubilla,
Miguel Alejandro***
Abstract
Companies demand personnel who have the key´s
competencies for business. This research aims to determine the development’s
factors of job skills of university students of business’ careers in the
province of Guayas, Ecuador. The design is quantitative, non-experimental and
cross-sectional, a questionnaire with closed questions and a sample of 318
students was used. An exploratory factor analysis was developed through which
key dimensions were configured. The results show five factors that intervene in
the development of job competencies called competency learning,
professional development planning, relationships and teamwork, professional
development events, and work practice in companies. It is concluded that the
first three factors identified explain between 17.9%, 11.8% and 10.2% of the
variance, accumulating 40.02% of the total variance, this provides a clear
orientation of which are the factors with the greatest impact on the
development of labor skills. This work has theoretical implications, contributes to the literature with
evidence of the factors that intervene in the development of job skills in
business´ students, and has practical implications because university managers
can focus on these factors to develop job skills in students.
Keywords: Competency-based education; job
skills; pre-professional internships; job placement; universities.
Factores del desarrollo de competencias laborales de
estudiantes universitarios en carreras de negocios de Ecuador
Resumen
Las empresas demandan personal que tenga las competencias
clave para los negocios. Esta investigación tiene como objetivo determinar los
factores del desarrollo de competencias laborales de estudiantes universitarios
de carreras de negocios en la provincia del Guayas, Ecuador. El diseño es
cuantitativo, no experimental y transversal, se utilizó un cuestionario con
preguntas cerradas y una muestra de 318 estudiantes. Se desarrolló un análisis
factorial exploratorio mediante el cual se logró configurar dimensiones clave.
Los resultados muestran cinco factores que intervienen en el desarrollo de
competencias laborales denominados aprendizaje competencial, planificación
desarrollo profesional, relaciones y trabajo en equipo, eventos de desarrollo
profesional, práctica laboral en empresas. Se concluye que los primeros tres
factores identificados explican entre el 17,9%, 11,8% y 10,2% de la varianza
acumulando un 40,02% de la varianza total, esto proporciona una clara
orientación de cuáles son los factores de mayor impacto en el desarrollo de las
competencias laborales. Este
trabajo tiene implicaciones teóricas, aporta a la literatura con evidencia de
los factores que intervienen en el desarrollo de competencias laborales en
estudiantes de carreras de negocios y tiene implicancias prácticas porque
directivos de universidades pueden enfocarse en estos factores para desarrollar
las competencias laborales en estudiantes.
Palabras clave:
Educación basada en competencias; competencias laborales; prácticas
pre-profesionales; inserción laboral; universidades.
Introduction
Organizations in general and especially companies
requires in nowadays personnel with key business skills such as: teamwork, use
of technologies, especially digital ones, interdisciplinary vision. In this
context, the university has the important role of preparing students with these
key competencies that companies demand to improve the insertion of students in
the labor market.
Empirical evidence shows that universities develop
competencies at lower levels than those required by companies, so companies
must continuously adapt their processes and methods to develop labor competencies
in students (Álvarez-Santullano & De Prada, 2018).
Students' competencies that are required at work have
received more attention in the literature than the methods or factors that are
required to achieve the development of these competencies, and consequently
there is a gap in the literature on the factors involved in the development of
students' job competencies (Virtanen & Tynjälä, 2018). For this reason,
the objective of this research is to contribute to reducing this gap of the
literature by identifying the factors that need to be addressed for the
development of labor competencies of university students of business careers in
the province of Guayas-Ecuador.
1. Theoretical foundation
Constructivism is a learning theory which explains how
people acquire and transform their knowledge based on the experience they
acquire in the company, that is, it considers that learning is a dynamic and
interactive process in which the student constructs knowledge (Piaget, 1980;
Von Glasersfeld, 1995; Biggs, 2014), and is an active
agent in the process of knowledge acquisition (Bada, 2015; Lluch et al., 2017).
Competency-based education contains the constructivist teaching approach since it
develops competency skills, so that the student can build knowledge (Raelin, 2016;
Grande
et al., 2021; Tarmo & Kimaro,
2021).
The development of skills and knowledge to improve
students' job performance should be a priority in universities (Cázares & Cuevas,
2007), this is achieved through competency-based
education that can provide skills and critical reasoning to face the
complexities of the work environment (Allen & Simpson, 2019; Bratianu, Hadad
& Bejinaru, 2020), so it is necessary to
design and develop the skills and knowledge or abilities that students require
in the next stages of their development or in their working life (Johnstone
& Soares, 2014; Lluch et al., 2017) focusing universities on the processes of developing
these skills for work (Peterson &
Lundquist, 2021).
Students require skills for working life beyond
achieving a specialization at university (Raelin, 2016;
Bozu & Aránega, 2017),
especially the basic ones to be inserted into the workplace (Cobb, Meixelsperger & Seitz, 2015).
In this context, there are several talents required
for this insertion, among them, the interdisciplinary vision of business or the
ability to get involved in working in two or more disciplines together in the
business area (Bajada
& Trayler, 2013).
Other competencies are: the ability to adapt to change
and the development of transversal skills (Agudo et al.,
2013; Raelin, 2016), with a vision of
integrating different areas of knowledge (Van den Beemt et al., 2020). Finally, creativity
to create or improve products and services (Ghosh, 2014), as well as
technological and digital creativity, which are at the base of the requirements
of companies and institutions (Pan & Seow, 2016;
Spante et
al., 2018; Zhao,
Pinto & Sánchez, 2021). Digital skills, in addition to
being necessary for work activity in companies, help academic performance and
student development (Ramírez et
al., 2022).
The transversal competencies that students need to
acquire and that must be part of the training at the university are directly
related to critical thinking and emotional intelligence, which will be useful
in any field of work and in any type of company that the student subsequently
works for (Jiménez-Bucarey et al., 2023).
Creativity and critical thinking competencies are
important both for work in companies and for strengthening the entrepreneurial
culture of students in business careers, and it is important that they are part
of a training process in universities and of mechanisms that allow the
development of these competencies in students (Quispe et al., 2022).
The literature shows evidence of the
results achieved by universities in the development of competencies, such as
creativity (Álvarez-Santullano & De Prada, 2018),
and teamwork, as well as leadership and entrepreneurship (Martínez, Gonzalez
& Rebollo, 2019),
although the results indicate that universities manage to develop these
competencies at levels lower than what the market demands (Pan & Seow, 2016; Lluch et al., 2017; Álvarez-Santullano
& De Prada, 2018).
To develop students' competencies, universities must
improve the quality of teaching, reorganize their
processes, and improve control (Delgado, 2020). On the one hand, they must know
the opinion of employers of the skills they demand (Henrich,
2016) and, on the other hand, develop in
students the skills required by the industry (Raelin, 2016; Anderson, 2018), whose expected result
is precisely to achieve synergy between what the industry requires and what universities develop in terms of
skills and talents (Martínez et
al., 2019), implementing processes to evaluate achievements in the development
of competencies for work (Burnette, 2016; Pan & Seow,
2016). However,
evidence shows in the literature that the competencies developed by
universities are not always the same as those required by students for working
life (Montoro-Sánchez, Mora-Valentín &
Ortiz-de-Urbina-Criado, 2012).
Among the methods available to universities to develop
competency skills are pre-professional internships through the application of
knowledge to a real situation in companies (Valencia, Macías & López, 2018). To this end, pre-professional
practices are used as an alternative and complementary method to traditional
teaching that incorporates a theoretical-practical approach to teaching and
learning through which students are expected to apply their knowledge to real
situations (Molina et al., 2007).
Active learning methodologies increase student
achievement and have a significant impact on the quality of learning, favoring teamwork
beyond individual learning (Freeman et al., 2014; Raelin, 2016). In this
same context, internships and pre-professional practices increase the
employability of graduates and provide a mechanism for cooperation between
universities and organizations, including companies (Pereira,
Vilas-Boas & Rebelo, 2020).
The literature shows other activities or factors that
are important for achieving competency development in universities, such as
implementing competency-based learning (Henri,
Johnson & Nepal, 2017), so it is
important to develop competency development plans at university (Buenviaje et al., 2016).
This
is why it is important to evaluate the strengths and weaknesses that
students have in these competencies and to have a plan for their development
based on the strengths and weaknesses that students present (Hunt et al., 2017),
which implies, in principle, selecting an appropriate internship environment
and, then, access to real experiences to
ensure that the student develops relationship and teamwork skills (Fleming, McLachlan & Pretti, 2018), precisely to put into practice the knowledge acquired and
skills developed (Lluch et al.,
2017; Megahed, Elshater
& Afifi, 2020; Perusso et al., 2021).
Although the literature shows evidence of the development
of students' work competencies in universities (Álvarez-Santullano
& De Prada, 2018; Martínez et al., 2019), the
literature has little evidence of the factors involved in the development of
these competencies in universities, so there is still a gap in the literature
on the factors involved in the development of work skills (Pan & Seow, 2016; Virtanen & Tynjälä,
2018).
On the basis of the theoretical synthesis described
above, which determines the need to study pre-professional competencies, the
foundations that support the relevance of the development of students' talents
and skills in their respective training processes, and the referenced
conceptual evidence that gives universities the responsibility to focus beyond
teaching and incorporate the development of professional competencies, the
following research question is declared: What are the factors that intervene in
the development of competencies of students in business careers in universities
in Ecuador?
2. Methodology
The
research design is quantitative, non-experimental and sectional. We
worked with students from the Universidad Católica de
Santiago de Guayaquil (UCSG)
who participate in pre-professional internships located in the province of
Guayas, Ecuador, which are carried out in companies in the business areas, and
develop activities planned by professors and managers of companies in order to
develop skills or competencies that are required to work in companies.
The Universidad Católica
de Santiago de Guayaquil has
the following model of pre-professional internships: In business careers,
the curricular design is oriented to the development of competencies for the
work activity (creativity and innovation, interdisciplinary vision, teamwork,
use of technologies) which is complemented in the academic units with the
design of the learning environment and objectives of the pre-professional
internships for Students for periods that are normally one year, selecting
suitable companies so that, through on-site practice, the student develops the
skills for the work activity.
In this sense, the University designates a tutor to
guide the student, while the company selects a tutor to guide the student on
site and at the end of the internship, both the tutor of the company and the
tutor of the university, qualify separately, according to the objectives
proposed according to the performance of the student and the competencies
available to the student (UCSG, 2022).
A questionnaire was developed for the
research and adapted from the literature (Robinson, Garton &
Vaughn, 2007; Baker & Henson, 2010; Abbas & Imam, 2016; El
Mansour & Dean, 2016; Adriaensen, Bijsmans
& Groen, 2019)
composed of demographic questions on personal and academic data, and questions
on the main competencies for work, as well as those related to labor insertion, the unit of measurement that was designed is the student who
has completed pre-professional internship.
The variables of the competencies
developed by the students were measured on a scale of 0-4 (0 = not developed, 1 = low, 2 = medium, 3 =
high, 4 = very high) in relation to the adequate or necessary level for the achievement of the variables. Labor insertion was also measured on a scale of 0-4 (0 =
not developed, 1 = low, 2 = medium, 3 = high, 4 = very high), in relation to
the importance of pre-professional internships through the development of labor
skills, for obtaining the first job after the internship.
The
study population consisted of 1,600 students who met this condition of having achieved a first
job after the pre-professional internship. The sample consisted of 310
students. The sample was non-probabilistic, non-random and convenience-based,
since it was carried out with students who were willing to collaborate with the
development of the study. The total number of contacts was 354 and 318
valid contacts were obtained. The reliability of the data was calculated using
Cronbach's alpha and an index of 0.8 was
obtained, which means that the instrument achieves high reliability.
The
methodology used for the processing of the data was the factor analysis of principal components since it
is desired to reduce the
variables in a group of factors or constructs, for which a feasibility analysis
of the instrument with Cronbach's alpha was carried out in order to determine
the consistency of the scale. whereas to
be reliable, Cronbach's alpha must be greater than 0.8. Subsequently, the Kaiser-Meyer-Olkin (KMO) test was performed to determine the adequacy of
the sampling, considering that it should be greater than 0.6. Additionally,
Bartlett's sphericity test was performed, which, in order to be adequate, is expected to be less than 0.05 significant. With the acceptable values of
KMO and Bartlett's sphericity, the conditions for developing a factor analysis
would be met.
The
factor analysis was developed using the extraction method principal component analysis with Varimax rotation and Kaiser normalization, and the
criterion for the conformation of factors was that they should explain
at least 60% of the total variance, and the
contribution of factor load of each variable was estimated to be greater than
0.5.
3. Results and discussion
Below are the various sections that synthesize the
results of the present study, beginning with factor analysis and the findings
that derive from its analysis. Table 1 shows the reliability analysis of the
construct items, obtaining a Cronbach's alpha of 0.922, which allows us to
affirm the internal consistency of the scale used.
Table
1
Instrument Reliability Analysis
Case
Processing Summary |
Reliability Statistics |
||||
|
N |
% |
Cronbach's alpha |
N of Elements |
|
Cases |
Valid |
318 |
89.8 |
0.922 |
43 |
Barred |
36 |
10.2 |
|
|
|
Total |
354 |
100.0 |
|
|
|
to. List deletion is based on all
procedural variables. |
Source: Own
elaboration, 2023.
The
exploratory factor analysis obtained a KMO test value of 0.915 (see Table 2),
which is higher than 0.60, so it is determined that this factor analysis
technique can be used, a Bartlett sphericity test was
also performed that contrasts if the correlation matrix is an identity matrix
and a significance = 0.000 is obtained, which shows that this factor analysis
technique can be used.
Table
2
Factor
analysis
KMO & Bartlett Test |
|||||||||||
Kaiser-Meyer-Olkin
Measure of Sampling Adequacy |
0.915 |
||||||||||
Bartlett's sphericity
test |
Approx. Chi-square |
8279,974 |
|||||||||
Gl |
903 |
||||||||||
Say. |
0.000 |
||||||||||
Total Variance Explained |
|||||||||||
Component |
Initial eigenvalues |
Load Extraction
Sums Squared |
Load Rotation
Sums Squared |
||||||||
Total |
% Variance |
Cumulative % |
Total |
% Variance |
Cumulative % |
Total |
% Variance |
Cumulative % |
|||
1 |
12,681 |
29,490 |
29,490 |
12,681 |
29,490 |
29,490 |
7,699 |
17,904 |
17,904 |
||
2 |
4,758 |
11,066 |
40,556 |
4,758 |
11,066 |
40,556 |
5,114 |
11,894 |
29,797 |
||
3 |
2,193 |
5,101 |
45,657 |
2,193 |
5,101 |
45,657 |
4,396 |
10,222 |
40,020 |
||
4 |
1,837 |
4,272 |
49,929 |
1,837 |
4,272 |
49,929 |
2,991 |
6,956 |
46,976 |
||
5 |
1,575 |
3,662 |
53,591 |
1,575 |
3,662 |
53,591 |
2,029 |
4,720 |
51,695 |
||
Extraction method: principal component
analysis. |
|||||||||||
Source: Own
elaboration, 2023.
In
general, five factors were extracted using the criterion that the factors can
explain 60% of the total variance, consequently, as shown in Table 2, the factors
are correctly determined since the explained variances of each of the five
factors are disaggregated in a manner consistent with the progressive
sedimentation of the factors of a construct.
Table
3 shows the set of items that make up each of the five factors determined by
the principal component factor analysis, which methodologically has the ability
to allow the items to be grouped by similarity, according to their factor loads
with their respective factors. by
discrimination, determined by the differential components that shape each of
the respective factors and that explain a different proportion of the total
variance.
Table
3
Determined Factors
Determined Factors |
||
Variables |
|
Factorial Load |
|
F1: Competency-based learning |
|
V33 |
Continuous self-learning |
0.833 |
V36 |
Systematic planning and monitoring |
0.826 |
V34 |
Persistence |
0.813 |
V31 |
Taking Risks |
0.808 |
V35 |
Research |
0.802 |
V32 |
Negotiation |
0.801 |
V30 |
Leadership |
0.779 |
V29 |
Mental agility |
0.753 |
V28 |
Emotional Intelligence |
0.661 |
V20 |
Adaptation to change |
0.545 |
|
F2: Professional Development Planning |
|
V4 |
Practice Job Interviews |
0.871 |
V6 |
Networking training |
0.869 |
V5 |
Follow-up of work proposals |
0.843 |
V7 |
Practice of psychotechnical tests |
0.821 |
V3 |
Resume Preparation |
0.802 |
V2 |
Entrepreneurship Program |
0.701 |
V1 |
Professional Development Plan |
0.608 |
|
F3: Relationships and Teamwork |
|
V26 |
Professional Ethics |
0.708 |
V23 |
Development of interpersonal relationships. |
0.706 |
V24 |
Self-improvement |
0.696 |
V27 |
Social Responsibility |
0.666 |
V19 |
Oral and written
expression |
0.657 |
V22 |
Proficiency in English |
0.653 |
V25 |
Incorporation into teamwork |
0.580 |
|
F4: Professional
Development Events |
|
V9 |
Events (seminars,
workshops, congresses) |
0.806 |
V8 |
Trade Shows |
0.771 |
V10 |
Social Media |
0.722 |
|
F5: Work Practice
in Companies |
|
V15 |
Does the subject of professional or work practices taught in the FEE
courses facilitate their insertion into the labour
market? |
0.751 |
V18 |
Creativity, innovation and independence in their professional work |
0.669 |
V17 |
Interdisciplinary vision |
0.584 |
Note: Main component removal method, with rotation: Varimax
and with Kaiser normalization. The rotation has converged in 10 iterations.
Source: Own
elaboration, 2023.
Based on
the above, the first factor F1 called “Competency Learning” refers to the
student's ability to learn based on the competencies he or she is developing,
that is, making the student capable of bringing knowledge to reality. The
second factor obtained F2, “Professional development planning”, integrates a
set of actions to follow to achieve professional development.
Consistent
with what has been described, the third factor obtained F3 refers to “Relationships
and teamwork”, with respect to the ability to interact and work with other
people; Next, the fourth factor F4 contains items related to “Professional
development events” such as the ability to participate in fairs, seminars,
workshops, among other activities of a similar nature.
Finally,
the fifth factor, determined F5, registers as relevant the “Work Practice in companies”, in
relation to the ability to build learning experiences and development of
competencies, based on the systematic application of the knowledge acquired,
which is progressively put to the test throughout their respective professional
practices.
Additionally,
as detailed in Table 4, the results allowed us to identify a set of 4 factors
from F6 to F9, which were eliminated because they did not meet the minimum
number of components necessary to be ratified (Factors: F6, V40, V41; F7, V21,
V11; F8, V14, V13 and F9, V38, V42), in addition to a set of items that did not
achieve the minimum factor loads necessary to be included in the determined
factors (items: V43, V16, V12, V37 and V39).
Table
4
Factors and items eliminated
Factors and items
eliminated |
|||||
Code |
Variable |
6 |
7 |
8 |
9 |
V43 |
How does a UCSG FEE graduate relate to graduates from other
universities in the country? |
|
|
|
|
V16 |
Do you know what a professional competition is? |
|
|
|
|
V12 |
What value would you give to a job bank in favor of your job
placement? |
|
|
|
|
V40 |
It's a
personal competition. |
0.840 |
|
|
|
V41 |
It's a lifelong continuous development. |
0.837 |
|
|
|
V21 |
Use of technology. |
|
0.768 |
|
|
V11 |
Does the UCSG FEE have a job bank that supports you in your job
placement? |
|
0.552 |
|
|
V14 |
What assessment do you give to the graduates' association in favour of their employability? |
|
|
0.677 |
|
V13 |
Does the UCSG FEE have a graduate association that supports you in
your job placement? |
|
|
0.565 |
|
V37 |
Do any of your teachers use competency development in their classroom? |
|
|
|
|
V39 |
It's a goal of the university. |
|
|
|
|
V38 |
What is your sense of belonging (identification) with the UCSG FEE? |
|
|
|
-0.761 |
V42 |
If you had to choose an employee, would you give equal priority to a
UCSG graduate? |
|
|
|
0.589 |
Note:
Items that did not conform to factors with at least 3 components were eliminated
from the analysis.
Source: Own
elaboration, 2023.
The results obtained made it possible to determine
five factors in the development of work skills. Thus, for example, with respect to the first factor of Competency-based
learning, it can be seen that it highlights the ability to
learn centered on the student and based on the results or competencies to be
developed, that is, that the student is able to bring knowledge to reality,
using the student's learning and previous experiences (Henri et al., 2017).
The second factor,
professional development planning, is related to students' competencies for work, i.e., the ability to plan
for university activities and projects that allow them to develop these skills
(Buenviaje et al., 2016), professional development
plans should be based on reflective self-assessment of students' strengths and
weaknesses and competencies, the effectiveness of these plans and monitoring
contributes to improving the development of students' job skills (Hunt et al.,
2017).
The third factor of
relationships and teamwork, makes explicit the relationships at work and that
allow to obtain skills based on teamwork and based on the knowledge of the
relationships that are achieved, this is important because it takes advantage of
the experience and knowledge of other people to develop one's own work
strengths (Fleming et al., 2018). Teamwork
is a skill required by companies and corporations due to the various functions
they must perform (Bajada &
Trayler, 2013). Teamwork competence is key to employability (Varela
& Mead, 2018).
The fourth factor of
professional development events is participation in fairs, courses, seminars,
workshops, which strengthen knowledge, experiences, and contribute to the
development of work skills (Berchin et al., 2018), they are extracurricular activities that continue the
student's personal development and contribute to the continuous learning of the
person (Ooi, 2021).
Finally, the fifth factor is that it is possible to
apply knowledge and build one's own experiences in the company, which improves
the competencies and skills of the student, based on the experiences that are
acquired in the company, which is important because the student must develop
more skills for the job and this is achieved in the company. which sometimes cannot be achieved with
knowledge received at university (Megahed et al.,
2020), active learning requires an environment where knowledge can be put
into practice that fosters theoretical-practical learning, attitudes, and the
development of skills for work (Perusso et al.,
2021).
This
research has theoretical implications since it contributes to reducing the gap
in the literature regarding the factors involved in the development of labor
competencies of university business students, due to the fact that the evidence
is scarce (Virtanen & Tynjälä, 2018) and has
practical implications for universities and companies that can focus on these
factors to improve the development of labor competencies in the workplace
students of business careers.
Conclusions
The results
obtained show that in the development of professional competencies through the
method of pre-professional practices, five factors intervene in the development
of these competencies, which are called competency learning, professional development
planning, relationships and teamwork, professional development events and work
practice.
From
the theoretical perspective, this paper contributes to reducing the gap in the
literature that exists on the factors or constructs that are part of the
development of labor competencies of university students in business careers,
to the extent that it is evident that it is possible to identify, on the one
hand, the intervening dimensions and, on the other, the contents of these
represented by the items that shape the respective items.
From a
rather practical perspective, the approach of the study allowed us to determine
some implications of impact on universities, as it guides them to focus on
these factors to improve the development of labor competencies in students of
business careers, which improves the ability of these students to work in
general in organizations that require them and in particular, in companies
where they can be employed.
In
terms of the effects on social elements, universities assume the role of
contributing to the development of students' job skills, and increasing the
skills that contribute to improving the workforce and the competitiveness of
companies, which contributes to the social development of the population.
This research has some limitations that need to be
recognized. First, due to the temporality of the data since it was taken
between March and September 2021 and represents a certain moment of reality,
and, second, the findings were determined in a specific context and, therefore,
could mean that these results cannot be transferred or projected to a different
university context.
Finally, it is necessary to mention that both the
topic and the method developed here suggest the possibility of carrying out
future research on the factors that intervene in the development of job skills
of university students, perhaps in other university institutions, in other
professional disciplines and in other countries of the South American region,
which would allow the validation of an instrument and that it is statistically
proven and can be applied in other contexts, ratifying the findings of this
research.
Bibliographic references
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* PhD candidate in Administration Sciences at the Universidad de la
Habana, Habana, Cuba.. Master's Degree in Taxation and
Finance. Economist. Professor of the Faculty of Economics and Business at the
Universidad Católica Santiago de Guayaquil,
Guayaquil, Ecuador. E-mail: paola.guim@cu.ucsg.edu.ec; elizabethguimb@hotmail.com ORCID: https://orcid.org/0000-0002-1770-4069
** PhD in Economics. Vice-Dean of Research and Graduate Studies of the
Faculty of Economics at the The Universidad de la
Habana, Habana, Cuba. E-mail: yaimary@fec.uh.cu; yaimaryma@gmail.com ORCID: https://orcid.org/0000-0002-8050-0843
*** PhD in Economic and Business Sciences. Magister in Business Management.
Associate Professor of the Faculty of Business and Economics at the Universidad de Talca, Talca,
Chile. E-mail: mabu@utalca.cl ORCID: https://orcid.org/0000-0002-5079-9856
Recibido: 2023-09-12
· Aceptado: 2022-11-28