Medición de capital intelectual en la creación de comunidades de práctica de aprendizaje y redes de conocimiento en instituciones de educación superior
Introducción: las comunidades de práctica, comunidades de apren- dizaje y redes de conocimiento son reconocidas como un proceso co- laborativo para gestionar el conocimiento, con resultados en capital intelectual. Objetivo: Proponer estrategias e indicadores para la me- dición del capital intelec...
- Autores:
-
Valbuena Antolinez, Sandra
Liévano-Cárdenas, Jennifer Andrea
Vernaza-Trujillo, Mario Alfonso
- Tipo de recurso:
- Article of journal
- Fecha de publicación:
- 2024
- Institución:
- Corporación Universidad de la Costa
- Repositorio:
- REDICUC - Repositorio CUC
- Idioma:
- spa
- OAI Identifier:
- oai:repositorio.cuc.edu.co:11323/13916
- Acceso en línea:
- https://hdl.handle.net/11323/13916
https://doi.org/10.17981/cultedusoc.15.2.2024.5011
- Palabra clave:
- análisis de componentes principales
comunidad de pr´àctica
gestión del conocimiento
redes de conocimiento
capital intelectual
educación superior
Principal component analysis
intellectual capital
communities of practice
knowledge management
learning communities
knowledge networks
higher education
- Rights
- openAccess
- License
- Cultura Educación Sociedad - 2025
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| dc.title.spa.fl_str_mv |
Medición de capital intelectual en la creación de comunidades de práctica de aprendizaje y redes de conocimiento en instituciones de educación superior |
| dc.title.translated.eng.fl_str_mv |
Measuring intellectual capital in the creation of learning communities of practice and knowledge networks in higher education institutions |
| title |
Medición de capital intelectual en la creación de comunidades de práctica de aprendizaje y redes de conocimiento en instituciones de educación superior |
| spellingShingle |
Medición de capital intelectual en la creación de comunidades de práctica de aprendizaje y redes de conocimiento en instituciones de educación superior análisis de componentes principales comunidad de pr´àctica gestión del conocimiento redes de conocimiento capital intelectual educación superior Principal component analysis intellectual capital communities of practice knowledge management learning communities knowledge networks higher education |
| title_short |
Medición de capital intelectual en la creación de comunidades de práctica de aprendizaje y redes de conocimiento en instituciones de educación superior |
| title_full |
Medición de capital intelectual en la creación de comunidades de práctica de aprendizaje y redes de conocimiento en instituciones de educación superior |
| title_fullStr |
Medición de capital intelectual en la creación de comunidades de práctica de aprendizaje y redes de conocimiento en instituciones de educación superior |
| title_full_unstemmed |
Medición de capital intelectual en la creación de comunidades de práctica de aprendizaje y redes de conocimiento en instituciones de educación superior |
| title_sort |
Medición de capital intelectual en la creación de comunidades de práctica de aprendizaje y redes de conocimiento en instituciones de educación superior |
| dc.creator.fl_str_mv |
Valbuena Antolinez, Sandra Liévano-Cárdenas, Jennifer Andrea Vernaza-Trujillo, Mario Alfonso |
| dc.contributor.author.spa.fl_str_mv |
Valbuena Antolinez, Sandra Liévano-Cárdenas, Jennifer Andrea Vernaza-Trujillo, Mario Alfonso |
| dc.subject.spa.fl_str_mv |
análisis de componentes principales comunidad de pr´àctica gestión del conocimiento redes de conocimiento capital intelectual educación superior |
| topic |
análisis de componentes principales comunidad de pr´àctica gestión del conocimiento redes de conocimiento capital intelectual educación superior Principal component analysis intellectual capital communities of practice knowledge management learning communities knowledge networks higher education |
| dc.subject.eng.fl_str_mv |
Principal component analysis intellectual capital communities of practice knowledge management learning communities knowledge networks higher education |
| description |
Introducción: las comunidades de práctica, comunidades de apren- dizaje y redes de conocimiento son reconocidas como un proceso co- laborativo para gestionar el conocimiento, con resultados en capital intelectual. Objetivo: Proponer estrategias e indicadores para la me- dición del capital intelectual generado en comunidades de práctica, comunidades de aprendizaje o redes de conocimiento, orientando a los creadores de los procesos colaborativos en el contexto de la educación superior. Metodología: La investigación de tipo empírico-analítico con un enfoque mixto, parte de la revisión de la literatura para de- finir 25 indicadores, verificados desde los modelos de aseguramiento para la calidad y el modelo Intellectus (cualitativo), los cuales fueron validados por 47 expertos con explicación y priorización mediante componentes principales (cuantitativo), triangulados con los casos detectados en la literatura para garantizar la correspondencia entre: qué hacer (estrategia) y cómo medirlo (indicador). Resultados: se identificaron cinco componentes principales con los indicadores re- levantes que explican en un 71.6% el capital intelectual: (1) enfoque y utilidad; (2) capacidad para superar límites organizacionales; (3) niveles de satisfacción de los usuarios a partir del cumplimiento de sus metas de aprendizaje y desarrollo de competencias; (4) relevancia, afiliación y altruismo para compartir conocimiento; y (5) vinculación con la estrategia de la organización. Conclusiones: para la medición del capital intelectual en la educación superior se requiere el diseño de una estrategia que garantiza la creación de productos de conocimien- to, desde una visión progresiva y acumulativa. |
| publishDate |
2024 |
| dc.date.accessioned.none.fl_str_mv |
2024-10-29 02:59:27 2025-01-17T08:00:26Z |
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2024-10-29 02:59:27 2025-01-17T08:00:26Z |
| dc.date.issued.none.fl_str_mv |
2024-10-29 |
| dc.type.spa.fl_str_mv |
Artículo de revista |
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http://purl.org/coar/resource_type/c_6501 http://purl.org/coar/resource_type/c_2df8fbb1 |
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Text |
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info:eu-repo/semantics/article |
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Journal article |
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http://purl.org/redcol/resource_type/ART |
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info:eu-repo/semantics/publishedVersion |
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https://hdl.handle.net/11323/13916 |
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https://doi.org/10.17981/cultedusoc.15.2.2024.5011 |
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2389-7724 |
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Cultura Educación Sociedad |
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Valbuena Antolinez, SandraLiévano-Cárdenas, Jennifer AndreaVernaza-Trujillo, Mario Alfonso2024-10-29 02:59:272025-01-17T08:00:26Z2024-10-29 02:59:272025-01-17T08:00:26Z2024-10-292145-9258https://hdl.handle.net/11323/13916https://doi.org/10.17981/cultedusoc.15.2.2024.501110.17981/cultedusoc.15.2.2024.50112389-7724Introducción: las comunidades de práctica, comunidades de apren- dizaje y redes de conocimiento son reconocidas como un proceso co- laborativo para gestionar el conocimiento, con resultados en capital intelectual. Objetivo: Proponer estrategias e indicadores para la me- dición del capital intelectual generado en comunidades de práctica, comunidades de aprendizaje o redes de conocimiento, orientando a los creadores de los procesos colaborativos en el contexto de la educación superior. Metodología: La investigación de tipo empírico-analítico con un enfoque mixto, parte de la revisión de la literatura para de- finir 25 indicadores, verificados desde los modelos de aseguramiento para la calidad y el modelo Intellectus (cualitativo), los cuales fueron validados por 47 expertos con explicación y priorización mediante componentes principales (cuantitativo), triangulados con los casos detectados en la literatura para garantizar la correspondencia entre: qué hacer (estrategia) y cómo medirlo (indicador). Resultados: se identificaron cinco componentes principales con los indicadores re- levantes que explican en un 71.6% el capital intelectual: (1) enfoque y utilidad; (2) capacidad para superar límites organizacionales; (3) niveles de satisfacción de los usuarios a partir del cumplimiento de sus metas de aprendizaje y desarrollo de competencias; (4) relevancia, afiliación y altruismo para compartir conocimiento; y (5) vinculación con la estrategia de la organización. Conclusiones: para la medición del capital intelectual en la educación superior se requiere el diseño de una estrategia que garantiza la creación de productos de conocimien- to, desde una visión progresiva y acumulativa.Introduction: communities of practice, learning communities and knowledge networks are recognized as a collaborative process to ma- nage knowledge, resulting in intellectual capital. Objective: to propo- se strategies and indicators to measure the intellectual capital gene- rated in communities of practice, learning communities or knowledge networks to guide the creators of collaborative processes in the con- text of higher education. Methodology: The empirical-analytical re- search with a mixed approach, starts from the literature review to de- fine 25 indicators, verified from the quality assurance models and the Intellectus model (qualitative), which were validated by 47 experts with explanation and prioritization through principal components (quantitative), triangulated with the cases detected in the literature to guarantee the correspondence between: what to do (strategy) and how to measure it (indicator). Results: five main components were identified with relevant indicators that explain 71.6% of intellectual capital: (1) focus and usefulness; (2) capacity to overcome organiza- tional limits; (3) user satisfaction levels based on the fulfillment of their learning goals and development of competencies; (4) relevance, affiliation and altruism to share knowledge; and (5) linkage with the organization’s strategy. Conclusions: the measurement of intellec- tual capital in higher education requires the design of a strategy that guarantees the creation of knowledge products, from a progressive and cumulative vision.application/pdfspaUniversidad de la CostaCultura Educación Sociedad - 2025https://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessEsta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.http://purl.org/coar/access_right/c_abf2https://revistascientificas.cuc.edu.co/culturaeducacionysociedad/article/view/5011análisis de componentes principalescomunidad de pr´àcticagestión del conocimientoredes de conocimientocapital intelectualeducación superiorPrincipal component analysisintellectual capitalcommunities of practiceknowledge managementlearning communitiesknowledge networkshigher educationMedición de capital intelectual en la creación de comunidades de práctica de aprendizaje y redes de conocimiento en instituciones de educación superiorMeasuring intellectual capital in the creation of learning communities of practice and knowledge networks in higher education institutionsArtículo de revistahttp://purl.org/coar/resource_type/c_6501http://purl.org/coar/resource_type/c_2df8fbb1Textinfo:eu-repo/semantics/articleJournal articlehttp://purl.org/redcol/resource_type/ARTinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/version/c_970fb48d4fbd8a85Cultura Educación SociedadAdelle, C. 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Education and Training, 59(4), 353–373. https://doi.org/10.1108/ET-03-2016-0059215https://revistascientificas.cuc.edu.co/culturaeducacionysociedad/article/download/5011/5503Núm. 2 , Año 2024 : Cultura Educación Y SociedadOREORE.xmltext/xml2845https://repositorio.cuc.edu.co/bitstreams/afcde540-3a39-4923-821b-d5899c83f113/download1de3bcd389ea53ad26272e69d06a884bMD5111323/13916oai:repositorio.cuc.edu.co:11323/139162025-01-17 03:00:26.464https://creativecommons.org/licenses/by-nc-nd/4.0/Cultura Educación Sociedad - 2025metadata.onlyhttps://repositorio.cuc.edu.coRepositorio de la Universidad de la Costa CUCrepdigital@cuc.edu.co |