Academic Programs of Economics: Comparative Analysis of Europe and Colombia
A sample of 22 European universities is compared with a sample of 7 Colombian universities located in Bogotá with undergraduate programs in Economics, using a benchmarking methodology defined by UNESCO for the identification of best curricular practices. To facilitate the identification of good prac...
- Autores:
- Tipo de recurso:
- http://purl.org/coar/resource_type/c_7071
- Fecha de publicación:
- 2022
- Institución:
- Universidad Pedagógica y Tecnológica de Colombia
- Repositorio:
- RiUPTC: Repositorio Institucional UPTC
- Idioma:
- spa
- OAI Identifier:
- oai:repositorio.uptc.edu.co:001/12068
- Acceso en línea:
- https://revistas.uptc.edu.co/index.php/cenes/article/view/13726
https://repositorio.uptc.edu.co/handle/001/12068
- Palabra clave:
- benchmarking
análisis comparativo curricular
economía
gestión del conocimiento
desarrollo económico
Europa
Colombia
benchmarking
curriculum
economics
knowledge management
economic development
Europe
Colombia
- Rights
- License
- Copyright (c) 2022 William Prieto -Bustos
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Academic Programs of Economics: Comparative Analysis of Europe and Colombia |
| dc.title.es-ES.fl_str_mv |
Los programas académicos de economía : análisis comparativo de Europa y Colombia |
| title |
Academic Programs of Economics: Comparative Analysis of Europe and Colombia |
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Academic Programs of Economics: Comparative Analysis of Europe and Colombia benchmarking análisis comparativo curricular economía gestión del conocimiento desarrollo económico Europa Colombia benchmarking curriculum economics knowledge management economic development Europe Colombia |
| title_short |
Academic Programs of Economics: Comparative Analysis of Europe and Colombia |
| title_full |
Academic Programs of Economics: Comparative Analysis of Europe and Colombia |
| title_fullStr |
Academic Programs of Economics: Comparative Analysis of Europe and Colombia |
| title_full_unstemmed |
Academic Programs of Economics: Comparative Analysis of Europe and Colombia |
| title_sort |
Academic Programs of Economics: Comparative Analysis of Europe and Colombia |
| dc.subject.es-ES.fl_str_mv |
benchmarking análisis comparativo curricular economía gestión del conocimiento desarrollo económico Europa Colombia |
| topic |
benchmarking análisis comparativo curricular economía gestión del conocimiento desarrollo económico Europa Colombia benchmarking curriculum economics knowledge management economic development Europe Colombia |
| dc.subject.en-US.fl_str_mv |
benchmarking curriculum economics knowledge management economic development Europe Colombia |
| description |
A sample of 22 European universities is compared with a sample of 7 Colombian universities located in Bogotá with undergraduate programs in Economics, using a benchmarking methodology defined by UNESCO for the identification of best curricular practices. To facilitate the identification of good practices in terms of research results, the sample of the European and Colombian universities was classified according to the research results ranking developed by Tilburg University (TUER). The results indicate the prevalence of eight trends in disciplinary development, in which the teaching of applied mathematics, languages, and elective courses in the social sciences stand out, the importance of the articulation of the foundation components, elective courses and research courses on problems defined based on the consolidation of an academic community in the economic sciences, particularly in Colombia. This leads to two particular recommendations for the design of economics curricula in Colombia. On the one hand, the design of a pedagogy program in economics teaching with an ethical component and an evaluation orientation towards teaching practices is relevant for the management of knowledge about the scope of the foundation component on learning objectives. On the other hand, research and consulting require a more relevant orientation and articulation in the curricular programs based on an academic community with specific functions in the determination of economic problems of interest for economic development in Colombia. |
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2022 |
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2024-07-05T18:44:53Z |
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2024-07-05T18:44:53Z |
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2022-07-25 |
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info:eu-repo/semantics/article |
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Peer reviewed Article |
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http://purl.org/coar/resource_type/c_2df8fbb1 |
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http://purl.org/coar/version/c_970fb48d4fbd8a85 |
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http://purl.org/coar/version/c_970fb48d4fbd8a655 |
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https://revistas.uptc.edu.co/index.php/cenes/article/view/13726 10.19053/01203053.v41.n74.2022.13726 |
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https://repositorio.uptc.edu.co/handle/001/12068 |
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https://revistas.uptc.edu.co/index.php/cenes/article/view/13726 https://repositorio.uptc.edu.co/handle/001/12068 |
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10.19053/01203053.v41.n74.2022.13726 |
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spa |
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spa |
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https://revistas.uptc.edu.co/index.php/cenes/article/view/13726/12058 https://revistas.uptc.edu.co/index.php/cenes/article/view/13726/13418 |
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Copyright (c) 2022 William Prieto -Bustos http://creativecommons.org/licenses/by-nc-sa/4.0 |
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http://purl.org/coar/access_right/c_abf2 |
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Universidad Pedagógica y Tecnológica de Colombia |
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Apuntes del Cenes; Vol. 41 No. 74 (2022); 41-70 |
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Apuntes del Cenes; Vol. 41 Núm. 74 (2022); 41-70 |
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2256-5779 0120-3053 |
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Universidad Pedagógica y Tecnológica de Colombia |
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2022-07-252024-07-05T18:44:53Z2024-07-05T18:44:53Zhttps://revistas.uptc.edu.co/index.php/cenes/article/view/1372610.19053/01203053.v41.n74.2022.13726https://repositorio.uptc.edu.co/handle/001/12068A sample of 22 European universities is compared with a sample of 7 Colombian universities located in Bogotá with undergraduate programs in Economics, using a benchmarking methodology defined by UNESCO for the identification of best curricular practices. To facilitate the identification of good practices in terms of research results, the sample of the European and Colombian universities was classified according to the research results ranking developed by Tilburg University (TUER). The results indicate the prevalence of eight trends in disciplinary development, in which the teaching of applied mathematics, languages, and elective courses in the social sciences stand out, the importance of the articulation of the foundation components, elective courses and research courses on problems defined based on the consolidation of an academic community in the economic sciences, particularly in Colombia. This leads to two particular recommendations for the design of economics curricula in Colombia. On the one hand, the design of a pedagogy program in economics teaching with an ethical component and an evaluation orientation towards teaching practices is relevant for the management of knowledge about the scope of the foundation component on learning objectives. On the other hand, research and consulting require a more relevant orientation and articulation in the curricular programs based on an academic community with specific functions in the determination of economic problems of interest for economic development in Colombia.Una muestra de 22 universidades europeas es comparada con una muestra de 7 universidades colombianas localizadas en Bogotá con programas de pregrado en Economía, utilizando una metodología de benchmarking definida por la UNESCO para la identificación de mejores prácticas curriculares. Para facilitar la identificación de buenas prácticas en términos de resultados en investigación, la muestra de universidades europeas y colombianas fue clasificada según el ranking de resultados de investigación desarrollado por la Universidad de Tilburg (TUER). Los resultados indican la prevalencia de ocho tendencias de desarrollo disciplinar, en las cuales sobresalen la enseñanza de matemática aplicada, idiomas, y cursos electivos en ciencias sociales, la importancia de la articulación de los componentes de fundamentación, cursos electivos y cursos de investigación sobre problemáticas definidas a partir de la consolidación de una comunidad académica de ciencias económicas, particularmente en Colombia. De esto se desprenden dos recomendaciones particulares para la conformación de las mallas curriculares de Economía en Colombia. Por un lado, el diseño de un programa de pedagogía en la enseñanza de la economía con un componente ético y una orientación de la evaluación hacia las prácticas docentes es relevante para la gestión de conocimiento acerca del alcance del componente de fundamentación sobre los objetivos de aprendizaje. Por otro lado, la investigación y la consultoría requieren una orientación y articulación más relevantes en los programas curriculares con base en una comunidad académica con funciones específicas en la determinación de los problemas económicos de interés para el desarrollo económico en Colombia.application/pdftext/xmlspaspaUniversidad Pedagógica y Tecnológica de Colombiahttps://revistas.uptc.edu.co/index.php/cenes/article/view/13726/12058https://revistas.uptc.edu.co/index.php/cenes/article/view/13726/13418Copyright (c) 2022 William Prieto -Bustoshttp://creativecommons.org/licenses/by-nc-sa/4.0http://purl.org/coar/access_right/c_abf572http://purl.org/coar/access_right/c_abf2Apuntes del Cenes; Vol. 41 No. 74 (2022); 41-70Apuntes del Cenes; Vol. 41 Núm. 74 (2022); 41-702256-57790120-3053benchmarkinganálisis comparativo curriculareconomíagestión del conocimientodesarrollo económicoEuropaColombiabenchmarkingcurriculumeconomicsknowledge managementeconomic developmentEuropeColombiaAcademic Programs of Economics: Comparative Analysis of Europe and ColombiaLos programas académicos de economía : análisis comparativo de Europa y Colombiainfo:eu-repo/semantics/articlePeer reviewed Articlehttp://purl.org/coar/resource_type/c_7071http://purl.org/coar/resource_type/c_2df8fbb1info:eu-repo/semantics/publishedVersionhttp://purl.org/coar/version/c_970fb48d4fbd8a655http://purl.org/coar/version/c_970fb48d4fbd8a85Prieto-Bustos, William001/12068oai:repositorio.uptc.edu.co:001/120682025-07-18 12:13:57.983metadata.onlyhttps://repositorio.uptc.edu.coRepositorio Institucional UPTCrepositorio.uptc@uptc.edu.co |