The success of an e-learning system depends largely on the acceptance and use that teachers give this tool. After critically evaluate models of technology adoption, including the Technology Acceptance Model (TAM) and TAM2, we built a conceptual model to predict the level of acceptance and use of elearning system among teachers. This model extends TAM2 and includes technical support, computer self-efficacy, social influence, perceived enjoyment and satisfaction. Data were collected from 145 teachers of a University in Ecuador. For data collection, a form in Likert scale was sent by email. Upon receipt of the data, these missing data reported 4.2%, to correct this data imputation method it was applied for replacement by mean. After performing the checks about satisfactory reliability and validity, the structural model was tested using PLS. The results indicate that perceived ease of use and perceived usefulness have a direct effect on the intension of using e-learning systems. Perceived enjoyment, perceived ease of use and social influence have a direct effect on the perceived usefulness. Perceived enjoyment and computer self-efficacy both have a direct effect on perceived ease of use of e-learning systems. Universities Principals should not only worry about the basic design of e-learning systems, but also explicitly address individual differences among teachers using elearning system.

El sistema de educación superior chileno ha dado respuesta a su creciente matrícula y masificación, especialmente en estudiantes de estratos socioeconómicos bajos, a través del aumento importante de becas y préstamos del Estado. Este último instrumento de financiamiento ha posibilitado un aumento de egresados de las universidades chilenas, posibilitándole obtener su título universitario e insertarse en el mercado laboral. En este contexto, el objetivo de este trabajo es aportar a la discusión teórica sobre la problemática de la rentabilidad y el costo de estudiar educación superior en Chile, con el fin de obtener lecciones para nuevas políticas públicas. Para ello, se realiza un enfoque documental. Se evidencia que Chile posee una de las tasas de retorno de la educación superior más alta entre los países de la OECD. Sin embargo, se observa una rentabilidad heterogénea de las carreras, que conlleva realidades distintas en los ingresos de los egresados. Pero más aún se cuestiona, el alto costo de los precios de las carreras y por ende, un elevado endeudamiento de varias generaciones de estudiantes producto de la política de Estado que liberalizó la formas de financiamiento con la presencia de bancos privados y con un importante costo para el aparato estatal que inyectó recursos al sistema para garantizar el riesgo de no pago.

Microentrepreneurs who have their businesses located in depressed regions are generally unaware of their basic competencies, especially their application and the benefits that are obtained when these are linked to the development of business management. Knowing the skills and abilities of the people, directs the activities in an organized and planned way. Under this premise, a competency model is proposed for microentrepreneurs who carry out their activities in depressed environments. Based on a documentary research, the competences in dimensions are identified and grouped; Likewise, the importance of the model is determined with the support of a panel of experts linked to the microenterprise sector. The competences proposed are oriented to an easy and correct application, and distributed in the areas of action in which microentrepreneurs develop their activities. It establishes twenty-seven (27) competencies that determine microentrepreneurs competences in depressed environments, grouped in four (4) dimensions: Self-management, Motivation, Empathy and Social Skills. The proposed model seeks to strengthen administrative management, helps to increase business performance, and personal and professional training of microentrepreneurs.