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Published research on corporate reputation has increased in the last 10 years in various sectors. The higher education sector is no stranger to this growth; however, theoretical developments and empirical research have been conducted across various disciplines of knowledge and theoretical approaches, which has made it difficult to theorize about it. In addition to this, the dimensionality of the construct, its dependence on the perception of public interest, and the difficulty of its measurement have made it a challenge for universities. This article develops a systematic review of reputation in higher education institutions. While there is evidence of contributions in the development of the theory and its conceptualization, these have occurred in other sectors such as banking, service industries, retailing, tourism and hospitality, and are not specifically focused on the higher education sector. As such, we seek to identify and characterize how reputation has been studied in this sector, highlighting conceptual and theoretical approaches that have supported the studies, which will help to overcome the fragmentation of the same from an integral definition applied to the education service.

IntroductionIn the context of higher education, the student experience (SX) has an important impact on student satisfaction and the perceived value of the training service received. For these reasons, higher education institutions (HEIs), which are focused on student-centred learning, need to know more about the experience that results from student interaction with the service and support systems that meet their needs in these institutions. However, despite the progress made in the analysis of SX, further research is still needed to know how to measure and manage it, and for this, it is essential to know the student’s perceptions.MethodsFor this reason, an SX scale was selected to have a suitable tool for experience management. Thus, the psychometric properties of the selected scale were evaluated in undergraduate students at two Colombian universities. The validation process consisted of an adaptation of the scale, a content validity analysis, an exploratory factor analysis and a confirmatory factor analysis.ResultsThe results were satisfactory showing the reliability and validity of the student experience scale in the context of universities.DiscussionTherefore, its cross-cultural goodness is confirmed in the student segment and it is suggested to perform this same process for other university audiences.

This study seeks to understand how micro, small, and medium-sized enterprises (MSMEs) can be innovative while developing their reputation. In doing so, this study focuses on companies classified as promoters of Colombia’s “orange economy,” which relates to the country’s cultural and creative diversity. Firms with a non-technological emphasis also require knowledge, innovation, and reputation to perform better. In this regard, the study is based on the work of Hormiga and Garcia-Almeida (2016) who proposed the relationship between accumulated knowledge and innovation as background of reputation. In this paper, the purpose is to understand the internal reputation-building process carried out by MSMEs and the variables that intervene. Therefore, this research accounts for how MSMEs can build their reputation through innovation and accumulated knowledge. For this, a survey was conducted in 320 orange economy MSMEs located in Bogotá, Colombia, and the relationship of these variables was statistically tested through a quantitative analysis of multivariate data. Innovation was found to not impact the performance of companies, but this can be associated to factors that were not considered in this research. However, it is proposed to refine the original model by considering the manager’s perspective. It is recommended that entrepreneurs invest resources in accumulating internal (tacit) knowledge to improve skills that enhance reputation.

Cómo lograr que durante su formación los estudiantes se apropien de su proceso de enseñanza y aprendizaje. La respuesta sería que los profesores deben prestar especial atención al diseño, desarrollo y evaluación de un curso, esto es, que los docentes estén en la capacidad de asumir la enseñanza con la responsabilidad y el rigor que esta requiere; sin embargo, esta tarea sería muy difícil de asumir sin las herramientas necesarias. Por ello, este libro presenta una de ellas: el aprendizaje experiencial, que busca construir experiencias significativas para los estudiantes y desde el cual, con el acompañamiento del profesor, se busca un aprendizaje integrado al contexto. Lo anterior hace a este texto versátil y ajustado a las exigencias que enfrentan las instituciones de educación superior en la tercera década del siglo xxi, cuando se exigen nuevas maneras de impartir las clases. Así, desde el campo de enseñanza de la administración, se espera contribuir con experiencias y casos de implementación a un debate que trasciende fronteras e idiomas, incluso tiempos y momentos.