Strategic Innovation: Conception of Innovation among Social Sciences Researchers in Higher Education in Northwestern México

Castellanos, Elsa Catalina Olivas; Delgado, Leonel De Gunther

doi:10.1007/s10755-022-09607-8

Cited by 3 publications

(3 citation statements)

References 38 publications

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“…In conclusion, this study offers insights into the significance of innovative learning methods in accounting education, specifically highlighting the efficacy of the Accountamatics teaching method. These findings align with prior research emphasizing the importance of educational innovation (Barger et al , 2022; Castellanos and De Gunther Delgado, 2022; Major, 2020).…”

Section: Conclusion Limitation and Future Researchsupporting

confidence: 89%

“…There is a lack of consensus regarding the definition of successful academic innovation and how best to integrate innovative efforts within specific university environments (Barger et al , 2022). Various factors contribute to the success of learning innovation, including the level and characteristics of the innovation itself, as well as contextual demands (Barger et al , 2022; Castellanos and De Gunther Delgado, 2022; Major, 2020). Addressing these issues, this study focuses on the development of an innovative learning method for accounting courses.…”

Section: Introductionmentioning

confidence: 99%

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The mathematics-based learning method and its impact on student performance in the Introductory Accounting course: cognitive load theory

Warsono,

Sari,

Kusuma Putri

et al. 2023

JIEB

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Purpose This study aims to describe and examine the effectiveness of the mathematics-based learning method, called Accountamatics (Accounting from Mathematics perspective). The Accountamatics method is rooted in the principles of double-entry bookkeeping and the rules of debits and credits, which were initially documented by Luca Pacioli, a Mathematics Professor, in a mathematics book. Design/methodology/approach This study uses a quasi-experimental design, spanning a duration of one semester, to examine its research objectives. The participants included 230 students from the Faculty of Economics and Business in Indonesia, who were accredited by AACSB. Control variables, including gender, majors and study backgrounds, were taken into consideration. The data was analyzed using a linear regression test, followed by a comparative t-test. Findings The study findings show a significant positive impact of the Accountamatics method on student performance when compared to traditional learning approaches. Furthermore, the analysis indicates that the control variables examined in the study did not have a significant effect on student performance. Thus, it can be inferred that the implementation of the Accountamatics method has a beneficial effect on the academic performance of college students. Practical implications The study findings provide valuable insights for faculty members in higher education institutions, highlighting the potential benefits of incorporating mathematics-based teaching in accounting as an alternative approach for business students. These findings contribute to the existing knowledge on innovative teaching methods that can enhance the study of accounting within the business curriculum. Originality/value Over the span of around 25 years, extensive research has been conducted to compare traditional teaching methods with innovative approaches. However, the results have not consistently shown that the innovative methods outperform their traditional counterparts. In response to this, the Accountamatics method has been developed, building upon the fundamental knowledge in accounting that has been used since 1494. Despite its historical significance, this method is sometimes regarded as limited to technical knowledge in the modern era.

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Section: Conclusion Limitation and Future Researchsupporting

confidence: 89%

Section: Introductionmentioning

confidence: 99%

The mathematics-based learning method and its impact on student performance in the Introductory Accounting course: cognitive load theory

Warsono,

Sari,

Kusuma Putri

et al. 2023

JIEB

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“…Esto pone de manifiesto el tipo de Ciencias Sociales que se enseña, mucho más teórica que digital, a pesar de que los avances tecnológicos permiten utilizar medios que mejoran el proceso formativo (Jdaitawi et al, 2022;Olivas y De Gunther Delgado, 2022), permitiendo conocer, por ejemplo, el estado del tiempo, el precio de alquileres o ventas de viviendas, o calcular rutas y destinos a los que ir.…”

Section: Introductionunclassified

El papel de la tecnología educativa en las ciencias sociales: análisis bibliométrico

Aguilar-Cuesta,

Colomo-Magaña,

Ruiz-Palmero

2024

Texto livre

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Resumen El desarrollo educativo de las Ciencias Sociales, donde destacan la geografía y la historia, es un terreno propicio para incorporar los avances tecnológicos con aplicabilidad al enriquecimiento de los procesos formativos y la mejora del interés y rendimiento del alumnado. Partiendo del interés del uso de la tecnología educativa en las ciencias sociales, el objetivo de este estudio es analizar con técnicas bibliométricas la producción científica en Scopus sobre dicho tema. Fue aplicada la declaración PRISMA, la muestra final la conforman 126 artículos publicados en las dos primeras décadas del siglo XXI, utilizando análisis bibliométricos de acoplamiento bibliográfico, coautoría, cocitación y co-ocurrencia. Los resultados señalan una producción en crecimiento pero de forma moderada, principalmente en revistas tanto de las ciencias sociales como de la tecnología. Destacan las investigaciones europeas, con redes colaborativas entre Reino Unido, Canadá y Australia, aunque España fue el país más prolífico. Dentro de las Ciencias Sociales, predominan los trabajos en torno a la geografía, siendo la materia con mayor desarrollo en las distintas etapas formativas (primaria, secundaria o universitaria). Recursos como los videojuegos o la realidad virtual y aumentada adquieren cada vez más protagonismo en los procesos formativos. Como conclusión, cabe destacar el impacto positivo de las tecnologías en el desarrollo educativo de las ciencias sociales y las diferentes líneas de investigación que se abren para un área de conocimiento propicia para la innovación.

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Systemic thinking and gender: an exploratory study of Mexican female university students

Cruz-Sandoval,

Carlos-Arroyo,

de los Rios-Berjillos

et al. 2023

Humanit Soc Sci Commun

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The purpose of this article is to present the results of a study conducted on a population of students from two educational institutions in western Mexico. The intention is to identify how students perceive their level of systemic thinking, focusing primarily on women. Thus, this article seeks to identify differences not only on the basis of gender (men–women) but also on the basis of social status (public and private institutions). Methodologically, a descriptive statistical analysis was carried out with which it was possible to conclude that, although statistically significant differences between men and women are not identified, they are found between groups of women in public and private institutions. This article invites reflection on the need to study possible gender gaps from an intersectional perspective, which considers the differences between genders and the various dimensions and relations of women in their educational process.

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Strategic Innovation: Conception of Innovation among Social Sciences Researchers in Higher Education in Northwestern México

Cited by 3 publications

References 38 publications

The mathematics-based learning method and its impact on student performance in the Introductory Accounting course: cognitive load theory

The mathematics-based learning method and its impact on student performance in the Introductory Accounting course: cognitive load theory

El papel de la tecnología educativa en las ciencias sociales: análisis bibliométrico

Systemic thinking and gender: an exploratory study of Mexican female university students

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