ResumenSe analiza el efecto que tiene un curso universitario de estudio de experiencias en emprendimiento sobre la Intención Emprendedora (IE) de los estudiantes que tomaron ese curso. La IE es considerada un requisito previo de la decisión de emprender un negocio y el incremento en los estudios sobre la IE refleja la importancia que se le asigna a este concepto. Los participantes pertenecen a una carrera de ciencias empresariales de una universidad chilena. La investigación sigue una metodología disponible en la literatura y que postula que las variables demográficas, la capacidad percibida y la educación para emprender ayudan a explicar la intención de emprender. Los resultados del estudio muestran que, de un modo global, la IE fue afectada negativamente por el curso. Sin embargo, se obtuvo que los estudiantes que experimentaron el mayor cambio en su voluntad de emprender fueron quienes poseían dos características: consideraban tener los conocimientos, habilidades y experiencia para poner en marcha un nuevo negocio y pertenecían a familias de menores ingresos de renta familiar. Palabras clave: emprendimiento, intención emprendedora, educación emprendedora, capacidad emprendedora Entrepreneurial Education and Intention in University Students: A Case of Study AbstractThe effect that a university course about the study of experiences in entrepreneurship on Entrepreneurial Intention (EI) of the students was analyzed. Entrepreneurial Intention is considered a prerequisite for the decision to start a business. The increasing number of studies on EI reflects the importance assigned to this subject. The participants of the study are students belonging to a business studies school of a Chilean university. The research followed a methodology available in the literature that states that demographic variables, perceived capacity and educational level help in explaining the EI. The results of the study show that in the overall, entrepreneurial intention was negatively affected by the course. However, it was found that students who experienced the greatest change in their willingness to start a business were those who possessed two characteristics: they believed to have the necessary knowledge, skills and experience to start a new business, and belong to low income families.

This research is based on the responses to a questionnaire applied to 351 students of business management in Chile and Colombia. Through the analysis of structural equations on Ajzen's model, we found that entrepreneurial education, the University environment, and the prior entrepreneurial exposure are mediated by the factors of the Ajzen`s model to generate entrepreneurial intention in higher education students. The results show that entrepreneurial education strengthens the perceived control of behavior and, with it, albeit in a differentiated way, the entrepreneurial intention of men and women. University environment affects entrepreneurial intention through attitude towards entrepreneurship; and finally, the work experience, used as one of the variables that measure prior entrepreneurial exposure, explains the entrepreneurial intention inversely through the subjective norms. We found that gender has a moderate effect on perceived control of behavior and entrepreneurial education. The scarce studies on the impact of the University environment and the mixed results of the entrepreneurial education and prior entrepreneurial exposure toward entrepreneurial intention show the necessity for further research. A second contribution is the opportunity to present new evidence about the relationship between University environment, entrepreneurial education and prior exposure to developing countries of South America, including the gender effect (moderator) for entrepreneurial intention. It is important to note that most of the research in this area applies to developed countries, and some scholars suggest that extrapolating the results is not convenient.

ResumenEn este trabajo se analizan algunos aspectos determinantes del éxito académico de estudiantes universitarios. Se considera como medida del éxito alcanzado que el estudiante logre ser titulado y egresar, mientras que se considera fracaso a las causales de eliminación, abandono de estudios o traslado. Para esto se elaboró una base de datos de 564 estudiantes universitarios, con 13 variables explicativas clasificadas en tres categorías: características personales, educación media, resultados de la prueba de aptitud académica. Como resultado de aplicar dos modelos logit, las principales variables que resultaron determinantes estadísticamente en el éxito de los estudiantes fueron, en primer lugar las notas de enseñanza media, en segundo lugar el puntaje obtenido en la Prueba de Aptitud Académica de Matemáticas y finalmente el número de años de desfase entre el año de egreso de la enseñanza media y el año de ingreso a la universidad. Palabras clave: éxito académico, rendimiento académico, desempeño estudiantil, predicción del rendimiento Determining Aspects of Academic Success of University Students AbstractIn this study some determining aspects of the academic success of university students are analyzed. In this study the measure of success is the graduation of a student while student's removal, transfer or dropout from the university is considered failure. To compare students' success/failure rates, a database of 564 university students was used. The database included 13 explanatory variables classified into three categories: student's personal characteristics, high school grades, and university admission test scores. Results using logit models, show that the main variables predicting academic success are: first, high school grades; second, scores obtained by the student on the math portion of the university admission test; and finally, the gap in terms of the number of years between the year of graduation from high school and the year of university enrollment.

In recent years, universities have put enormous efforts to promote the use of online learning among students and lecturers. Despite this, little is known about the intention of students to use online learning. The objective of this research is to study the continuance intention of online learning in the post-COVID-19 period in higher education. The research focuses on online learning tools and technologies by applying a modified Expectation-Confirmation Model (ECM) developed from earlier theoretical models, including three new constructs: the self-management of learning, computer anxiety, and habit. The international research compares three countries—Spain (Europe), Chile (Latin America), and Jordan (Asia)—which differ economically and culturally. The Partial Least Squares approach (PLS-SEM) was used to test the research model. As a conclusion of the study, the relationships of the proposed model’s constructs vary among the three countries, given their socioeconomic, technological, and cultural differences. Interestingly, self-management learning is a key factor that has a significant positive influence on continuance intention for the three countries, especially in Jordan. This study makes an interesting contribution to existing research in education and discusses how learning can be made more sustainable in complex settings.

The aim of this study is to examine how transformational and transactional leaders, boost the employees' innovative work behaviour, directly or through work engagement, organizational climate for innovation and absorptive capacity in Latin American firms. A non-random sample of 1429 employees was used who had been working at least one year in the current company. The sample, composed of workers from different industries, was collected in postgraduate programs of business schools from seven Latin American countries. A multi-group structural equation model was built with the involved variables, which adopted two different conditions: i.e., unconstrained and constrained questionnaire measurement weights. According to the results, leadership by itself is insufficient to promote employees innovative work behaviour. Transformational and transactional leadership exert effect on this behaviour only through absorptive capacity and work engagement respectively. Likewise, absorptive capacity and employee work ABOUT THE AUTHORThis paper belongs to a wider project entitled "Toward the construction of a new model of leadership to promotes Innovative Work Behaviour" which is developed by Universidad del Rosario in Bogotá Colombia and Universität Leipzig in Germany. The paper tests an exploratory model of the leadership influence on innovative work behavior and is the result of a collaborative work with colleagues from recognized schools of business in Latin-America, such as EGADE Business School in Mexico,