Retail florist activities are essential elements in the rose (Rosa spp.) market since they generate significant income and employment. In these jobs, florists gain recognition by their designs that captivate consumers. At the same time, they are key entrepreneurs in the commercialization of roses. Then, the objective of the research was to know the entrepreneurial role of florists in the commercialization of roses (Rosa spp.) in southern Veracruz, Mexico. An exploratory research was conducted in flower shops, five in Coatzacoalcos, nine in Minatitlán and six in Acayucan. Interviews were conducted with florists (n = 20). The categories of analysis used were the demographic, psychosocial and sociocultural profile of the florists as innovative entrepreneurs. In regards to the demographic profile, these economic agents have the experience and knowledge necessary to develop their activity. In short, florists are identified as family micro-enterprises with establishments that are 20 years old. In the psychosocial profile, florists present low innovative capacity with respect to the composition of their floral arrangements; however, they are characterized as risk takers with the ability to solve problems. Finally, the sociocultural profile demonstrates the florists-intermediary-producers collaboration; such entrepreneurial activity generates economic incentives with local-regional influence. Therefore, florists need to strengthen their links with other florists, producers and distributors to improve their innovative capabilities that will benefit both themselves and consumers.
Este estudio presenta los resultados de la generación y validación de un modelo educativo, que fomenta el aprendizaje significativo y que permite auxiliar en el ingreso y permanencia de estudiantes de bachillerato en la Facultad de Ingeniería en Sistemas de Producción Agropecuaria (FISPA), y que lleva por nombre “modelo educativo FISPA-RETURETA” (MEFIR). Presenta una metodología clara y específica que consta de los siguientes puntos: 1. Diagnóstico del programa educativo 2. Demanda de estudiantes de nuevo ingreso 3. Factores limitantes 4. Elaboración del plan de trabajo 5. Reunión de difusión y participación interna con directivos, maestros y alumnos 6. Reunión con directivos de las escuelas de bachillerato para el convenio de vinculación 7. Entrevista con estudiantes participantes y 8. Validación del modelo. El estudio se centra en una serie de diagnósticos, sin embargo se operó y evaluó por medio de un plan de trabajo, donde participaron 67 estudiantes del Centro de Bachillerato Tecnológico Agropecuario No. 164 de Sayula de Alemán, Veracruz (CBTA 164), mismos que se dividieron en cuatro generaciones, del año 2009 al 2012. Los resultados fueron muy significativos, donde 73% de ellos, ingreso a la carrera mismo que rebasa en un 13% el ingreso promedio reportado para la entidad académica; así mismo, de estos estudiantes permaneció un 63%, lo que indica que solo hubo una deserción del 37%, por debajo del 50.68% reportado para la entidad académica.
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