Objective: To estimate the association between the academic, personal, and work characteristics and scientific production of professors at a private university of Lima, Peru, in 2021. M ethods: We undertook an observational, analytical, and cross-sectional study. The sample included 322 professors through simple random sampling. Two questionnaires were administered. The first gathered personal, academic, and work characteristics; while the second evaluated scientific production. The chi-squared test was used, with a significance level of p<0,05, to evaluate the association between the different characteristics and scientific production. A multiple logistic regression was analyzed through the Stepwise method to evaluate the relationship between the variables of exposure and scientific production. We calculated prevalence ratios (PRs) with their respective 95% confidence intervals (95% CI). Results: We analyzed 322 professors, 59,6% were male. Scientific production was associated with being registered in Renacyt (PR = 5,52; 95% CI: 2,14 to 4,23; p = <0.001), having a doctoral degree (PR = 2,45; 95% CI: 1,60 to 3,85; p = <0.001), having been a thesis advisor (PR = 3,83; 95% CI: 1,45 to 5,66; p = <0.001), having facilities to conduct research at the workplace (PR = 1,58; 95% CI: 1,12 to 2,47; p = 0.006), and having received training by the university (PR = 1,99; 95% CI: 1,55 to 2,56; p = 0,001). Conclusions: Scientific production was associated with being registered in Renacyt, having a doctoral degree, having been a thesis advisor, having facilities to conduct research at the workplace, and having being trained in research by the university. Hence, evaluation systems and the monitoring of university quality standards should be strengthened. In addition, it is necessary to undertake wider scope studies in order to enhance the strategies that promote professors’ research.

Objective To determine gender gaps in Emeritus researchers in Colombia. Methods Oaxaca-Blinder-Kitakagwa decomposition model, correcting the sample selection bias with the inclusion of Mills’ inverse ratio (Heckman’s Lambda) through an ordered probit model. Data: Information available in the ScienTI Platform – Colombia during the period 2015-2021. Results The results show that the gender gap between female and male researchers is 5.8%. To achieve Emeritus status, one must be over 65 years old, and the possibility of achieving Emeritus status is 5.1% higher for female researchers than for their male counterparts. These differences can be explained by the time constraints that female researchers face in being productive, as they spend more time than male researchers on caregiving responsibilities, either due to motherhood or the care of other dependent family members. Conclusions The results obtained allow us to affirm that there is a gender gap in scientific research in Colombia in the Emeritus research category in the calls for proposals for the period 2015-2021. Moreover, the existing gap cannot be explained by factors associated with attributes of education and academic productivity that are part of the regulatory requirements, insofar as not being explained by them, it evidences the existence of discrimination against women researchers to access the highest research category.

This paper presents the preliminary results of a proposal to facilitate the understanding of concepts and the logic of economy in university students who are not enrolled in the academic program of economics. This proposal is based on the simulation game called Strategies and Markets in Economics (Estrategias y Mercados en Economia - EMERCO), which resulted from a research process in the classroom. The methodology has a qualitative approach and a descriptive type, with an exploratory scope. This study shows the functioning of the game, the selection of the team according to mentality type and brain dominance, in accordance with the Hellmann Brain Dominance Instrument. The game has novel elements in its structure by bringing the real functioning of a market to the classroom, achieving better results in regard to grades and in the assimilation of the contents in introductory classes and fundamentals of economics in higher education.

Segregación ocupacional femenina: el pegamento que enmascara la discriminación salarial en una universidad colombiana

Background Despite significant advancements in closing the global gender gap, there is still much progress to be made, particularly in the field of science and scientific research. Numerous studies have addressed this issue and identified a variety of factors that contribute to gender asymmetries in research. Methods This study aimed to identify the determinants of gender gaps in scientific research present in the most cited studies of the past ten years as a first step towards closing these differences. Through a systematic literature review that incorporated the Proknow-C Knowledge Development Process and Constructivism methodology. Results The results lead us to identify four dimensions to classify the determinants of the gaps in scientific research: academic supply, research policies, scientific production and researcher profile with their respective quantitative or qualitative indicators. Conclusions As a potential basis for further modeling that offers greater analytical and correlational depth, as well as the identification of targeted strategies aimed at reducing gender gaps in research.

This article presents the design of a formal, special and flexible educational model for basic secondary school, aimed at adult victims of the armed conflict and former combatants in Colombia. This model is supported by emergent pedagogies and participatory methodologies which seek to consolidate harmonious relations between communities and nature with a higher purpose: a peaceful coexistence as a support for peace construction in Colombia. It is based on the pivotal element Culture of Peace that contributes to the construction of sustainable peace within the framework of social justice and rights. The pedagogical pillars have three complementary approaches: bio-learning, pedagogical mediation and popular education. The methodology fits into complex thinking that consists in the recognition of networks of relationships existing in knowledge, as well as the impossibility of exhausting it in a single epistemic field, in order to build and share knowledge through an integrative project that engages different academic fields incorporated in the study cycles. Thus, it would be possible to address the pivotal elements, with a multidimensional, contextual and trans- disciplinary perspective in interaction with the areas of knowledge required for these learning cycles.