Bibliometric analysis, disruptive technologies and management of educational institutions: a review of scopus and wos in the last five years.
DOI:
https://doi.org/10.61799/2216-0388.1326Keywords:
Disruptive technologies, educational management, bibliometric analysis, WoS, ScopusAbstract
The mechanisms used for the management and coordination of administrative processes in the management of educational institutions have acquired a relevant importance in the passage of time, especially, when the use of disruptive technologies is adopted in these processes as a performance or action that technifies, improves and facilitates these processes, since, it allows a transformation for educational quality and decision making; in turn, Information and Communication Technologies have transformed the way education is imparted, they have opened new possibilities for learning and teaching. It is significant to highlight that the productivity of organizations achieves an important technological influence configuration [1]. The present study emerges as a result of the relevance and interest of the topic at present, contributing to the disciplinary area, from an analysis and review of literature registered in the WoS and Scopus databases between 2019 and 2023, whose main objective is to identify which are the studies carried out in this disciplinary field and which are the research trends. By means of the systematic review of information, authors, articles and journals with greater influence in the research are identified; Cocitation Network and most influential authors through the mixed - descriptive approach that allows relating the previous described elements. Finally, the semantic categorical tree was developed, identifying the ontological, structural and orientative or current authors. In turn, the cluster referring to the motor, niche and emerging topics is classified, concluding the current state of the discipline of the use of disruptive technologies for educational management.
Downloads
References
G. Ospina-Hernández “La educación contable de calidad y sus retos para abordar los desafíos de un entorno cambiante”, Mundo Fesc, vol. 12, no. 24, pp. 24, -37 , 2022
C. L. Serrano, C. J. Lapeira, y M. Y. Laverde, “Influence of ICT in the economic development of Colombia”, Revista Ciencias de la Información, vol. 49, No. 3, pp. 3-10, septiembre -diciembre, 2018
D. Suarez, M. Martínez, A. Parra y J. Jiménez, “Investigación documental sobre calidad de la educación en instituciones educativas del contexto iberoamericano”, Entramados -Educación y Sociedad, Año 2, Núm. 2, pp. 107–124. Septiembre 2015
M. Verdú-Pina, J. Lazaro-Cantabrana, C. Grimalt-Alvaro y M. Usart, “El concepto de competencia digital docente: revisión de la literatura”, Revista electrónica de Investigación Educativa, 25, pp. 1–13, 2023. Doi: 10.24320/redie.2023.25.e11.4586
M. F. . Ruiz Tirado, “El impacto de la educación a distancia y el uso de la tecnología”, Formación Estratégica, vol. 6, no. 02, pp. 145–160, nov. 2022
A. Costa-Marcé, C. Echazarreta-Soler, y D.-I. Montenegro-Gálvez, “La cultura organizacional: el gran impulsor de la estrategia futura. Una visión de la competitividad en Ecuador”, Revista Empresa y humanismo, pp. 9–32. Doi: 10.15581/015.xxiii.2.9-32
R. Dabirian, y D. L. Matovelle, “Introducción a la Tecnología Disruptiva y su Implementación en Equipos Científicos”, Revista Politécnica, vol. 36, no. 3, pp. 30–30, 2015
H. A. Flores, J. J. Guerrero y L. G. Luna, “Innovación educativa en el aula mediante Design Thinking y Game Thinking”, HAMUT AY, vol. 6, no. 1, pp. 82–95, 2019
K. M. Zúñiga, A. Rodríguez, y R. V. Velázquez, “Tecnologías e innovación disruptiva en la educación superior”, Serie Científica de la Universidad de las Ciencias Informáticas, vol. 14, no. 3, pp. 177–186, 2021
L. Parrondo, Tecnología blockchain, una nueva era para la empres, 2017
D. Abdrasheva, M. Escribens, E. Sabzalieva, D. M. Vieira do Nascimento and C. A. Yerovi Verano, Resuming or reforming? : tracking the global impact of the COVID-19 pandemic on higher education after two years of disruption. Paris : UNESCO, 2022
C. Flores-Fernandez, y R. Aguilera-Eguia “Indicadores bibliométricos y su importancia en la investigación clínica. ¿Por qué conocerlos?”, Revista de la Sociedad Española del Dolor, vol. 26, no. 5, pp. 315–316, 2018. Doi: 10.20986/resed.2018.3659/2018
M. Sobrido Prieto, y J. M. Rumbo-Prieto, “La revisión sistemática: pluralidad de enfoques y metodologías”, Enfermeria clinica, vol. 28, no. 6, pp. 387–393, 2018. Doi: 10.1016/j.enfcli.2018.08.008
Y. G. Castro, O. M. Duran, y M. T. Zamudio, TECNOLOGÍAS DISRUPTIVAS EN EDUCACIÓN VIRTUAL DISRUPTIVE TECHNOLOGIES IN VIRTUAL EDUCATION, REVISTA BOLETÍN REDIP, vol. 1, no. 7, pp. 185-200, 2021
M. G. Gómez Zermeño, L. Aleman de la Graza, M. Portuguez, M. Medina Labrador, “Innovación educativa en estudios sobre el desarrollo y uso de la tecnología: una revisión sistemática de literatura”. 2019. [En línea]. Disponible en: http://hdl.handle.net/11285/636101
M. S. Armas, y J. M. D. Bardales,“Gestión Educativa en el desarrollo del aprendizaje en las Instituciones Educativas”, Ciencia Latina Revista Científica Multidisciplinar, vol. 4, no. 2, pp. 1819–1838, 2020. Doi: 10.37811/cl_rcm.v4i2.196.
L. V. Vega Gutiérrez,“Gestión educativa y su relación con el desempeño docente”, Ciencia y Educación, vol. 1, no. 2, pp. 18–28, 2020. Doi: 10.48169/ecuatesis/0102202008.
L. Uzcátegui, “Transformación en las potencialidades investigativas para estudiantes del Centro Local Trujillo de la Universidad Nacional Abierta”, Revista Temario Científico, vol. 2, no. 1, pp.8-23, 2020. Doi: https://doi.org/10.47212/rtcAlinin.1.2.2
S. Sánchez y J. Romero, “Búsqueda en indicadores de evaluación científica”. Biblioteca Universitaria. Universidad de Murcia. 2023. [En línea]. Disponible en: .es/digitum/bitstream/10201/129370/12/Búsqueda%20de%20Indicadores%20de%20evaluación%20científica%20ENERO2024.pdf
E. Moyano, R. Mendoza y A. Moniz, “Producción científica universitaria actual: ¿maximización o pertinencia?”, en VI Encuentro Latinoamericano de Metodología de las Ciencias Sociales (ELMeCS) Innovación y creatividad en la investigacion social: Navegando la compleja realidad latinoamericana, Universidad de Cuenca, Ecuador, 7 al 9 de noviembre de 2018
R. Guiard y J. Romero, “Búsqueda de índices de impacto e indicios de calidad de las publicaciones científicas en distintos recursos”, Biblioteca Universitaria. Universidad de Murcia. 2023
I. Zupic y T. Čater, “Bibliometric methods in management and organization”, Organizational research methods, vol. 18, no. 3, pp. 429–472, 2015. Doi: 10.1177/1094428114562629.
J. Hirsch, “An index to quantify an individual’s scientific research output”, Proceedings of the National Academy of Sciences of the United States of America, vol. 102, no. 46, pp. 16569–16572, 2005. Doi: 10.1073/pnas.0507655102
S. García-Martín y I. Cantón-Mayo, “Use of technologies and academic performance in adolescent students”, Comunicar, vol. 27, no. 59, pp. 73–81, 2019. Doi: 10.3916/c59-2019-07.
Y. Li, V. Garza, A. Keicher y V. Popov, “Predicting high school teacher use of technology: Pedagogical beliefs, technological beliefs and attitudes, and teacher training”, Technology Knowledge and Learning, vol. 24, no. 3, pp. 501–518, 2019. Doi: 10.1007/s10758-018-9355-2
N. Siyam, “Factors impacting special education teachers’ acceptance and actual use of technology”, Education and information technologies, vol. 24, no. 3, pp. 2035–2057, 2019. Doi: 10.1007/s10639-018-09859-y
S. Persada, B. Miraja y R. Nadlifatin, “Understanding the Generation Z Behavior on D-Learning: A Unified Theory of Acceptance and Use of Technology (UTAUT) Approach”. International Journal of Emerging Technologies in Learning, vol. 14, no. 5, 2019. Doi: https://doi.org/10.3991/ijet.v14i05.9993
M. Connolly, C. James y M. Fertig, “The difference between educational management and educational leadership and the importance of educational responsibility”, Educational management administration & leadership, vol. 47, no. 4, pp. 504–519, 2017. Doi: 10.1177/1741143217745880
H. Yildiz, “Examining the acceptance and use of online social networks by preservice teachers within the context of unified theory of acceptance and use of technology model”, Journal of computing in higher education, vol. 31, no. 1, pp. 173–209, 2019. Doi: 10.1007/s12528-018-9200-6
P. Chen y G Hwang,“An empirical examination of the effect of self-regulation and the Unified Theory of Acceptance and Use of Technology (UTAUT) factors on the online learning behavioural intention of college students”, Asia Pacific journal of education, vol. 39, no. 1, pp. 79–95. 2019. Doi: 10.1080/02188791.2019.1575184
A. Mojarro, A. Duarte, M. Guzmán e I. Aguaded, “Mobile learning in university contexts based on the Unified Theory of acceptance and use of Technology (UTAUT)”, Journal of new approaches in educational research, vol. 8, no. 1, pp. 7–17, 2019
E. Winter, A. Costello, M. O’Brien y G. Hickey“Teachers’ use of technology and the impact of Covid-19”, Irish educational studies, vol. 40. no. 2, pp. 235–246, 2021. Doi: 10.1080/03323315.2021.1916559
B. Gorgoretti, “The use of technology in music education in North Cyprus according to student music teachers”, South African journal of education, vol. 39, no. 1, pp. 1–10, 2019. Doi: 10.15700/saje.v39n1a1436
M. Kanobel y A. Arce, “Aula invertida en cursos de carreras stem: motivación y desempeño académico de los estudiantes” En Educación: Stem /Steam. Apuestas hacia la formación, impacto y proyección de seres críticos, N. Moreno. Edición: Fondo Editorial Universitario Servando Garcés, 2019, pp. 40-55. Doi: www.doi.org/10.47212/educacion_stem-steam_1
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Mundo FESC Journal
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
