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This chapter presents the results of the collective experience of two professors and three students in implementing WebQuests in a preservice English education component. The first part of the chapter provided a definition of WebQuests, situating this particular proposal within the literature on second language education and the Colombian and Latin American contexts. The authors found that the paucity of studies on designing WebQuests, specifically in Latin America, became one of the strengths of their work. The next section situated how implementing WebQuests in this preservice program enabled an expansion of the actual conceptual framework that is currently in place for WebQuests by adding ideas about competences and socio-cultural and critical thinking theories. However, there is an explanation about how WebQuests became a very feasible alternative to respond to the curricular demands of their institution. Next, the authors shared a multi-vocal account, from every author's vantage point, of how they carried out their work with WebQuests. This implementation process generated a series of changes in the way students saw themselves as learners and future teachers, gaining more ownership of the idea of WebQuests beyond a semester assignment. The instructors, as the result of their work, are now thinking of better ways to redefine how they use WebQuests and how they will get their other cohorts involved in collaborative academic efforts. This chapter is, then, not only an account of an experience, but an invitation to think about how to expand the boundaries of preservice teacher education through technological mediation.

This paper aims to identify how the faculties of a Colombian University have understood the concept of sustainability and the way they have embedded it into their training.

Qualitative research was done using documentary and content analysis which allowed researchers to recognize features correlated to sustainability which are needed to promote and act for social equity, ecological care and economic development.

It was found that most faculties at the university do not conceptualize it; ergo, courses are designed neither for promoting sustainability nor sustainable education. Besides this, almost no level of integration was identified among faculties on this topic.

Many people agree education for sustainability is a key action to overcome the complex challenges the planet is facing; nevertheless, the prejudice that training to solve sustainability problems is an exclusive task of certain disciplines is common. This misunderstanding reduces the possibilities of pursuing a sustainable future, considering that these issues affect all humankind and that they can only be solved through interdisciplinary and collaborative work.

The paper also outlines some actions that Universidad Pontificia Bolivariana (UPB) can take to consider sustainability issues, and they are as follows: identification of competencies to include in the curricula; recognition of the potential of integrating education for sustainable development (ESD) into the curricula by strengthening the competencies and capacities; strengthening the competencies and capacities of the academic staff through ESD training processes; articulation of research with the curricula in such a way that the results of research processes permeate the curricula.

This study has some limitations. For instance, regarding the survey, the size of the sample may seem too small, a bigger sample will allow better information for the results. Regarding the case studies, a greater diversity of programs could have provided a wider range of results. Despite these limitations, for UPB, the study shows a snapshot of the literature review and the articulation of sustainable development and climate change education (CCE) in all programs the university has. The implications of this paper and research are the following. First, it reiterates the importance of having within the same institution a common language to talk about sustainability. Second, it recognizes the competencies and skills that should considered when implementing ESD and CCE in curricula.

This idea corresponds to a lack of debate about what the term signifies and means. It is believed that, as sustainability has been highly researched in the past two decades, it is a cross-cutting element in any faculty proposal; however, due to the complexity of the term, it is understood differently by each member of the same academic community, affecting their ability to design a systemic and systematic curriculum that enables to educate for sustainable goals.

Liliana Alzate-Pérez is a fifth semester student in the Bachelor's in English-Spanish Education (Licenciatura Inglés-Español) at Universidad Pontificia Bolivariana in Medellín, Colombia. She serves as a Research Assistant at the Research Group on Pedagogies and Didactics of Subject Knowledge (Pedagogías y Didácticas de los Saberes). She has helped with data collection and analysis procedures on two research studies: An exploratory study about teacher education policies in Medellín and a study regarding school violence. She is also a member of the Student Research Group on Second Language (SRG-L2), currently drafting a project about impact of teacher education programs. In addition, she works at a partnership project between UPB and local newspaper El Colombiano for the inclusion of the newspaper as a pedagogical tool. She has also been teaching a biology preparation course for the Colombian ICFES High School standardized test at UPB High School for four years. Her first research presentation was about her study (along with Mr. Gómez-Yepes) on teacher education practices in the new curricular proposal at the Faculty of Education at a research symposium at UPB. Her primary research interest is in the field of teacher education, specifically in the area of teacher education policies. Additional research interests include issues of technology and literacy in the high school setting, working in the inclusion of different educational needs in the curriculum, and the development of creative strategies for teaching improvement.

This chapter provides a broad overview of the practical applications of three technology-based teaching and learning tool: wikis, blogs, and WebQuests. These Web-based communication tools allow teachers and students to increase student engagement by enhancing experiential type learning. A variety of studies is presented to demonstrate how these three types of collaborative technologies can be used as inquiry-based and reflection-based active learning tools to foster higher levels of effort and participation by students. This chapter presents a variety of perspectives about how to make the learning process for both instructors and teachers more engaging, more gratifying, and more personally meaningful. In doing so, these technologies serve as enabling technologies by promising new ways to increase academic engagement and motivation. The ultimate goal in using these technologies is to develop students as lifelong learners and to foster a high value for learning and the development of higher order thinking skills that grows over time. The experiential nature and authenticity of the activities that these technologies can be used for helps achieve this purpose. Of course, technology involves a constant evolution and new technologies will always appear in the future but this does not mean that they should be viewed as passing fads or not worthy of implementing. These tools can be viewed as opportunities to expand our definition and concept of teaching and learning in the modern, post-industrial era. To that end, this chapter explores the innovative use of these technological tools to better engage students and enhance the learning process.

Motivated by a lack of evidence regarding the effect of migration on entrepreneurship in a highly informal country, such as Colombia, this paper has a twofold purpose. First, it explores how Venezuelan immigration affects entrepreneurial activity in Colombian regions. Second, it intends to shed light on this relationship, by distinguishing between formal and informal sectors.

With a sample of 1,776,063 individuals, from the Labor Survey Gran Encuesta Integrada de Hogares (GEIH) from the Departamento Administrativo Nacional de Estadística (DANE), the authors employ an instrumental variable approach to account for the selection of immigrants into locations with more or less desirable conditions.

The results suggest Venezuelan immigration positively influences self-employment and own-account workers, but negatively affects employers. However, once these immigrants proliferate in the informal sector, the effects increase.

This paper brings new insights into the intersection between immigration, unofficial economies, and entrepreneurship. First, while the prior literature focuses on migration from developing to developed countries, migratory flows between developing economies and its effects on local entrepreneurial activity remain unexplored. Second, although informality is mostly common in developing countries, little (albeit growing) evidence of its role in the relationship between migration and entrepreneurship research exists. Finally, the authors bring together these two phenomena to enhance our understanding of different types of entrepreneurial activities when immigration and informality take place. Policy implications are derived from these insights.

This study aims to challenge the generic interpretation of Multilatinas as Latin American firms that have been able to internationalize because of highly competitive strategic capabilities. The authors test whether capabilities that international business researchers commonly associate with internationalization are necessary at different stages of the internationalization process to better understand the extent to which emerging market (EM) firms need to develop them.

International business research suggests a positive association between strategic capabilities and firm internalization. However, it remains unclear what specific capabilities are necessary and when they are necessary. These questions are particularly important in the context of the internationalization of firms from emerging economies, such as Latin America. The authors apply necessary condition analysis (NCA) on a sample of Latin American firms at different internationalization stages to test what strategic capabilities represent necessary conditions for becoming a Multilatina.

The findings suggest that only a few strategic capabilities are necessary for Latin American firms to become “Multilatinas”. While entrepreneurial orientation and marketing and sales capabilities represent necessary conditions, EM firms may internationalize even though other capabilities are developed to a lesser extent. The authors reflect on how shifts in local markets and technology drive the emergence of different types of Multilatinas.

Measuring strategic capabilities across multiple EM firms implies a risk that firm-specific aspects are not fully captured. While the authors focused on the comparative competitive strength of capabilities and took great care to minimize measurement error, the authors acknowledge possible bias. Also, while NCA does not require a minimum sample size, findings from our sample of firms from four countries may not generalize to the region or other EMs.

As a relatively new statistical technique, the use of NCA has spread rapidly. To the best of the authors’ knowledge, the linkage between organizational capabilities and firm internationalization has not been tested from a necessary conditions perspective yet. The reflections on the “Multilatina” concept based on the notion of EM firms as configurations of strategic capabilities inform current debates on EM multinational enterprises.

The purpose of this study was to determine the factors associated with functionality, a clinical criterion that could predict frailty in the elderly people in a rural context.

This project is a cross-sectional descriptive analysis of 342 adults of age >60 years who are residents of Putumayo province in Colombia. Information regarding demographic characteristics, medical history, health perception and current illness was collected. The Mini-Mental State Examination (MMSE) protocol was used to perform cognitive evaluation; the Yesavage Geriatric Depression Scale was used to establish depressive symptoms; and the Hamilton Rating Scale was used to assess anxiety level. Questionnaire was used to evaluate performance on instrumental activities of daily living that lead to functional independence [daily life questionnaire (DLQ)]. The medical outcomes study scale was used to assess social parameters.

A moderate and negative correlation was found between the DLQ score and age (r = −0.49; 95% CI: −0.57 to −0.47), whereas a positive correlation was found with education (r = 0.17; 95% CI: 0.07–0.27). Older adults with economic independence achieved a higher score in functional performance than those with economic dependence (standardized mean difference = 0.55; 95% CI: 0.33–0.77). This study observed a moderate correlation a moderate correlation between the MMSE cognitive performance (r = 0.56; 95% CI: 0.48−0.63) and the depressive symptomatology of Yesavage Scale (r = −0.36, 95% CI: −0.44 to −0.26). Finally, the structural model determined that age (r = −0.37), economic dependence (r = −0.383) and cognitive state (r = 0.309) determine the functional component.

This study provides empirical support about older adults living in rural contexts, around the functionality variable from a multidimensional approach, highlighting the sociodemographic and cognitive variables. Consequently, the policy of social support in older adults must be oriented toward the development of a range of divergent intervention strategies.

The study deals with the assessment of functionality in the elderly people from an interdisciplinary approach in the rural setting which presents a greater risk of physical and socioeconomic vulnerability. Therefore, the community, the health professionals and the government entities should help implement active aging programs for this population.

In this chapter, we present critical race theory (CRT) with a focus on Latino critical theory (LatCrit) and its impact on Latinx educators, Latinx youth, and Latinx communities. We focus on identity inclusion and Latinidad as a way to increase critical consciousness of educators and Latinx youth, language rights, and feminist pedagogies of resistance. LatCrit frameworks are used as transformational resistance and afford a productive platform for developing critical understandings of the educational experiences of Latinx youth. We discuss relationships and community through the alignment of LatCrit and critical pedagogy and the application of critical theory and community-responsive pedagogy in increasing equitable outcomes in educational settings that support Latinx youth and families. We provide recommendations to address the challenges Latinx youth face and how Latinx educators can continue to support youth through a LatCrit framework, and a summary of possible solutions to consider. We close with some reflection and dialogue questions.

The purpose of this paper is to analyze consumer trust during a financial crisis, studying its antecedents and consequences. The perceptions of older and younger consumers are also compared.

The theoretical model of trust formation is tested on a random sample of 634 individuals from the three largest Spanish cities, Madrid, Barcelona and Valencia, in a period of economic crisis. Structural equation models were used to verify the global hypothesized relationships. Additionally, the total sample was divided into two groups (younger and older consumers) in order to test the moderating effect of age in the proposed relationships.

In a period of financial crisis, older consumers’ trust is protected by an emotional and experiential shield from the effects of negative news in the surrounding environment. In contrast, trust, although important, is not the core variable for the younger segment, whose preferences are the consequence of a broad range of cognitive and emotional variables.

This research was carried out on financial services. Emotional, relational and experience-linked variables acquire greater importance as the individual gets older, in contrast to more cognitive evaluations. The difference between the younger and the older segments is that the cornerstone of older consumers’ attitudinal loyalty is trust, whereas for younger people, it is positive switching costs or rewards. Further research on the proposed conceptual model across different industries and countries is needed to determine the generalizability and consistency of the findings from this study.

This paper has significant managerial implications. The authors believe that the best strategy for a bank during a period of crisis is to follow a customer-friendly orientation, as in the case of banks that took a long-term vision to look after their brand image. The study draws banking companies’ attention to the importance of using age as a segmentation criterion.

Based on the life-course paradigm, a theoretical model of trust formation is performed. In a period of economic crisis, trust becomes the key variable in determining older consumers’ preferences.

The purpose of this paper is to determine the effect of the co-alignment of structural variables on innovation, wherein Bogotá-based SMEs, belonging to the industrial, commercial and services sectors, were used as samples.

The study was conducted using a causal inference methodology and through the application of a structural equation model.

The results indicate that organizational structure has an influence on innovation, although this is true only for some variables and only when the analysis is performed separately. When performed under strategic co-alignment conditions, however, its influence becomes greater.

Organizational structure and innovation are determining factors of organizational performance. Although the strategic co-alignment theory has provided points of reference to understanding the phenomenon of organizational performance, there are still many gaps left to be filled. Additionally, it also requires empirical validation especially in relation to Colombian SMEs – and this is where this work makes a contribution.

El objetivo de este artículo es determinar el efecto de la co-alineación de las variables estructurales con la innovación en una muestra de Pymes Bogotanas de los sectores industrial, comercial y de servicios.

El estudio se llevó a cabo mediante una metodología de inferencia causal aplicando un modelo de ecuaciones estructurales.

Los resultados indican que la estructura organizacional influye sobre la innovación solo desde algunas variables cuando el análisis se realiza por separado, pero cuando el análisis se efectúa en condiciones de co-alineación estratégica, el impacto es mayor.

La estructura organizacional y la innovación son factores determinantes del desempeño organizacional. Si bien la teoría de la co-alineación estratégica ha entregado los referentes para comprender el fenómeno del desempeño en la organización, aún faltan muchos vacíos por llenar y más validación empírica, sobre todo en las influencias con la innovación y especialmente en el ámbito de las Pymes Colombianas. Este trabajo realiza un aporte en este sentido.