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dc.contributor.authorRocha Alfonso, Andrés
dc.contributor.authorGaitán Méndez, Jorge Eliecer
dc.contributor.authorVelasquez Castillo, Diana Patricia
dc.contributor.authorCHAVEZ MARIN , YURI VIVIANA
dc.contributor.authorSERRANO LEÓN, YEIMMY KATHERINE
dc.contributor.editorPaola García-Castiblanco, Claudia
dc.date.accessioned2021-08-25T15:01:55Z
dc.date.available2021-08-25T15:01:55Z
dc.date.issued2020
dc.identifierONIX_20210825_9789585498464_22
dc.identifier.urihttps://directory.doabooks.org/handle/20.500.12854/71759
dc.languageSpanish
dc.subject.classificationthema EDItEUR::K Economics, Finance, Business and Management::KJ Business and Management::KJB Business studies: generalen_US
dc.subject.classificationthema EDItEUR::K Economics, Finance, Business and Management::KJ Business and Management::KJK International businessen_US
dc.subject.classificationthema EDItEUR::K Economics, Finance, Business and Management::KJ Business and Management::KJD Business innovationen_US
dc.subject.classificationthema EDItEUR::Y Children’s, Teenage and Educational::YP Educational material::YPJ Educational: Humanities and social sciences, general::YPJV Educational: Business studies and economicsen_US
dc.subject.otherFinancial skills
dc.subject.otherSaber Pro
dc.subject.otherHigher Education Institutions
dc.subject.otherprofessionals in Business Administration
dc.titleFactores determinantes del desarrollo de competencias financieras en los futuros profesionales de administración de empresas de universidades colombianas
dc.typechapter
oapen.abstract.otherlanguageThis chapter aims to identify the social, economic, and educational factors that affect the financial skills of future professionals in Business Administration programs offered by Colombian universities. For this purpose, we studied the results obtained in the specific financial management skill module of the Saber Pro tests applied to students in 2016, using the information provided by the Colombian Institute for the Promotion of Higher Education (Icfes). Data analysis was carried out through a two-level hierarchical model, which considered individual gender and age variables as the first analysis level. For the second level, the institutional variable, accredited universities, accredited pro-grams, and study modality were collected. In short, a difference in the average scores among the studied institutions was observed. In addition, the direct relationship among second-level variables and gender became relevant, whereas the relationship between age and scores turned out to be inverse.
oapen.identifier.doi10.28970/9789585498464.03
oapen.relation.isPublishedBy16434219-96d9-4966-a56b-a7227f32802d
oapen.relation.isPartOfBook99945bba-cd39-4da7-b914-e6140682e2ee
oapen.relation.isbn9789585498464
oapen.pages24


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