It was difficult for the interpretive opposing approach to fight the previous exclusive current with its ideographic approach to the study of a now subjective reality, which was consolidated and applied to practice with the transformative intention of the complementary socio-critical approach2, and through some of the qualitative methods: a) in the first approach, through the participant or non-participant ethnographic observation, instrumental, institutional, individual or collective study cases that provide understanding rather than previous description; b) in the second one, through the research-action or research based on the design that reverts the situation studied to free and improve it.

El enfoque funcionalista tradicional en la representación y abordaje de la Ciencia ha dejado una férrea herencia metodológica de investigación de objetos y fenómenos objetivos con intención puramente nomotética de describirlos avanzado hacia principios y leyes generales, atemporales y universales, bajo métodos cuantitativos. Métodos cuantitativos tanto experimentales y/o cuasiexperimentales, de evaluación pretest-postest con un tratamiento intermedio, como no experimentales de tipo descriptivo, relacional, comparativo, predictivo, factorial y de meta-análisis, donde no existe manipulación o tratamiento por parte del investigador.

Este artículo sigue un enfoque cualitativo y está centrado en el método científico denominado “sistematización de experiencias”. Tuvo como objetivo analizar la influencia de las Tecnologías de la Información y la Comunicación (TIC) en la sociedad actual y cómo estas herramientas digitales influyen en el ámbito educativo. Se ha indagado en los efectos sobre personas con necesidades especiales, más concretamente para personas con Trastorno del Espectro Autista (TEA).

Este artículo sigue un enfoque cualitativo y está centrado en el método científico denominado “sistematización de experiencias”. Tuvo como objetivo analizar la influencia de las Tecnologías de la Información y la Comunicación (TIC) en la sociedad actual y cómo estas herramientas digitales influyen en el ámbito educativo. Se ha indagado en los efectos sobre personas con necesidades especiales, más concretamente para personas con Trastorno del Espectro Autista (TEA).

The present study seeks to identify, describe and explain attitudes towards plagiarism of Business Administration students from two private universities in Arequipa. A qualitative methodology was used and the analysis content technique was applied. The data were obtained from information from the application of an individual interview guide and a focus group guide. Twenty individual interviews and two focus groups were conducted, totaling 20 newly-admitted students (10 women and 10 men). The categories arising from the answers expressed by the participants were: (a) knowledge of the issue, (b) permissive attitude towards plagiarism, (c) plagiarism as a social facilitator, (d) consequences and (e) preventive attitude. The results show that, for those interviewed, plagiarism is defined as the act of “copying the work of others”, “cheating” or “stealing”. They also concluded tha...

El presente estudio tiene por objetivo identificar, describir y explicar las actitudes hacia el plagio de los estudiantes de la carrera de Administración de Empresas de dos universidades privadas en Arequipa. Se emplea una metodología cualitativa y la técnica  de análisis de contenido. Los datos se han obtenido a partir de la información proveniente de la aplicación de una guía de entrevista individual y una guía de grupo focal. Se han realizaron 20 entrevistas individuales y 2 grupos focales a un total de 20 estudiantes ingresantes (10 mujeres y 10 varones). Las categorías surgidas del discurso expresado por los participantes son: (a) conocimiento del fenómeno; (b) actitud permisiva hacia el plagio; (c) el plagio como facilitador social; (d) consecuencias; y (e) actitud preventiva. Los resultados muestran que, para los entrevistados, el plagio es definido como el acto de “c...

This research study’s objective is to determine the predominant dimension in the emotional quotient of the Business Management and Administration students of a private university of Peru. The research was substantive, non-experimental, descriptive- explanatory and cross-sectional. The instrument used to evaluate the variable was the of Emotional Quotient questionnaire (Cooper & Sawaf, 1997), which is composed of 262 questions, and it was applied on a sample of 86 university students. The results show that the values and beliefs dimension (B = 1.814) has a higher coefficient and, thus, contributes more to the emotional quotient of the students analyzed. This dominant part of the results of the dimension presented an odds ratio (Exp(B)) = 6.134, which shows that this is a dimension of risk, which would lead a student to have 6.134 times greater possibility of presenting low levels of...

This research study’s objective is to determine the predominant dimension in the emotional quotient of the Business Management and Administration students of a private university of Peru. The research was substantive, non-experimental, descriptive- explanatory and cross-sectional. The instrument used to evaluate the variable was the of Emotional Quotient questionnaire (Cooper & Sawaf, 1997), which is composed of 262 questions, and it was applied on a sample of 86 university students. The results show that the values and beliefs dimension (B = 1.814) has a higher coefficient and, thus, contributes more to the emotional quotient of the students analyzed. This dominant part of the results of the dimension presented an odds ratio (Exp(B)) = 6.134, which shows that this is a dimension of risk, which would lead a student to have 6.134 times greater possibility of presenting low levels of...

This research study's objective is to determine the predominant dimension in the emotional quotient of the Business Management and Administration students of a private university of Peru. The research was substantive, non-experimental, descriptiveexplanatory and cross-sectional. The instrument used to evaluate the variable was the of Emotional Quotient questionnaire (Cooper & Sawaf, 1997), which is composed of 262 questions, and it was applied on a sample of 86 university students. The results show that the values and beliefs dimension (B = 1.814) has a higher coefficient and, thus, contributes more to the emotional quotient of the students analyzed. This dominant part of the results of the dimension presented an odds ratio (Exp(B)) = 6.134, which shows that this is a dimension of risk, which would lead a student to have 6.134 times greater possibility of presenting low levels of emotion...