Innovación y Cooperación en la Empresa Familiar: Una Revisión de la Literatura

In this paper, after some clarifications about the definition and characteristics of Family Business (FB), a literature review on innovation and cooperation in FB has been conducted. As a consequence, a research gap regarding how FB develops innovation when cooperating with external factors has been identified. In particular, specific characteristics of FB have been analysed regarding innovation and cooperation, such as longer-term vision, risk aversion, and relatively lack of professionalism of FB workers.En este artículo, después de exponer algunas aclaraciones sobre la definición y las características de las Empresas Familiares (FB), se realiza una revisión de literatura sobre innovación y cooperación en las FBs. Como consecuencia de esta revisión, se ha detectado un gap de investigación sobre cómo las FBs desarrollan la innovación cuando se realiza en cooperación con factores externos. Se han analizado, de forma específica, algunas características de FBs con respecto a la innovación y la cooperación, en concreto, la visión más a largo plazo, la aversión al riesgo y la falta de profesionalización de los trabajadores de las FB.&nbsp

Work In Progress: Comparison research between Spain and Portugal's touristic SME Family firms about open innovation attitudes.

Once the characteristics of Family Businesses have been studied and evidence found in the literature on the good suitability of open innovation for this type of company, we propose a study in which we will carry out qualitative research on this type of company. This study will be carried out in family businesses in the tourism sector where we will find out the opinion of these companies, through their managers, on the characteristics that are usually described in the literature on Family Businesses and on the application of open innovation. to make changes in companies. It will be carried out in a comparative way in Spain and Portugal in order to determine if there is also a social and cultural component in the opinions obtained from these companies.Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tec

Factores claves de éxito del CRM en hoteles. Análisis factorial confirmatorio

La gestión de relaciones con clientes (CRM) constituye una herramienta clave para la gestión hotelera actual. No obstante, a pesar de la relevancia del concepto, que consideramos como iniciativa estratégica posibilitada por las TI, sigue sin existir un marco conceptual que guíe a las empresas en su exitosa implementación. Por ello, en el presente trabajo, tras delimitar el concepto de CRM, detectamos sus Factores Clave de Éxito y proponemos un modelo de éxito para su implementación. La validación empírica del modelo fue desarrollada en el sector hotelero, con una muestra de 153 hoteles españoles. Como principales conclusiones podemos resaltar la importancia fundamental que ejercen las variables organizativas en los resultados de la implementación del CRM.Today customer relationship management is considered as a key tool for hotel management. However, despite the relevance of the concept, which we consider as a strategic initiative enabled by IT, there is still no conceptual framework to guide companies in their successful implementation. Therefore, in this work, after defining the concept of CRM, their key success factors are identified and a success model for its implementation is proposed. An empirical validation of the model was developed in the hospitality sector, with a sample of 153 Spanish hotels. As conclusions the fundamental importance that organizational variables exert on the results of the implementation of CRM are highlighted

Análisis de la creación de valor en el e-business. Una aplicación al sector de distribución de noticias online

Este trabajo analiza la transformación del sector de distribución de noticias hacia una industria de medios de comunicación digitales desde la perspectiva de la cadena de valor y la creación de valor, en entornos virtuales, y explora cómo crean valor los nuevos intermediarios que están desarrollándose a raíz de este proceso. Para lograr estos objetivos se ha realizado un estudio exploratorio y un estudio de casos a través de entrevistas personales con informadores estratégicos y un análisis del contenido de las páginas web de 56 empresas relacionadas con el sector, principalmente. Se han analizado empresas de EEUU, Canadá, España, Francia, Alemania, Reino Unido y Suiza

Entrepreneurial universities and sustainable development : the network bricolage process of academic entrepreneurs

This paper studies the network bricolage process of academic entrepreneurs (AEs). Based on a qualitative study, surprisingly, it shows how these entrepreneurs still encounter institutional barriers which exist in universities, in particular regarding building the social capital needed for exploiting their business ideas, and they are not, as expected, well connected to the existing formal networks but rather to the informal ones. This paper uses the bricolage approach of entrepreneurship and the literature on academic entrepreneurship, entrepreneurial universities, and social capital. In-depth interviews with key informants were conducted. Specifically, the study reveals the existence of a relevant network bricolage process of these AEs using informal versus formal networks to develop their ventures. As policy implications, there is a need for a better support from different university levels in order to increase the engagement in entrepreneurial activities of the different individuals. Universities should take a more proactive role when fostering AE activity and solve several barriers that still exist regarding knowledge transfer and entrepreneurship (e.g., bureaucracy and lack of confidence). For AEs, they need to take a more proactive role in building networks and ‘see-sawing’ between both types of network (formal and informal). By doing this, they can overcome the lack of knowledge, build trust, and improve word-of-mouth about their companies. All of this will benefit the university knowledge exchange. As a contribution, this paper explains the behavior of individual entrepreneurs when they exploit business ideas using the networks they have at hand in order to overcome institutional barriers in universities. Furthermore, it describes the process of the selection (‘see-sawing’ metaphor) of informal versus formal networks by AEs when applying their network bricolage

The university is dead; long live the university: Are universities the principle source of social capital for student and graduate entrepreneurs?

This paper explores the role of social capital acquired by students during student and graduate entrepreneurial journeys at university. The objective is to understand how universities can facilitate social capital acquisition in the context of entrepreneurial learning. The study builds on a collaboration between three European universities: Chalmers University of Technology (Sweden), University of Leeds (United Kingdom), and Universidad de Malaga (Spain). We ask: 1. What is the relationship between social capital and entrepreneurial learning? What is the added value as perceived by student and graduate entrepreneurs? 2. How can educators use the development of social capital to enhance entrepreneurial learning, particularly across formal, non-formal and informal entrepreneurial learning activities? 3. What are implications for the future of universities as centres of knowledge, creativity and learning? The study is underpinned by relevant literature regarding entrepreneurial learning and education. It also addresses the impact of social capital on the development of entrepreneurs, and the research regarding the entrepreneurial university. The study utilises a qualitative methodological approach, drawing on what is termed the critical incident technique. To start, student/graduate entrepreneurs were asked to map their entrepreneurial journey based on a timeline, specifying stakeholders whom they associated to critical events. This visual aid was then used throughout the interview, in which respondents provided a verbal history about their timeline and the critical relationships which had influenced their own entrepreneurial behaviour. We selected 24 respondents based on three criteria: (1) they had to be a university final year student or in their first year of graduation (both undergraduate and postgraduate students from various subjects were selected); (2) they had to have been engaged in some entrepreneurial activity; (3) the sample was split 50:50 between individuals having completed some formal entrepreneurship education (credit-bearing courses) and individuals without any formal entrepreneurship education. Gender and country variables were also considered. Data was analysed using narrative analysis of the individual learning, and social network analysis of the socialised learning (to address network and social capital developments). Building on social learning theory, socialised learning is understood to include observation and emulation of role models -role-sets- as part of an individual’s identity and legitimacy development. Preliminary analyses of the data inform us that mentors known in informal and non-formal education events and incubators are the main source to ask for help when respondents feel they need to. Maybe because the interview is retroactive, respondents were aware of this need before it was too late; in fact, respondents were the ones who deliberately contact these people to ask them for help in their various entrepreneurial activities. This paper contributes to knowledge and understanding by exposing a previously understudied value of social networking in entrepreneurship education at universities. At an institutional-level, it legitimizes university inclusion of social networking activities into formal and non-formal entrepreneurship education, and the encouragement of informal entrepreneurial learning. Moreover, at an individual-level, it motivates educators to embed these activities within the curriculum in order to facilitate entrepreneurial learning. Nonetheless, to more fully understand the student/graduate entrepreneurial journey, more research is needed. Future work should not only consider entrepreneurial activities as critical incidents, but also the relevance of other interactions in the entrepreneur’s life, leading to a greater understanding of their economic, social and cultural impact. Social networking goes beyond simply building a contact list; it is part of the social capital necessary for the entrepreneurial journey. This study exposes a previously missing value of social networking in entrepreneurial education programmes. It encourages educators to embed social networking activities into the curriculum to facilitate entrepreneurial learning. The study highlights the importance of social capital acquired at university, as part of the student/graduate entrepreneurial journeys. This revitalises the role of the university as a key enabler of economic, social and cultural impact through student/graduate entrepreneurs. Thus, the university is dead (as was traditionally understood); long live the (entrepreneurial) university

Factors affecting the success of indigenous women entrepreneurs.

The context of this research is Bolivia, a country is located between the Andes Mountain range and the Amazon rainforest in South America. It currently has 12,224,110 inhabitants, with more than 40 indigenous nationalities and a poverty level of around 36.4% in 2021 (World Bank, 2023). For data collection, two investigators conducted the questionnaire-based interviews between September to November 2018. We analysed data from 225 questionnaire-based answers of IWEs of the Quechua community of Bolivia. We conducted a factorial and regression analysis to test our hypothesis, finding the significant factors affecting IWEs’ success.Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tech

Empresas familiares de hostelería ante la crisis económica.

Con este trabajo se pretende comprobar si las afirmaciones realizadas en la literatura sobre las características de la aversión al riesgo, la visión de largo plazo o la profesionalización de los trabajadores de las empresas familiares (EFs) suponen un perfil adecuado para que este tipo de empresas desarrollen la innovación de la mano de un agente externo. Dada la importancia hoy día del sector turístico, y el efecto que ha tenido en él la última crisis del COVID-19, se ha centrado el estudio en las empresas familiares de hostelería. Desde la perspectiva de las EFs, el resultado de la investigación les ayudará a diagnosticar variables del entorno favorable y desfavorable y, en consecuencia, tendrán una herramienta para moderar, en parte, la incertidumbre de un proceso de innovación para este tipo de empresas. Por tanto, les servirá para innovar con más garantías y garantizar su supervivencia generación tras generación. Es importante profundizar en el estudio de por qué algunas empresas familiares logran innovar abiertamente mientras que otras fracasan y también se hace énfasis en realizar estudios de casos más amplios para profundizar en la explicación de la heterogeneidad de las empresas familiares basadas en atributos distintos a aquellos en los que nos enfocamos (gestión familiar, estructura de gobierno, generación).Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tech

Empleo de moodle en los procesos de enseñanza-aprendizaje de dirección de empresas: nuevo perfil del estudiante en el eees

Este trabajo analiza el uso de la plataforma Moodle para mejorar los procesos de enseñanza-aprendizaje en diversas asignaturas de Dirección de Empresas en el contexto del Espacio Europeo de Educación Superior (EEES). Con los nuevos grados se demanda que el/la alumno/a cada vez tenga más competencias transversales relacionadas con sus habilidades de comunicación y de uso de las tecnologías de la información (TI). El objetivo que persigue este trabajo es analizar cómo los estudiantes perciben el uso de las TI como herramientas de aprendizaje, cuáles son las variables que determinan su aceptación y uso, así como observar si existen diferencias significativas en estos aspectos entre los alumnos de titulaciones de Diplomatura/Licenciatura (plan antiguo) y de Grado. Para ello, se realizó un estudio empírico durante tres cursos académicos con una muestra de 386 estudiantes, de los cuales se recopiló información a través de un cuestionario basado en web. Con los datos obtenidos se realizaron análisis estadísticos univariantes y bivariantes y se estimaron diversos modelos de ecuaciones estructurales. Los principales resultados muestran la importancia de que los estudiantes perciban la utilidad del uso de la tecnología, así como su facilidad de uso y que se trate de un entorno que sea, al mismo tiempo, entretenido. Respecto a las principales diferencias observadas, los estudiantes de Grado mostraron una mayor intención de uso de la plataforma y una mayor experiencia en el uso de las TI. Como principales conclusiones destaca como en el contexto del EEES, la enseñanza universitaria presencial apoyada por la tecnología (blended learning) supone un nuevo escenario de aprendizaje, y ante este nuevo contexto el docente debe tomar un papel más activo en el proceso, desarrollando roles como el de gestor de contenidos y el de gestor de una comunidad