Pautas evolutivas del distrito industrial. Un análisis cuantitativo del caso español

Las aglomeraciones territoriales del tipo del distrito industrial han tenido durante muchos años un papel relevante en el crecimiento regional. Sin embargo, en estos últimos años, con la intensa y rápida transformación del escenario competitivo, gran parte de los distritos industriales que anteriormente eran casos de éxito se encuentran en una situación crítica de cambio. Ante esta pérdida de competitividad, estos sistemas se ven obligados a poner en marcha un conjunto de líneas de mejora con el fin de aumentar su capacidad competitiva, cuestión que influye al mismo tiempo en el modo tradicional de concebir estas aglomeraciones territoriales. Así, el objetivo principal de esta investigación consiste en analizar la respuesta desarrollada por los distritos industriales ante los cambios producidos en el entorno competitivo, identificando las áreas más significativas en las que están modificando su patrón tradicional de funcionamiento. Para confirmar nuestros argumentos teóricos, el trabajo empírico ha tenido como objeto de estudio la totalidad de la población de distritos industriales españoles. Los resultados obtenidos confirman una evolución del patrón tradicional de distrito industrial. De forma concreta, se ha detectado en los últimos años una mayor deslocalización de actividades en los distritos industriales, así como un aumento del valor unitario de sus productos. Por otra parte, se ha percibido un incremento de la terciarización y la diversificación de actividades. Todos estos cambios han generado a su vez una mayor heterogeneidad interna. Pensamos que este trabajo puede contribuir a la literatura sobre distritos industriales en diferentes aspectos, ya que los resultados dan soporte a la configuración de un nuevo modelo de distrito, menos arraigado al territorio y más conectado a las redes externas globales. En este sentido, nuestra investigación está en línea con otras contribuciones previas que desde diversas perspectivas alertan de los cambios necesarios que los distritos industriales requieren para afrontar los nuevos retos competitivos.Tomas Miquel, JV. (2010). Pautas evolutivas del distrito industrial. Un análisis cuantitativo del caso español [Tesis doctoral no publicada]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/8960Palanci

The effect of gender in the establishment of relationships in higher education

[EN] The beginning of higher education is a very important moment in the life of students, in which the relationships established between peers can be crucial and determining for the development of their studies. Among other things, the help and support they receive, both academically and personally, may depend on these relationships. In this study we will analyse the importance that certain variables acquire in the establishment of these relationships, with special emphasis on the effect that gender can have. We will study the relationships established at the beginning of higher education, in the specific case of students of the Bachelor's Degree of Business Administration at the Alcoi campus of the Universitat Politecnica de Valencia in Spain. We will study the relations that are established at the beginning of their studies and we will verify if there is a tendency to group and to establish relations between the peers of the same gender and if this tendency is maintained throughout the following courses, or if with the passage of time it tends to break this tendency and to establish new relations independently of the gender. The results obtained can have important consequences in the organization of the learning processes of university students, thanks to a better knowledge of their behavior in the classroom and to the improvement in the establishment and definition of work groups and learning activities.Capó I Vicedo, J.; Tomas Miquel, JV. (2019). The effect of gender in the establishment of relationships in higher education. ICERI Proceedings. 3823-3828. https://doi.org/10.21125/iceri.2019.0971S3823382

Solidarity in the classroom. Characterizing helpful students and supportive relationships in the university context

[EN] Helpful students in the university play an important role in the learning process. In addition to disseminating knowledge within the classroom, they are a central element of motivation for those students who need more support. Current research in this topic has especially focused on the students' motivations and attitudes towards solidarity as a general ethical concept. However, despite its importance, less attention has been paid to the specific study of the solidarity inside the classroom. In this research, we especially focus on the personal traits that represent helpful students within the university's classrooms and the role that homophily plays in the establishment of these supportive relationships. On this basis, in this research we try to contribute to this area by answering two main questions: what personal traits, if any, characterize the most helpful students? And, on the other hand, what characteristics, if any, do helpful students share with the students to whom they provide academic support? By addressing a sample of students of the bachelor's degree of Business Administration at Universitat Politecnica de Valencia in Spain and by means of Social Network Analysis techniques, this research provide evidence that most helpful students possess specific personal and behavioural traits. In addition, they also develop preferential supportive behaviours toward certain students with whom they share diverse characteristics. These results may have relevant consequences for the educational community. In this sense the results help lecturers to broaden their knowledge about the behaviour of students at university, allowing a better organisation of working groups and teaching activities.Tomas Miquel, JV.; Capó I Vicedo, J. (2019). Solidarity in the classroom. Characterizing helpful students and supportive relationships in the university context. ICERI Proceedings. 3814-3822. https://doi.org/10.21125/iceri.2019.0970S3814382

The influence of relationship networks on academic performance in higher education: a comparative study between students of a creative and a non-creative discipline

In recent years, the literature has highlighted the importance of relational aspects on student attainment in higher education. Much of this previous work agrees with the idea that students' connectedness has beneficial effects on their performance. However, this literature has generally overlooked the influence that the discipline of study may have on this relationship, especially when creative contexts are addressed. In this sense and with the aim of looking deeper into this topic, this paper attempts to analyze by means of social network analysis techniques the relationship between social ties and academic performance in two bachelor's degrees with divergent contents and competence profiles in terms of creativity. Our findings suggest that in non-creative disciplines, the closeness of the students to the core of relationships of their network may help them to perform better academically. However, in creative contexts, the relationship between social ties and academic performance shows the form of an inverted U-shaped curve. These findings may have relevant implications for both educational research and university policies and strategies.Tomas Miquel, JV.; Expósito Langa, M.; Nicolau Juliá, D. (2016). The influence of relationship networks on academic performance in higher education: a comparative study between students of a creative and a non-creative discipline. Higher Education. 71(3):307-322. doi:10.1007/s10734-015-9904-8S307322713Allen, W. R., & Haniff, N. Z. (1991). Race, gender, and academic performance in US higher education. In W. R. Allen, E. G. Epps, & N. Z. Haniff (Eds.), College in Black and White: African American students in predominantly White and in historically Black public universities (pp. 95–110). Albany: State University of New York Press.Amabile, T. M. (1996). Creativity in context. Boulder, CO: Westview Press.Baldwin, T. T., Bedell, M. 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C., Gay, G., & Hembrooke, H. (2006). Focused activities and the development of social capital in a distributed learning “community”. The Information Society, 22(1), 25–39

Knowledge network dynamics in clusters: past performance and absorptive capacity

Purpose - The purpose of this paper is to explore the degree to which absorptive capacity and previous innovative performance affect network dynamics, specifically in the creation or destruction of inter-business relationships. Design/methodology/approach - The empirical study has drawn on the data collected in an industrial cluster located in the Valencian Community in Spain. This population of firms allowed us to test various roles played by network endogenous forces, absorptive capacity and former performance in the creation and dissolution of inter-organisational linkages. The authors followed an evolutionary approach and applied network analysis techniques. Findings - Empirical evidences suggest that absorptive capacity and previous innovative performance are predictors of inter-business relationships. Absorptive capacity affects the emergence of linkages in the technological network, due to the tacit nature of technological knowledge. On the other hand, previous innovative performance is an indicator to identify leaders companies. These companies tend to increase the reception of request for advice from local firms. Moreover, prestigious companies tend to be more selective in choosing collaborators. Practical implications - This study helps researchers and managers better understand network dynamics. The generation of inter-organisational relationships in clusters can be determined by cognitive proximity and prestigious status in the network. These evidences are relevant in a mature cluster where knowledge is asymmetrically distributed. Originality/value - Over the last few decades, studies on industrial clusters have evolved from the "canonical" standpoint. Nowadays, researchers usually take a more sophisticated and richer view of this reality, mainly as a consequence of the inclusion the proximity concept, intra-cluster heterogeneity and advanced analysis of overlapping between networks and territory. Thus, the authors try to add some empirical evidence along these lines.Financial support from the Spanish Ministry of Economy and Competitiveness (ECO2015-67122-R) and the Generalitat Valenciana (GV/2015/079) is gratefully acknowledged.Belso Martínez, JA.; Expósito Langa, M.; Tomas Miquel, JV. (2016). Knowledge network dynamics in clusters: past performance and absorptive capacity. Baltic Journal of Management. 11(3):310-327. https://doi.org/10.1108/BJM-02-2015-0044S31032711

From a personal to a more social view of students' academic performance: the importance of peer selection at university

[EN] Students' academic performance has traditionally been linked to aspects centred on their personal abilities, such as cognitive skills, hours spent studying or personal motivation. However, in recent years, some research in the literature have begun to highlight the role that students' social interactions play in their performance (Johnson and Johnson 1993; Baldwin et al. 1997). These interactions create informal trust-based networks that facilitate knowledge exchange between students and enhance their learning (Gaševi¿ et al. 2013). A number a of contributions have recently found a direct relationship between students' position in these knowledge networks and their academic performance (Cho et al. 2007; Smith and Peterson 2007; Hommes et al. 2012). On the other hand, this position has also been linked to opportunities to obtain new knowledge from external sources and to creative skills. (Tomás-Miquel et al., 2016). However, in this paper, far from this static vision, we delve deeper into the dynamic view of knowledge networks among students in order to understand the academic influence exerted in university environments by students on their peers. Specifically, this paper aims to answer the following research question: do the peers of higher-achieving students improve their performance over time? To answer this question, this paper applies a stochastic actor-oriented model (SAOM) to a sample of 50 students of the Business Administration and Management bachelor¿s degree at the Campus of Alcoy of the Universitat Politècnica de València in Spain. The results obtained confirm the positive influence of higher-achieving students on their lower-graded peers. Thus, lower-achieving students perform better over time as they increase their academic relationships with higher-achieving students. These results highlight the importance for universities of attracting higher-ability students, as well as mixing students into heterogeneous work groups in terms of academic performance. This would make it easier to improve the performance of less proficient students, thus preventing them from dropping out of the university. Therefore, these findings may have relevant implications for both university policy and classroom learning management.Tomas Miquel, JV.; Capó I Vicedo, J.; Capó-Vicedo, J. (2022). From a personal to a more social view of students' academic performance: the importance of peer selection at university. ICERI Proceedings. 1522-1526. https://doi.org/10.21125/iceri.2022.03971522152

Loving Outside the Neighborhood: The Conflicting Effects of External Linkages on Incremental Innovation in Clusters

[EN] The present study assesses the explanatory capacity of three levels of factors, namely, internal to the company, and internal and external to the cluster, in predicting firms' incremental innovative performance in cluster contexts. The empirical research conducted here focuses on a sample of 92 companies from the Spanish textile industrial cluster in Valencia. Findings reveal that the signifi- cant role played by firms' interorganizational ties as a moderating factor between absorptive capacity and their incremental innovative performance. Additionally, results reflect the differenti- ated roles developed by intra- and extra-cluster linkages in these interaction processes.Tomas Miquel, JV.; Molina-Morales, FX.; Expósito-Langa, M. (2019). Loving Outside the Neighborhood: The Conflicting Effects of External Linkages on Incremental Innovation in Clusters. Journal of Small Business Management. 57(4):1738-1756. https://doi.org/10.1111/jsbm.12439S17381756574Acs, Z., & Audretsch, D. 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TOO MUCH OF A GOOD THING? NEGATIVE EFFECTS OF HIGH TRUST AND INDIVIDUAL AUTONOMY IN SELF-MANAGING TEAMS. Academy of Management Journal, 47(3), 385-399. doi:10.2307/20159588Maggioni, M. A., & Uberti, T. E. (2011). Networks and geography in the economics of knowledge flows. Quality & Quantity, 45(5), 1031-1051. doi:10.1007/s11135-011-9488-zMartin, R., & Sunley, P. (2006). Path dependence and regional economic evolution. Journal of Economic Geography, 6(4), 395-437. doi:10.1093/jeg/lbl012MASKELL, P. (2001). KNOWLEDGE CREATION AND DIFFUSION IN GEOGRAPHIC CLUSTERS. International Journal of Innovation Management, 05(02), 213-237. doi:10.1142/s1363919601000373Maskell, P., Bathelt, H., & Malmberg, A. (2006). Building global knowledge pipelines: The role of temporary clusters. European Planning Studies, 14(8), 997-1013. doi:10.1080/09654310600852332McEvily, B., & Zaheer, A. (1999). Bridging ties: a source of firm heterogeneity in competitive capabilities. Strategic Management Journal, 20(12), 1133-1156. doi:10.1002/(sici)1097-0266(199912)20:123.0.co;2-7Menzel, M.-P., & Fornahl, D. (2009). Cluster life cycles--dimensions and rationales of cluster evolution. Industrial and Corporate Change, 19(1), 205-238. doi:10.1093/icc/dtp036Molina-Morales, F. X., & Expósito-Langa, M. (2012). The impact of cluster connectedness on firm innovation: R&D effort and outcomes in the textile industry. Entrepreneurship & Regional Development, 24(7-8), 685-704. doi:10.1080/08985626.2012.710260Molina-Morales, F. X., & Martínez-Fernández, M. T. (2009). Too much love in the neighborhood can hurt: how an excess of intensity and trust in relationships may produce negative effects on firms. Strategic Management Journal, 30(9), 1013-1023. doi:10.1002/smj.766Narula, R. (2002). Innovation systems and ‘inertia’ in R&D location: Norwegian firms and the role of systemic lock-in. Research Policy, 31(5), 795-816. doi:10.1016/s0048-7333(01)00148-2O’brien, R. M. (2007). A Caution Regarding Rules of Thumb for Variance Inflation Factors. Quality & Quantity, 41(5), 673-690. doi:10.1007/s11135-006-9018-6PARRA-REQUENA, G., MOLINA-MORALES, F. X., & GARCÍA-VILLAVERDE, P. M. (2010). The Mediating Effect of Cognitive Social Capital on Knowledge Acquisition in Clustered Firms. Growth and Change, 41(1), 59-84. doi:10.1111/j.1468-2257.2009.00516.xParrilli, M. D., & Sacchetti, S. (2008). Linking learning with governance in networks and clusters: key issues for analysis and policy. Entrepreneurship & Regional Development, 20(4), 387-408. doi:10.1080/08985620801886463Peng, M. W., & Luo, Y. (2000). MANAGERIAL TIES AND FIRM PERFORMANCE IN A TRANSITION ECONOMY: THE NATURE OF A MICRO-MACRO LINK. Academy of Management Journal, 43(3), 486-501. doi:10.2307/1556406Pouder, R., & John, C. H. S. (1996). Hot Spots and Blind Spots: Geographical Clusters of Firms and Innovation. The Academy of Management Review, 21(4), 1192. doi:10.2307/259168Puga, D., & Trefler, D. (2010). 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A «Small-World» Network Model of Cognitive Insight. Creativity Research Journal, 17(2-3), 131-154. doi:10.1080/10400419.2005.9651475Schilling, M. A., & Phelps, C. C. (2007). Interfirm Collaboration Networks: The Impact of Large-Scale Network Structure on Firm Innovation. Management Science, 53(7), 1113-1126. doi:10.1287/mnsc.1060.0624Soosay, C. A., Hyland, P. W., & Ferrer, M. (2008). Supply chain collaboration: capabilities for continuous innovation. Supply Chain Management: An International Journal, 13(2), 160-169. doi:10.1108/13598540810860994Stam, W., & Elfring, T. (2008). Entrepreneurial Orientation and New Venture Performance: The Moderating Role of Intra- And Extraindustry Social Capital. Academy of Management Journal, 51(1), 97-111. doi:10.5465/amj.2008.30744031Stock, G. N., Greis, N. P., & Fischer, W. A. (2001). Absorptive capacity and new product development. 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Innovation in clusters: exploration capacity, networking intensity and external resources

"This article is (c) Emerald Group Publishing and permission has been granted for this version to appear here https://riunet.upv.es/. Emerald does not grant permission for this article to be further copied/distributed or hosted elsewhere without the express permission from Emerald Group Publishing Limited"Purpose The purpose of this paper is to present an integrated model of the determinants of innovation in clusters. In the understanding, internal, external and relational dimensions must be considered to make up a complete picture of the innovation processes. The authors propose that the exploration capacity of the firm, as well as its networking intensity and the external resources provided by supporting organizations are relevant in this context. Design/methodology/approach The empirical study has drawn on the population of the firms belonging to the Valencian textile industrial cluster in Spain and was carried out in two different phases. In the first step the authors applied the social network analysis technique to study the relational structure of the participating companies, followed by a second analysis aimed at performing a more detailed analysis of the companies that answered the roster by means of face-to-face interviews. Findings Results suggest that firms in clusters must develop individual capacities parallel to the systemic resources in order to improve their innovation performance. These systemic resources are provided by the position in the knowledge network and the relations with Knowledge Intensive Business Services (KIBS), as agents that connect the cluster with external networks. Originality/value In spite of diverse contributions, previous research only provides a partial explanation of the issue and others underestimate one of the elements (internal or external to the firm) where the sources of innovation are generated. The originality of this study lies in the fact that it presents a complete perspective of the innovation process in clustered firms and clarifies key questions in cluster studies through network analysis techniques.The authors gratefully acknowledge financial support from the Spanish Ministry of Economy and Competitiveness is gratefully acknowledged (ECO2012-32663) and the Programa de Apoyo a la I+D 2012 para Primeros Proyectos de Investigacion PAID-06-12 (SP20120492) of the Universidad Politecnica de Valencia-Vicerrectorado de Investigacion.Expósito Langa, M.; Tomas Miquel, JV.; Molina Morales, FX. (2015). Innovation in clusters: exploration capacity, networking intensity and external resources. Journal of Organizational Change Management. 28(1):26-42. https://doi.org/10.1108/JOCM-10-2013-0192S2642281Antonelli, C. (2000). Collective Knowledge Communication and Innovation: The Evidence of Technological Districts. 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Strategic Entrepreneurship Journal, 3(3), 261-279. doi:10.1002/sej.74Crestanello, P., & Tattara, G. (2011). Industrial Clusters and the Governance of the Global Value Chain: The Romania–Veneto Network in Footwear and Clothing. Regional Studies, 45(2), 187-203. doi:10.1080/00343401003596299Expósito-Langa, M., Molina-Morales, F. X., & Capó-Vicedo, J. (2011). New Product Development and Absorptive Capacity in Industrial Districts: A Multidimensional Approach. Regional Studies, 45(3), 319-331. doi:10.1080/00343400903241535Giuliani, E. (2007). The selective nature of knowledge networks in clusters: evidence from the wine industry. Journal of Economic Geography, 7(2), 139-168. doi:10.1093/jeg/lbl014Giuliani, E., & Bell, M. (2005). The micro-determinants of meso-level learning and innovation: evidence from a Chilean wine cluster. Research Policy, 34(1), 47-68. doi:10.1016/j.respol.2004.10.008Grant, R. M. (1996). Prospering in Dynamically-Competitive Environments: Organizational Capability as Knowledge Integration. Organization Science, 7(4), 375-387. doi:10.1287/orsc.7.4.375Gupta, V., & Subramanian, R. (2008). Seven perspectives on regional clusters and the case of Grand Rapids office furniture city. International Business Review, 17(4), 371-384. doi:10.1016/j.ibusrev.2008.03.001He, Z.-L., & Wong, P.-K. (2004). Exploration vs. Exploitation: An Empirical Test of the Ambidexterity Hypothesis. Organization Science, 15(4), 481-494. doi:10.1287/orsc.1040.0078Hipp, C., & Grupp, H. (2005). Innovation in the service sector: The demand for service-specific innovation measurement concepts and typologies. Research Policy, 34(4), 517-535. doi:10.1016/j.respol.2005.03.002Huggins, R., & Johnston, A. (2010). Knowledge flow and inter-firm networks: The influence of network resources, spatial proximity and firm size. Entrepreneurship & Regional Development, 22(5), 457-484. doi:10.1080/08985620903171350Jansen, J. J. P., Van Den Bosch, F. A. J., & Volberda, H. W. (2005). Managing Potential and Realized Absorptive Capacity: How do Organizational Antecedents Matter? Academy of Management Journal, 48(6), 999-1015. doi:10.5465/amj.2005.19573106Liao, S., Wu, C., Hu, D., & Tsui, K. (2009). Relationships between knowledge acquisition, absorptive capacity and innovation capability: an empirical study on Taiwan’s financial and manufacturing industries. Journal of Information Science, 36(1), 19-35. doi:10.1177/0165551509340362McDermott, G. A., Corredoira, R. A., & Kruse, G. (2009). Public-Private Institutions as Catalysts of Upgrading in Emerging Market Societies. Academy of Management Journal, 52(6), 1270-1296. doi:10.5465/amj.2009.47084929McEvily, B., & Zaheer, A. (1999). Bridging ties: a source of firm heterogeneity in competitive capabilities. 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Entrepreneurship and pedagogical innovation in the classroom through a Scrum-based educational methodology: a practical learning experience in an undergraduate course in Spain

[EN] Entrepreneurship at school represents a major challenge of today¿s education at different educational levels. Seemingly more conceived for studies at older ages, several contributions have identified its benefits not only in later grades, but also as early as primary school. However, turn this specific objective into reality is not an easy task, as motivating students and making them learn in this field require appropriate tools and methodologies. The literature on entrepreneurship promotion in education has provided a wealth of tools that have brought this knowledge to the youngest students. However, much work remains to be done as student engagement is often difficult to achieve and labour market requirements are constantly evolving. This work attempts to contribute to this topic by explaining the practical learning experience achieved in the subject ¿Fundamentals of Business Administration¿ in the bachelor¿s degree in Informatics Engineering at Universitat Politècnica de València in Spain through the application a SCRUM based educational methodology. SCRUM is a well-known Agile framework, traditionally used in managing software development. It is designed for teams who break their work into actions that can be completed within fixed duration cycles called ¿sprints¿. Each sprint has a main topic and a challenge attached to it. Nevertheless, in this practical experiment, the SCRUM basic fundamentals, initially conceived for the area of software development, are used for its application in the different stages of the product/business design process. More concretely, we apply an educational framework called SCRUM Educational Experience (SEE, 2022), to a group of 57 students of the aforementioned course with the aim of managing the whole process that leads them from scratch to develop a business idea and put it into practice in the market. After the application of the methodology, the results obtained have been very positive as the students have felt motivated throughout the course, the final results of the product/company have been more suitable for the market and the final grades have improved compared to previous courses.Tomas Miquel, JV.; Fota, A.; Rodriguez-Máñez, P.; Gajownik, A. (2022). Entrepreneurship and pedagogical innovation in the classroom through a Scrum-based educational methodology: a practical learning experience in an undergraduate course in Spain. ICERI Proceedings. 2446-2454. https://doi.org/10.21125/iceri.2022.06152446245

Percepción y conocimiento de los estudiantes universitarios de Administración y Dirección de Empresas sobre el Espacio Europeo de Educación Superior (EEES)

[ES] La Declaración de la Sorbona fue un paso fundamental de un proceso político de construcción de un Espacio Europeo de Educación Superior. No cabe duda que esta reforma tiene un efecto directo sobre toda la comunidad universitaria y acontece cambios que en ocasiones desconciertan a todos. En este contexto, nos planteamos como objetivos del trabajo comprobar qué saben y qué opinan los alumnos universitarios sobre este proceso. Para responder a estos objetivos hemos trabajado con alumnos matriculados en los estudios de Administración y Dirección de Empresas del Campus de Alcoy de la Universitat Politècnica de València. En cuanto a los resultados, observamos que un 76% de los alumnos sí aprueba una prueba objetiva de conocimientos, si bien la nota media obtenida ha sido de 5,58, valor relativamente bajo. Diferenciando por cursos, los alumnos de primero son lo que mejor calificación han obtenido respecto al resto de cursos, por otro lado, los alumnos de licenciatura, en general, presentan una opinión más crítica respecto al proceso de implantación del Espacio Europeo de Educación Superior. Los resultados del trabajo implican la necesidad de reajustar las políticas de difusión y comunicación, ya que así, consideramos que el Espacio Europeo de Educación Superior tendría una implantación más efectiva.[EN] The Sorbonne Declaration was a major step in a political process of building a European Higher Education Area. There is no doubt that this education reform has a direct effect on the entire university community and involves changes that often confound everyone. In this context, we consider the objectives of this work to study what university students know and think about everything concerning this process. To meet these objectives, we have worked with students enrolled in the studies of Business Administration of the Campus of Alcoy of the Universitat Politècnica de València. Regarding the results, we observed that 76% of the students pass the knowledge test and a relatively low final average mark of 5.58. Differentiating by courses, first course students have achieved the best marks compared to other courses; otherwise, students of last courses, which are still based on the old configuration of degree studies, generally have a more critical view of the process of implementation of the European Higher Education Area. The results of this work, in our opinion, imply the need to readjust the distribution and communication policies in order to achieve a more effective implementation of the European Higher Education Area.Expósito Langa, M.; Tomas Miquel, JV.; Torres Gallardo, G. (2012). Percepción y conocimiento de los estudiantes universitarios de Administración y Dirección de Empresas sobre el Espacio Europeo de Educación Superior (EEES). Revista Complutense de Educación. 23(1):265-283. doi:10.5209/rev_RCED.2012.v23.n1.39114S26528323