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Factores determinantes del desarrollo de competencias financieras en los futuros profesionales de administración de empresas de universidades colombianas

This 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 mod...

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Autors principals: Rocha Alfonso, Andrés, Gaitán Méndez, Jorge Eliecer, Velasquez Castillo, Diana Patricia, CHAVEZ MARIN , YURI VIVIANA, SERRANO LEÓN, YEIMMY KATHERINE
Format: Online
Idioma:espanyol
Publicat: Editorial Uniagustiniana 2021
Matèries:
Financial skills
Saber Pro
Higher Education Institutions
professionals in Business Administration
thema EDItEUR::K Economics, Finance, Business and Management::KJ Business and Management::KJB Business studies: general
thema EDItEUR::K Economics, Finance, Business and Management::KJ Business and Management::KJK International business
thema EDItEUR::K Economics, Finance, Business and Management::KJ Business and Management::KJD Business innovation
thema EDItEUR::Y Children’s, Teenage and Educational::YP Educational material::YPJ Educational: Humanities and social sciences, general::YPJV Educational: Business studies and economics
Accés en línia:ONIX_20210825_9789585498464_22
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Sumari:This 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.

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