<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1409-4703</journal-id>
<journal-title><![CDATA[Actualidades Investigativas en Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Actual. Investig. Educ]]></abbrev-journal-title>
<issn>1409-4703</issn>
<publisher>
<publisher-name><![CDATA[Instituto de Investigación en Educación, Universidad de Costa Rica]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1409-47032022000100134</article-id>
<article-id pub-id-type="doi">10.15517/aie.v22i1.47435</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Educación corporativa y colaboración entre empresas y escuelas de negocios: un estudio comparativo de casos]]></article-title>
<article-title xml:lang="en"><![CDATA[Corporate education and collaboration dynamics between companies and business schools: a comparative case study]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Campos Retana]]></surname>
<given-names><![CDATA[Roy]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Costa Rica  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Costa Rica</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2022</year>
</pub-date>
<volume>22</volume>
<numero>1</numero>
<fpage>134</fpage>
<lpage>158</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1409-47032022000100134&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1409-47032022000100134&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1409-47032022000100134&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Aunque existe abundante literatura sobre la capacitación corporativa y estudios que la identifican como un ingreso importante para las escuelas de negocios se desconocen las dinámicas entre empresas y escuelas de negocios para desarrollar de manera exitosa los Programas de Capacitación a la Medida (PCM). El propósito de este artículo es explorar las dinámicas de colaboración entre empresas y escuelas de negocios para desarrollar con éxito los PCM de Latinoamérica. Debido a que son escasas las investigaciones previas, se desarrolló una investigación de carácter cualitativo y exploratorio en seis países de Latinoamérica: Argentina, Brasil, Colombia, Ecuador, México y Perú. Con base en la teoría fundamentada y mediante un estudio de casos llevado a cabo durante 2017 y 2018, se compararon cinco PCM desarrollados exitosamente con otros cuatro programas que presentaron dificultades. Se utilizo&#769; el programa ATLAS.ti, para el procesamiento y análisis de los datos. Los resultados permitieron responder a la pregunta de investigación ¿Cómo colaboran empresas y escuelas de negocios en el desarrollo de PCM de Latinoamérica? Los resultados sugieren que el éxito de los PCM dependen de dinámicas eficientes de colaboración entre ciertos agentes críticos de las empresas y de las escuelas de negocios a lo largo de tres fases: diagnóstico, diseño e implementación. Los hallazgos de esta investigación son novedosos porque amplían la literatura existente en capacitación corporativa, ayudan a comprender la colaboración en el campo de la educación ejecutiva, ofrecen criterios para optimizar la ejecución de los PCM y abren nuevas líneas de investigaciones futuras.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Although there is extant literature on corporate training and studies that identify it as a basic income for business schools, the dynamics between companies and business schools to successfully develop Customized Executive Programs (CEP) are unknown &#8211;by its acronym in Spanish &#8220;Programas de Capacitación a la Medida (PCM)&#8221;&#8211;. This article explores the dynamics of collaboration between companies and business schools to develop CEP in Latin America successfully. Since previous investigations are scarce, a qualitative and exploratory investigation was carried out in six Latin American countries: Argentina, Brazil, Colombia, Ecuador, Mexico, and Peru. Based on grounded theory and a case study carried out during 2017 and 2018, five CEP that was successfully developed is compared with another four CEP that presented difficulties. We used the ATLAS.ti software for data processing and analysis. The results allow us to answer the research question: How do companies and business schools collaborate in developing CEP in Latin America? The results suggest that the success of CEP depends on efficient collaboration dynamics between specific critical agents of companies and business schools throughout three phases: diagnosis, design, and implementation. The findings of this research are novel because they expand the existing literature on corporate training, help understand collaboration in executive education, offer criteria to optimize the execution of CEP, and open new lines of future research.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[relación industria y educación]]></kwd>
<kwd lng="es"><![CDATA[educación superior]]></kwd>
<kwd lng="es"><![CDATA[escuelas de administración de negocios]]></kwd>
<kwd lng="es"><![CDATA[programas educativos de adultos]]></kwd>
<kwd lng="en"><![CDATA[corporate training]]></kwd>
<kwd lng="en"><![CDATA[business schools]]></kwd>
<kwd lng="en"><![CDATA[collaboration between business and academic sectors]]></kwd>
<kwd lng="en"><![CDATA[adult education programs]]></kwd>
</kwd-group>
</article-meta>
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