<?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>1409-4258</journal-id>
<journal-title><![CDATA[Revista Electrónica Educare]]></journal-title>
<abbrev-journal-title><![CDATA[Educare]]></abbrev-journal-title>
<issn>1409-4258</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional. CIDE]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1409-42582021000300039</article-id>
<article-id pub-id-type="doi">10.15359/ree.25-3.3</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[El aprendizaje organizacional en instituciones de educación superior. Caso de estudio de un grupo de investigación]]></article-title>
<article-title xml:lang="en"><![CDATA[Organizational learning in higher education institutions. Case study of a research group]]></article-title>
<article-title xml:lang="pt"><![CDATA[Aprendizagem organizacional em instituições de ensino superior. Estudo de caso de um grupo de pesquisa]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rodríguez-Lora]]></surname>
<given-names><![CDATA[Vanessa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Herrera-Caballero]]></surname>
<given-names><![CDATA[Juan Manuel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Tecnológico Metropolitano  ]]></institution>
<addr-line><![CDATA[Medellín ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Autónoma Metropolitana  ]]></institution>
<addr-line><![CDATA[ Ciudad de México]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2021</year>
</pub-date>
<volume>25</volume>
<numero>3</numero>
<fpage>39</fpage>
<lpage>51</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1409-42582021000300039&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1409-42582021000300039&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1409-42582021000300039&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Introducción.  El conocimiento es considerado hoy en día como uno de los factores más importantes en las organizaciones, ya que este permite que estas reaccionen a los cambios de entorno, pues el establecer flujos al interior de ellas les permite ser más competitivas e innovadoras. Pero qué pasa cuando ese conocimiento se encuentra en una institución de educación, en la cual, a pesar de ser considerado su activo más importante, no se establecen las redes de conocimiento apropiadas para que estas estén en capacidad de responder a estos cambios, y se impide desarrollar procesos de transferencia tanto interna como externa. Este artículo es derivado de la tesis doctoral denominada Aprendizaje organizacional como mecanismo de transferencia de conocimiento en las instituciones de educación superior.  Objetivo . Mostrar como los grupos de investigación universitarios se comportan como organizaciones que aprenden y busca identificar los factores que permitían desarrollar el aprendizaje.  Metodología . Para ello, se diseñó un estudio de corte cualitativo, del tipo descriptivo-evaluativo, no experimental, de una sola medición, en la cual se empleó una triangulación de instrumentos que permitan corroborar y dar validez a los hallazgos a través del uso de herramientas como entrevistas, encuestas, observación participante y análisis de redes sociales.  Resultados.  Los resultados obtenidos fueron analizados con herramientas especializadas para datos cualitativos tales como MaxQDA y Ucinet en métodos de investigación mixtos.  Conclusiones.  El estudio permitió identificar cómo las instituciones de educación y, en particular, los grupos de investigación se comportan como organizaciones que aprenden y conforman redes de interacciones sociales que establecen diferentes tipos de flujos entre ellas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Introduction.  Knowledge is considered today as one of the most important factors in organizations since that allows them to react to changes in the environment, as the establishment of flows within them allows them to be more competitive and innovative. But what happens when that knowledge is in an educational institution, in which, despite being considered its most important asset, the appropriate knowledge networks are not established so that they can respond to these changes, preventing the development of internal and external transfer processes. This original article is derived from the doctoral thesis titled Organizational Learning as a Mechanism of Knowledge Transfer in Higher Education Institutions.  Objective. To show how university research groups behave as learning organizations to identify the factors that allowed developing that learning.  Method.  For this, a qualitative study of a descriptive-evaluative, non-experimental, single-measure type was designed, in which a triangulation of instruments was used to corroborate and validate the findings through the use of tools such as interviews, surveys, participant observation, and analysis of social networks.  Results.  The results obtained were analyzed with specialized tools for qualitative data as MaxQDA and Ucinet used in mixed research methods.  Conclusions.  The study allowed identifying how education institutions and, in particular, research groups could become learning organizations and make social networks with different types of flows between them.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Introdução. O contato é considerado como um dos fatores mais importantes nas organizações, que permite que essas ações reajam aos índices de vendas, estabelecendo fluidos no interior da marca que permite ser mais competitivo e inovador. Pero qua pasa cuando ese conocimiento se encontrar en el institución de educación, no cual, um peso de ser considerado ativo mais importante, não estabelecer as redes de conocimiento apropiadas para que estas estejam em capacidade de responder a estos cambios, impedindo o arrolamento processos de transferência tanto interna como externa. Este artigo original, é derivado da tese de doutorado denominada Aprendizagem Organizacional como Mecanismo de Transferência de Pessoas em Instituições de Educação Superior.  Objetivo.  No caso em questão, como objeto de estúdio de estudos de grupos de investigação universitária como organizações que aprenderam com o objetivo de identificar os fatores que permitem o aprendizado da aprendizagem.  Metodologia.  Para ello, veja um estúdio de corte cualitativo, do tipo descritivo-avaliativo, não experimental, de uma solução médica, no caso de uma triangulação de instrumentos que permita corroborar e dar validez a hallazgos através de uso de herramientes como entrevistas, entrevistas, observação participante e análises de redes sociais.  Resultados.  Os resultados obtidos são analisados com dados herdados utilizados para dados qualitativos e métodos de investigação mistos.  Conclusão.  O estúdio permite identificar como os institutos de educação e, em particular, os grupos de investigação que podem ser organizados por alunos.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Aprendizaje organizacional]]></kwd>
<kwd lng="es"><![CDATA[conocimiento]]></kwd>
<kwd lng="es"><![CDATA[instituciones de educación superior]]></kwd>
<kwd lng="es"><![CDATA[transferencia de conocimiento]]></kwd>
<kwd lng="en"><![CDATA[Organizational learning]]></kwd>
<kwd lng="en"><![CDATA[knowledge transfer]]></kwd>
<kwd lng="en"><![CDATA[knowledge]]></kwd>
<kwd lng="en"><![CDATA[higher education institutions]]></kwd>
<kwd lng="pt"><![CDATA[Aprendizagem organizacional]]></kwd>
<kwd lng="pt"><![CDATA[conhecimento]]></kwd>
<kwd lng="pt"><![CDATA[instituição de educação superior]]></kwd>
<kwd lng="pt"><![CDATA[transferência de conhecimento]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Wierdsma]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<source><![CDATA[La organización que aprende]]></source>
<year>1995</year>
<publisher-name><![CDATA[Addison-Wesley]]></publisher-name>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
