Diferencia entre revisiones de «Informe Córdoba Industria 4.0/Referencias y Anexos»
De Vector Académico 4.0
Sin resumen de edición |
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| Línea 182: | Línea 182: | ||
== Anexo 3: Libros de Excel registros SNIES == | == Anexo 3: Libros de Excel registros SNIES == | ||
* Anexo 3.1. Base de datos SNIES – Programas académicos (digital) 2025.xlsx | * [[Anexo 3.1. Base de datos SNIES – Programas académicos (digital) 2025.xlsx]] | ||
* Anexo 3.2. Base de datos SNIES – Universidades (digital) 2025.xlsx | * Anexo 3.2. Base de datos SNIES – Universidades (digital) 2025.xlsx | ||
* Anexo 3.3. Base SNIES – Admitidos (2024).xlsx | * Anexo 3.3. Base SNIES – Admitidos (2024).xlsx | ||
Revisión del 16:01 28 nov 2025
Referencias
- Agencia Nacional Digital – Universidad de Córdoba. (2025). Convenio de impulso a la transformación digital en Córdoba. Gobierno Nacional, República de Colombia. [1](https://and.gov.co/noticias/agencia-nacional-digital-universidad-de-cordoba-firman-convenio-para-impulsar-transformacion-digital-en)
- Alarcón, M., & Brunner, J. J. (2024). Multi-governance in higher education: The case of Chile (2018–2023). Policy Futures in Education. [2](https://doi.org/10.1177/00345237241248535)
- Asad, M. M., & Malik, A. (2023). Cybergogy paradigms for technology-infused learning in higher education 4.0: A critical analysis from global perspective. Education + Training. [3](https://doi.org/10.1108/ET-08-2022-0324)
- Ávila-Bohórquez, J. H., & Gil-Herrera, R. J. (2022). Proposal and validation of an Industry 4.0 maturity model for SMEs. Journal of Industrial Engineering and Management, 15(3), 433–454. [4](https://doi.org/10.3926/jiem.3673)
- Ávila Mestra, L. L. (2022). Transformación digital en la educación: retos y desafíos [Monografía]. Universidad de Córdoba. [5](https://repositorio.unicordoba.edu.co/bitstreams/0e5a98bd-112c-42d6-b0b5-081411003675/download)
- Bayramova, G. (2024). Fostering innovation ecosystems: The role of knowledge economy in regional development. Journal of New Studies in Urban Science and Work, 2(1), 33–48. [6](https://doi.org/10.69760/pjz5q308)
- Benavides, L. M. C., Tamayo Arias, J. A., & Arango Serna, M. D. (2020). Digital transformation in higher education institutions: A systematic literature review. Sensors, 20(11), 3291. [7](https://doi.org/10.3390/s20113291)
- Bravo, F., García, R., & López, M. (2025). Assessing digital transformation maturity in higher education institutions. Frontiers in Computer Science. [8](https://doi.org/10.3389/fcomp.2025.1549262)
- Castillo-Vergara, M., & Duarte Valdivia, D. (2025). Digital capabilities of SMEs: Driving the Industry 4.0 revolution and measuring its innovative effects. Academia Revista Latinoamericana de Administración. [9](https://doi.org/10.1108/ARLA-08-2023-0137)
- Castro Benavides, L. M., & Tamayo Arias, J. A. (2022). Measuring digital transformation in higher education institutions: Content validity instrument. Applied Computing and Informatics, 20(1), 45–61. [10](https://doi.org/10.1108/ACI-03-2022-0069)
- Chakraborty, S., Gonzalez-Triana, Y., & Mendoza, J. (2023). Insights on mapping Industry 4.0 and Education 4.0. Frontiers in Education, 8, 1150190. [11](https://doi.org/10.3389/feduc.2023.1150190)
- Chaves-Montero, J., Molina-Villaverde, M., & Ortega-Álvarez, C. (2024). Lifelong learning and digital reskilling in Latin America: Higher education responses to technological transitions. Education and Information Technologies, 29(3), 5217–5236. [12](https://doi.org/10.1007/s10639-024-12266-0)
- Cordero, D., Altamirano, K. L., & Parra, J. O. (2023). Intention to adopt Industry 4.0 by organizations in Colombia, Ecuador, Mexico, Panama, and Peru. IEEE Access. [13](https://doi.org/10.1109/ACCESS.2023.10023496)
- Costan, E., Gonzales, G., Gonzales, R., & Enriquez, L. (2021). Education 4.0 in developing economies: A systematic literature review of implementation barriers and future research agenda. Sustainability, 13(22), 12763. [14](https://doi.org/10.3390/su132212763)
- Datacenter Dynamics. (2025, febrero 19). Colombia: 79,8 % carece de internet en zona rural, frente a 9,3 % en zona urbana. Data-Center Dynamics. [15](https://www.datacenterdynamics.com/es/noticias/colombia-798-carecen-de-internet-en-zona-rural-frente-a-93-en-zona-urbana/)
- Departamento Administrativo Nacional de Estadística (DANE) (2025). Cuentas nacionales departamentales: PIB por departamento. [16](https://www.dane.gov.co/index.php/estadisticas-por-tema/cuentas-nacionales/cuentas-nacionales-departamentales)
- Elena, T., & Lilia, R. (2023). Education 4.0: The concept, skills, and research. Journal of Language and Education, 9(3), 17001. [17](https://doi.org/10.17323/jle.2023.17001)
- Elfaki, K. E., & Ahmed, E. M. (2024). Digital technology adoption and globalization innovation implications on Asian Pacific green sustainable economic growth. Journal of Open Innovation: Technology, Market, and Complexity, 10(1), 100221. [18](https://doi.org/10.1016/j.joitmc.2024.100221)
- Elsayed Abdelmajied, F. Y. (2022). Industry 4.0 and its implications: Concept, opportunities, and future directions. IntechOpen. [19](https://doi.org/10.5772/intechopen.102520)
- Giang, N. T. H., Hai, P. T. T., & Tu, N. T. T. (2021). Exploring the readiness for digital transformation in a higher education institution towards Industrial Revolution 4.0. [20](https://doi.org/10.3991/ijep.v11i2.17515)
- Gobernación de Córdoba. (2025, 17 de mayo). Nace la primera Red de Gobierno Digital en Córdoba. [21](https://www.cordoba.gov.co/publicaciones/1625/nace-la-primera-red-de-gobierno-digital-en-colombia-y-es-la-de-cordoba-te-contamos-de-que-se-trata/)
- González-Pérez, L. I., & Ramírez-Montoya, M. S. (2022). Components of Education 4.0 in 21st century skills frameworks: Systematic review. Sustainability, 14(3), 1493. [22](https://doi.org/10.3390/su14031493)
- Hannan, S. A. (2023). Development of digital transformation in higher education institutions. Journal of Computer Science and Management, 1(1), 1–13. [23](https://doi.org/10.20967/jcscm.2023.01.001)
- Harris, C. R., Millman, K. J., van der Walt, S. J., Gommers, R., & Virtanen, P. (2020). Array programming with NumPy. Nature, 585(7825), 357–362. [24](https://doi.org/10.1038/s41586-020-2649-2)
- Jain, V., & Jain, P. (2022). From Industry 4.0 to Education 4.0: Acceptance and use of videoconferencing applications in higher education of Oman. Journal of Applied Research in Higher Education. [25](https://doi.org/10.1108/JARHE-10-2020-0378)
- Klave, E., & Cane, R. (2024). Digital transformation of higher education: Integrating multimedia systems into the study process. Engineering for Rural Development (ETR). [26](https://doi.org/10.17770/etr2024vol2.8017)
- Manco Zapata, A., & Cortés Gómez, I. R. (2023). Diagnosing the impact of digital transformation on the human talent of SMEs in Bogotá, Colombia. Cuadernos de Administración, 39(75), e12475. [27](https://doi.org/10.25100/cdea.v39i75.12475)
- Martins, J. T., & Hukampal Singh, S. (2023). Boundary organisations in regional innovation systems: Traversing knowledge boundaries for Industry 4.0 regional transformations. R&D Management, 53(2), 145–162. [28](https://doi.org/10.1111/radm.12573)
- Mian, S. H., Salah, B., Ameen, W., & Moiduddin, K. (2020). Adapting universities for sustainability education in Industry 4.0: Channel of challenges and opportunities. Sustainability, 12(15), 6100. [29](https://doi.org/10.3390/su12156100)
- Miranda, J., Navarrete, C., & Noguez, J. (2021). The core components of Education 4.0 in higher education: Three case studies in engineering education. Computers & Education, 182, 104463. [30](https://doi.org/10.1016/j.compeleceng.2021.107278)
- Ministerio de Educación Nacional. (2023). Transformación digital en educación superior: Recomendaciones para la implementación institucional. Bogotá: MEN. [31](https://colab.colombiaaprende.edu.co/wp-content/uploads/2023/09/MEN-RecomendacionesDxEducacionSuperior.pdf)
- Ministerio de Educación Nacional – SNIES. (2024). Bases consolidadas: Inscritos, Admitidos, Matriculados y Graduados (Córdoba, departamento de oferta del programa). [32](https://snies.mineducacion.gov.co/portal/ESTADISTICAS/Bases-consolidadas/)
- Ministerio de Educación Nacional – SNIES. (2025). Anexos B.1 y B.2: Bases de datos de universidades y programas digitales. Bogotá: MEN.
- Ministerio de Tecnologías de la Información y las Comunicaciones (MinTIC). (2023). Índice de Brecha Digital Regional 2022. Bogotá: MinTIC. [33](https://colombiatic.mintic.gov.co/679/articles-333031_recurso_1.pdf)
- Moraes, E. B., & Kipper, L. M. (2023). Integration of Industry 4.0 technologies with Education 4.0: Advantages for improvements in learning. Interactive Technology and Smart Education, 20(4), 456–472. [34](https://doi.org/10.1108/ITSE-11-2021-0201)
- Moraga-Pumarino, A., Arnizas, D., & Vera-Torres, G. (2023). Profiles of university students who graduate on time. Behavioral Sciences, 13(7), 582. [35](https://doi.org/10.3390/bs13070582)
- Naseer, F., Tariq, R., Alshahrani, H. M., & Alruwais, N. (2025). Project-based learning framework integrating industry collaboration to enhance student future readiness in higher education. Scientific Reports, 15(1), 10385. [36](https://doi.org/10.1038/s41598-025-10385-4)
- Nieto-Taborda, M. L., & Luppicini, R. (2025). Accelerated digital transformation of higher education in the wake of COVID-19: A systematic literature review. International Journal of Computer Education Research, 6(1), 125–142. [37](https://doi.org/10.47852/bonviewIJCE42023125)
- OECD. (2025). Education at a Glance 2025: Who is expected to complete tertiary education? OECD Publishing. [38](https://www.oecd.org/education/education-at-a-glance-2025_1c0d9c79-en/full-report.htm)
- Oztemel, E., & Gursev, S. (2020). Literature review of Industry 4.0 and related technologies. Journal of Intelligent Manufacturing, 31(1), 127–182. [39](https://doi.org/10.1007/s10845-018-1433-8)
- Ortiz, E. A., Giambruno, C., Morduchowicz, A., & Pineda, B. (2024). The State of Education in Latin America and the Caribbean 2023. [40](http://dx.doi.org/10.18235/0005515)
- Pacher, C., Woschank, M., & Zunk, B. M. (2024). Engineering education 5.0: A systematic literature review on competence-based education in the industrial engineering and management discipline. European Journal of Engineering Education, 49(2), 203–221. [41](https://doi.org/10.1080/21693277.2024.2337224)
- Palomino Hawasly, M. Á., & Muñoz Vargas, I. C. (2023). Factores que influyen en el desarrollo de las competencias digitales de los docentes rurales del municipio de Montería: Un estudio transversal. Acta ScientiÆ InformaticÆ, 7(7), 1–5. [42](https://revistas.unicordoba.edu.co/index.php/asinf/article/view/3314)
- Panizzon, M., & Barcellos, P. F. P. (2020). Critical success factors of the university of the future in a society 5.0: A maturity model. International Journal of Innovation and Technology Management, 17(8), 2040012. [43](https://doi.org/10.1142/S0219877020400124)
- Parra, D. T., Talero-Sarmiento, L. H., & Ortiz, J. D. (2021). Technology readiness for IoT adoption in Colombian SMEs. IEEE International Conference on Industry 4.0 Technologies. [44](https://doi.org/10.1109/ICIT52626.2021.9476499)
- Parra-Sánchez, D. T., & Talero-Sarmiento, L. H. (2021). Assessment of ICT policies for digital transformation in Colombia: Technology readiness for IoT adoption in SMEs in the trading sector. Digital Policy, Regulation and Governance, 23(3), 239–254. [45](https://doi.org/10.1108/DPRG-09-2020-0120)
- Pasi, B. N., & Dhamak, P. (2025). Review of Industry 4.0 and higher education: A paradigm shift toward digital transformation. Asian Education and Development Studies. [46](https://doi.org/10.1108/AEDS-01-2025-0018)
- Peña, Y. K., & Maldonado, E. A. (2022). Analysis of the efficiency of higher education in Colombia by department (2013–2019). Universidad Simón Bolívar Institutional Repository. [47](https://bonga.unisimon.edu.co/server/api/core/bitstreams/7421ab44-6b4a-4ce7-9b08-4082352ebff8/content)
- Petchamé, J., Iriondo, I., Korres, O., & Panos-Castro, J. (2023). Digital transformation in higher education: A qualitative evaluative study of a hybrid virtual format using a smart classroom system. Heliyon, 9(10), e21882. [48](https://doi.org/10.1016/j.heliyon.2023.e21882)
- Pinedo-López, J., Baena-Navarro, R., Carriazo-Regino, Y., Torres-Hoyos, F., & Nieves-Garcés, D. (2025a). Science, technology, and innovation policy and regional scientific production in Colombia: A methodological framework to address asymmetries in developing countries. Journal of Innovation and Entrepreneurship, 14(89). [49](https://doi.org/10.1186/s13731-025-00489-9)
- Pinedo-López, J., Baena-Navarro, R., & Torres-Hoyos, F. (2025b). Science, technology and innovation in Colombia: Impact of the relationships between enterprises, government and universities. Journal of Developing Societies. [50](https://doi.org/10.1177/09717218251326826)
- Reyes Villan, L. K., & Beleño Guerra, O. E. (2025). Cerrando la brecha digital en zonas rurales: Un desafío hacia una educación de calidad. Dialéctica, 2(25). [51](https://doi.org/10.56219/dialctica.v2i25.4040)
- Rosli, A., & Cacciolatti, L. (2022). The role of universities in the development of the local knowledge base: Supporting innovation ecosystems through skills development and entrepreneurship. International Journal of Innovation and Policy Management, 22(3), 215–236. [52](https://doi.org/10.1504/IJIPM.2022.121018)
- Serna Gómez, J. H., & Díaz-Piraquive, F. N. (2021). Advances, opportunities, and challenges in the digital transformation of HEIs in Latin America. In Digital Transformation of Higher Education Institutions (pp. 45–62). Springer. [53](https://doi.org/10.1007/978-981-16-3941-8_4)
- Silva León, P. M., Cruz Salinas, L. E., & Farfán Chilicaus, G. C. (2025). Digital technologies for young entrepreneurs in Latin America: A systematic review of educational innovations (2018–2024). Social Sciences, 14(9), 537. [54](https://doi.org/10.3390/socsci14090537)
- Toprak, M. (2024). Architecting the new-generation university: Integrating Industry 4.0, Society 5.0 and digital transformation. Istanbul Sabahattin Zaim University. [55](http://openaccess.izu.edu.tr/xmlui/handle/20.500.12436/6919)
- Trevisan, L. V., Eustachio, J. H. P. P., & Dias, B. G. (2024). Digital transformation towards sustainability in higher education: State-of-the-art and future research insights. Environment, Development and Sustainability, 26(7), 12214–12235. [56](https://doi.org/10.1007/s10668-022-02874-7)
- Valdés, K. N., Cerdá Suárez, L. M., & Alpera, S. Q. (2021). An institutional perspective for evaluating digital transformation in higher education: Insights from the Chilean case. Sustainability, 13(17), 9850. [57](https://doi.org/10.3390/su13179850)
- Wakchaure, V., Londhe, B., & Shinde, A. (2025). Leveraging Higher Education 4.0 to enhance readiness for meeting the challenges of Industry 4.0. VIIRJ Special Issue on Education 4.0. [58](https://www.viirj.org/specialissues/2025/SP2501/4.pdf)
- Zaevska, O. H. (2024). Industry 4.0 Ecosystems: Structure, Value Creation and Impact on Regional Innovation. Copenhagen Business School. [59](https://research.cbs.dk/en/publications/industry-40-ecosystems-structure-value-creation-and-impact-on-reg/)
Anexos
Anexo 1: Matriz de identificación y caracterización
Nota: Esta matriz corresponde a la información presentada en la Tabla 4 del capítulo de Resultados.
Anexo 2: Resumen estadístico de programas académicos 4.0 – Montería (2024)
(Ordenados por universidad con mayor oferta a menor y niveles de mayor a menor) Elaborado por el equipo investigador
Universidad de Córdoba (6 programas)
| Programa | Nivel | Matriculados (2024) | Graduados (2024) |
|---|---|---|---|
| Maestría en Innovación Educativa con Tecnología e Inteligencia Artificial | Maestría | — | — |
| Ingeniería de Sistemas | Universitario (A distancia) | 1751 | 210 |
| Licenciatura en Informática | Universitario | 913 | 57 |
| Tecnología en Desarrollo de Software | Tecnológico (Presencial) | — | — |
| Tecnología en Desarrollo de Software | Tecnológico (A distancia) | — | — |
| Técnico Profesional en Programación Web | Técnico Profesional (Presencial y a distancia) | — | — |
Universidad del Sinú (UNISINÚ) (6 programas)
| Programa | Nivel | Matriculados (2024) | Graduados (2024) |
|---|---|---|---|
| Doctorado en Tecnologías de la Información | Doctorado | — | — |
| Maestría en Tecnologías de la Información | Maestría | — | — |
| Especialización en Tecnologías de la Información | Especialización | — | — |
| Especialización en Redes y Telecomunicaciones | Especialización | — | — |
| Especialización en Gerencia de Sistemas Eléctricos de Potencia | Especialización | — | — |
| Ingeniería de Sistemas | Universitario | 584 | 25 |
Universidad Pontificia Bolivariana – UPB (3 programas)
| Programa | Nivel | Matriculados (2024) | Graduados (2024) |
|---|---|---|---|
| Especialización en Automatización y Control Industrial | Especialización | — | — |
| Especialización en Gerencia de Sistemas y Tecnología | Especialización | — | — |
| Ingeniería Electrónica | Universitario | 184 | 14 |
Corporación Unificada Nacional – CUN (3 programas)
| Programa | Nivel | Matriculados (2024) | Graduados (2024) |
|---|---|---|---|
| Ingeniería de Sistemas | Universitario | 21 | 13 |
| Tecnología en Desarrollo de Software | Tecnológico | 82 | 9 |
| Técnica Profesional en Soporte de Sistemas e Informática | Técnico Profesional | 188 | 15 |
Universidad Cooperativa de Colombia (2 programas)
| Programa | Nivel | Matriculados (2024) | Graduados (2024) |
|---|---|---|---|
| Especialización en Seguridad de la Información | Especialización | 25 | 7 |
| Ingeniería de Sistemas | Universitario | 887 | 18 |
SENA Regional Córdoba (3 programas)
| Programa | Nivel | Matriculados (2024) | Graduados (2024) |
|---|---|---|---|
| Tecnología en Implementación de Infraestructura de TIC | Tecnológico | 54 | — |
| Tecnología en Gestión de Redes de Datos | Tecnológico | 281 | 20 |
| Tecnología en Supervisión en Sistemas de Agua y Saneamiento | Tecnológico | 44 | 7 |
Resumen general (conteo de programas por nivel)
| Nivel | Total Programas (Montería) |
|---|---|
| Doctorado | 1 |
| Maestría | 2 |
| Especialización | 7 |
| Universitario | 6 |
| Tecnológico | 6 |
| Técnico Profesional | 2 |
Tabla consolidada – Número de programas 4.0 por nivel académico y universidad (Montería, 2024)
| Universidad / Institución | Doctorado | Maestría | Especialización | Universitario | Tecnológico | Técnico Profesional | Total Programas |
|---|---|---|---|---|---|---|---|
| Universidad de Córdoba | 0 | 1 | 0 | 2 | 2 | 1 | 6 |
| Universidad del Sinú (UNISINÚ) | 1 | 1 | 3 | 1 | 0 | 0 | 6 |
| Universidad Pontificia Bolivariana (UPB) | 0 | 0 | 2 | 1 | 0 | 0 | 3 |
| Corporación Unificada Nacional (CUN) | 0 | 0 | 0 | 1 | 1 | 1 | 3 |
| Universidad Cooperativa de Colombia (UCC) | 0 | 0 | 1 | 1 | 0 | 0 | 2 |
| SENA Regional Córdoba | 0 | 0 | 0 | 0 | 3 | 0 | 3 |
Anexo 3: Libros de Excel registros SNIES
- Anexo 3.1. Base de datos SNIES – Programas académicos (digital) 2025.xlsx
- Anexo 3.2. Base de datos SNIES – Universidades (digital) 2025.xlsx
- Anexo 3.3. Base SNIES – Admitidos (2024).xlsx
- Anexo 3.4. Base SNIES – Graduados (2024).xlsx
- Anexo 3.5. Base SNIES – Inscritos (2024).xlsx
- Anexo 3.6. Base SNIES – Matriculados (2024).xlsx
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