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    Flipped Learning 4.0. An extended flipped classroom model with Education 4.0 and organisational learning processes
    (Springer Science+Business Media, 2022-11-19)
    This article integrates two visions on the creation of knowledge by students: an academic vision where the person who creates knowledge uses high-level cognitive abilities and, therefore, acquires deeper learning, and an organisational learning vision, where the creation of knowledge adds value to the organisation and the individuals who work in this matter. It starts from a validated flipped classroom model and then adds procedures and cycles of knowledge that make it an active methodology, in such a way that it simultaneously supports organisational learning, using cooperative competencies characteristic of Education 4.0. This proposed hybrid model has been applied online during confinement due to the COVID-19 pandemic and, subsequently, in dual mode (students partly in person and the rest online at the same time) and face-to-face mode. The evidence of this research shows that the creation of knowledge by the students, cooperatively and with an organisational learning perspective, has repercussions for improvements in their academic performance by producing deeper learning. In addition, the development of cooperative skills is observed to create and manage a large amount of helpful knowledge for them and other students in their learning process.
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    Organizational culture and legitimacy: mediation of the process of knowledge sharing and knowledge creation
    (Cogent OA, 2025-01-01)
    This research examines the relationship between organizational culture and organizational legitimacy in higher education institutions, analyzing the mediating role of knowledge creation and knowledge sharing processes. Using a multi-theoretical approach that integrates legitimacy, institutional, knowledge-based, and stakeholder theories, the study tested a theoretical model proposing sequential relationships between these constructs through structural equation modeling with data collected from academic and administrative staff in management positions at public and private universities in Ecuador (N = 370). Results confirm that organizational culture positively influences organizational legitimacy both directly and indirectly. Notably, knowledge sharing emerged as the most significant mediator in this relationship, while knowledge creation showed no direct effect on legitimacy but operated through knowledge sharing. Multigroup analysis revealed significant differences between public and private universities: in public institutions, knowledge sharing had a stronger influence on legitimacy, while in private universities, organizational culture had a more direct impact on legitimacy. The findings contribute to understanding how universities build and maintain social legitimacy through knowledge management processes and offer practical implications for university administrators seeking to enhance institutional legitimacy. The results underscore the importance of developing adaptive organizational cultures that facilitate knowledge creation and sharing as strategic mechanisms for legitimacy-building in contemporary higher education institutions.
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