Producción Científica

This study developed a descriptive 3D city information model (CIM) using only infrastructural building modeling tools to create maps and analyzed the model according to needs identified in interviews with public-sector actors and a bibliometric analysis. The interviews assessed the challenges of implementing CIM in the Brazilian city of Curitiba, while the literature study determined that current academic production reflects the current reality, calling attention to relevant issues. The experimental software solution successfully created 3D informational modeling of cities for passive use as well as maps to support decision making, although it did not offer advanced parametric tools for urban analysis. Still, this model provides a flexible approach to overcoming the challenges reported by interviewees, which included financial limitations and organizational culture.

The article aims to elucidate how the social scientific communication of COVID-19 is expressed in symbolically generalized media of Scopus. A mixed approach was used to study 301 publications through a structural and semantic dimension. The results show Spanish institutions as the most productive, where five categories emerge semantically: 1. COVID as a pandemic, sanitary and confinement expres-sion; 2. Education and teaching-learning processes; 3. Virtuality, technology and digitalization; 4. Communication, media and information responsibility and; 5. Rights. Axes which are always expressed from the sociocultural concern in a pandemic and epidemiological context. © 2022, Global Knowledge Academics. All rights reserved.

Digital technology always accelerates change, altering organisations culturally, socially and technically. These modifications are known as “digital transformation” (DT). On a much greater scale than DT, the world was changed in 2020 by the COVID-19 pandemic, which re-organised society in the way of thinking, acting, producing, consuming and creating new business. Higher Education Institutions (HEIs) were no different, since these institutions had to make changes to the student–lecturer interaction; teaching–learning, where DT had a relevant role, above all in academic entrepreneurship. Therefore, this study aims to propose a framework showing the structural pillars of the link between digital transformation (DT) and academic entrepreneurship (AC) (DT-AC Framework). This framework identifies the new patterns, methods, skills and other discoveries in aspects such as management, information systems and culture sciences. The intention is not to analyse how the COVID-19 pandemic imposed global structural changes, but because of it, lecturers and students found their DT accelerated and intensified, and so it is necessary to investigate the pillars supporting academic entrepreneurship. The results show that DT was already emerging as a basic element of academic entrepreneurship before the pandemic, but the process has speeded up. This bibliometric study indicates the structural pillars that support entrepreneurship following the Covid19 pandemic, as created from DT in universities, providing an extensive systematic review that indicates the cause and effect of the academic entrepreneurship process.

Academic culture has a long tradition in higher education studies; nevertheless, only a few studies on this concept are available. This article aims to review the use of the concept of academic culture in higher education literature based on a bibliographic review, supported by bibliometric techniques, of studies on this topic in the last twenty years, paying special attention to state of the art in the Latin American context. The results show a growing use of the concept, which has not been yet linked to a clear definition that could conduce to the consolidation of a field of study of the cultural dimension of the sector. Specifically, there are four lines of research on academic culture: the impact of changes in the political economy on the traditional values of higher education institutions, the challenges of international exchange of students and academics, the recognition of implicit biases in the dominant academic culture, and the relationship between tacit regulations and organizational reform processes. This article also addresses how the fundamentally atheoretical character of academic culture studies mirrors the state of research in higher education, particularly in the Latin American context.