Browsing by Autor "Christian Jaramillo"

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A Hellbound Road Paved with Good Intentions: Usury Laws and Bank Competition in Colombia
(RELX Group (Netherlands), 2011) Arturo Galindo; Christian Jaramillo
Climas de aprendizaje de apoyo a la autonomía y su influencia en la educación superior: Una revisión de la literatura
(2020) Christian Jaramillo
El concepto de apoyo a la autonomía es un tema de creciente interés en la investigación educativa dada su reconocida influencia en el proceso de aprendizaje. El apoyo a la autonomía se traduce en la generación de climas de aprendizaje que apoyan las necesidades psicológicas básicas de los estudiantes promoviendo una motivación autónoma de alta calidad. Dado el creciente número de investigaciones, es necesaria una sistematización que facilite la comprensión de los principales ámbitos de influencia que estos climas de aula generan en el estudiante. Por consiguiente, el presente estudio realiza una revisión de la literatura identificando los principales ámbitos de influencia generados por los climas de aprendizaje que apoyan a la autonomía de los estudiantes de educación superior. Los resultados de la presente investigación sugieren que los climas de apoyo a la autonomía influyen principalmente en ámbitos relacionados con el aprendizaje, y en ámbitos relacionados con la parte emocional. Por consiguiente, la presente investigación resalta la necesidad de considerar el aspecto cognitivo, así como el aspecto emocional del estudiante en el proceso de aprendizaje. Se discuten estos resultados y lineamientos que faciliten la generación de climas de apoyo a la autonomía en la educación superior.
Do Natural Disasters Have Long-Term Effects on Growth?
(RELX Group (Netherlands), 2009) Christian Jaramillo
Economic Development: Challenges and Policies (Desarrollo Económico: Retos y Políticas Públicas ) (Spanish)
(2009) Raquel Bernal; Adriana Camacho; Carmen Elisa Flórez Nieto; Christian Jaramillo; Oskar Nupia; Ximena Peña; Catherine Rodriguez; Fabio Sánchez; Miguel Urrutia; Alejandro Gaviría
This study identifies the main problems that Colombia faces and the medium and long term policies that it should follows in order to become a developed country. We concentrate on five relevant elements of development: Education, health and demography, poverty and income distribution, labor market and institutions.
Ecuador: Inserting the Country into the PISA Experience
(Springer Nature, 2024) Miguel Ángel Herrera-Pavo; Christian Jaramillo; Víctor H. Valencia
Abstract Ecuador debuted in the PISA-D evaluation in 2018, emerging as the top performer among seven nations, yet still trailing behind OECD averages. This analysis explores Ecuador’s unique challenges within its diverse and politically complex context. Highlighting the impacts of COVID-19, which exacerbated existing educational issues, the study discusses curriculum reforms and the essential role of universities in professionalizing teachers and improving student outcomes. As Ecuador prepares for its next PISA in 2025, this chapter critically examines the nation’s educational strategies and the need for continuous improvement in response to global standards and internal demands.
El impacto del Impuesto al Valor Agregado sobre el gasto en Colombia
(Universidad de Antioquia, 2008) Christian Jaramillo; Jorge Tovar
 Este trabajo cuantifica el impacto del IVA sobre el gasto de los hogares utilizando la enorme variación relativa del IVA en Colombia como estrategia de identificación. Para tal efecto se correlaciona el IVA con el gasto de los hogares según se reporta en la Encuesta Continua de Hogares (ECH). La estimación se realiza para tres rubros de gasto presente en la ECH: alimentación, cultura y entretenimiento y celulares. Los resultados sugieren que un incremento del IVA tiene impactos positivos en el gasto de alimentos y celulares, y negativos en el de cultura y esparcimiento. Además, el ejercicio muestra que incrementar el IVA tiene un impacto diferencial, sobre hogares de distintas características demográficas y económicas.
El impacto del Impuesto al Valor Agregado sobre el gasto en Colombia
(2008) Christian Jaramillo; Jorge Tovar
Este trabajo cuantifica el impacto del IVA sobre el gasto de los hogares utilizando la enorme variación relativa del IVA en Colombia como estrategia de identificación. Para tal efecto se correlaciona el IVA con el gasto de los hogares según se reporta en la Encuesta Continua de Hogares (ECH). La estimación se realiza para tres rubros de gasto presente en la ECH: alimentación, cultura y entretenimiento y celulares. Los resultados sugieren que un incremento del IVA tiene impactos positivos en el gasto de alimentos y celulares, y negativos en el de cultura y esparcimiento. Además, el ejercicio muestra que incrementar el IVA tiene un impacto diferencial, sobre hogares de distintas características demográficas y económicas.
Exploring the consideration of university teachers’ basic psychological needs in the design of professional development initiatives
(2020) Christian Jaramillo; Martín Valcke; Ruben Vanderlinde; Nathalie Aelterman
A major area of interest within the field of professional development is the concept of motivation. However, research explaining how to enhance motivation in participants during training is scarce. Grounded in Self-Determination Theory, this study aimed to gain insight into the design approaches of professional development initiatives in higher education. Based on semi-structured interviews with 16 Ecuadorian university authorities in charge of professional development, design features that likely satisfy or frustrate university teachers’ basic psychological needs for autonomy, competence, and relatedness were identified. Results pointed to a stronger, yet limited focus on the needs for autonomy and competence, when compared to the need of relatedness. These findings are expected to initiate a discussion on guidelines aimed at enhancing the motivation of professional development participants and to respond to calls for design approaches centred on the learner.
Is it my money or not? An experiment on risk aversion and the house-money effect
(Springer Science+Business Media, 2013) Juan-Camilo Cárdenas; Nicolas Roux; Christian Jaramillo; Luis R. Martínez
Abstract The house-money effect, understood as people’s tendency to be more daring with easily-gotten money, is a behavioral pattern that poses questions about the external validity of experiments in economics: to what extent do people behave in experiments like they would have in a real-life situation, given that they play with easily-gotten house money? We ran an economic experiment with 122 students to measure the house-money effect on their risk preferences. They received an amount of money with which they made risky decisions involving losses and gains; a randomly selected treatment group received the money 21 days in advance and a control group got it the day of the experiment. From a simple calculation we found that participants in the treatment group only spent on average approximately 35 % of their cash in advance. The data confirms the well documented results that men are more tolerant to risk than women, and that individuals in general are more risk tolerant towards losses than towards gains. With our preferred specification, we find a mean CRRA risk aversion coefficient of 0.34, with a standard deviation of 0.09. Furthermore, if subjects in the treatment group spent 35 % of the endowment their CRRA risk aversion coefficient is higher than that of the control group by approximately 0.3 standard deviations. We interpret this result as evidence of a small and indirect house money effect operating though the amount of the cash in advance that was actually spent. We conclude that the house money effect may play a small role in decisions under uncertainty, especially when involving losses. Our novel design, however, could be used for other domains of decision making both in the lab and for calibration of economic models used in micro and macroeconomics.
It’s Not My Money: An Experiment on Risk Aversion and the House-Money Effect
(RELX Group (Netherlands), 2010) Luis R. Martínez; Christian Jaramillo; Nicolas Roux; Juan-Camilo Cárdenas
Professional development initiatives for university teachers: Variables that influence the transfer of learning to the workplace
(2018) Christian Jaramillo; Martín Valcke; Ruben Vanderlinde
Universities seek innovation by designing and implementing professional development initiatives (PDI) for their teachers. Here it is expected that teachers will apply their learning to the workplace. However, such transfer does not always occur. To address this problem, we analyse the PDI design process of 12 universities in terms of how they consider the main variables influencing transfer: intervention design, work environment, and characteristics of the learner. Qualitative data from 16 interviews suggest that programme designers tend to focus mainly on variables related to the intervention design and work environment, but struggle to address the needs of the teacher. These findings can help universities realign their focus, by emphasising teacher-centred PDI to improve the transfer of learning.
PROFESSIONAL DEVELOPMENT PROGRAMS IN HIGHER EDUCATION: SATISFYING THE BASIC PSYCHOLOGICAL NEEDS OF TEACHERS TO FOSTER TRANSFER OF LEARNING
(2016) Christian Jaramillo; Martín Valcke; Ruben Vanderlinde; Maarten Vansteenskiste
The main goal of professional development programs in higher education is to transfer what has been learned to the workplace. "Transfer" is a key obstacle to the success of PDP. To reduce the transfer gap, it seems necessary to study the PDP design process. Little is known about this process carried out by centralized units in institutions of higher education. Therefore, we analyzed the PDP design process in 12 Ecuadorian universities (5 private and 7 public) and focused on the extent to which these designs took into account the Basic Psychological Needs of autonomy, competence, and relatedness of teachers that determine their motivation and motivation to transfer. Our findings suggest a strong emphasis on teachers' need of competence, neglecting other essential areas that influence transfer, particularly the need of relatedness. The results help repositioning the PDP design approach based on Self-determination theory (SDT) in view of promoting transfer of learning.
Research and Development in Culture: A Case for Cross Subsidies in the Arts
(RELX Group (Netherlands), 2009) Christian Jaramillo
Risk, Concentration and Market Power in the Banking Industry: Evidence from the Colombian System (1997-2006)
(RELX Group (Netherlands), 2007) Jorge Tovar; Christian Jaramillo; Carlos Eduardo Hernandez
Some Considerations on the Value-Added Tax in Colombia
(2008) Christian Jaramillo; Jorge Tovar
This paper discusses the way in which the Colombian Tax Code determines the taxable base of the value added tax (VAT). Our analysis shows that the Colombian legislation fails to exploit some of the theoretical advantages of the tax, as it induces cascading and distortions of input prices in production. We carry out a numerical simulation to illustrate the magnitude of these inefficiencies and show that while the Colombian VAT is clearly superior to a general sales tax, it is inferior to the theoretical implementation of the VAT. Additionally, we show that under a VAT applied across the board the Colombian and the theoretical implementation yield equal real tax revenues but different price level adjustments.
THE IMPACT OF AN INNOVATIVE BLENDED-LEARNING PROFESSIONAL DEVELOPMENT PROGRAM IN HIGHER EDUCATION ON MOTIVATION TO TRANSFER LEARNING
(2017) Christian Jaramillo; Martín Valcke; Ruben Vanderlinde; Maarten Vansteenkiste
The intended outcome of a Professional Development Program (PDP) for academic staff in higher education is the application of what has been learned to improve student learning. Teachers struggle to implement PDP outcomes effectively to consistently apply them in the classroom. Using Self-determination Theory (SDT), we designed a PDP for 35 teachers in a major public university in Ecuador, and examined the impact of this innovative PDP on their motivation for transfer of learning, considering the Basic Psychological Needs (BPN) of autonomy, competence, and relatedness of teachers. For this purpose, we designed a 3 month BL-PDP program on Interactive Teaching Techniques; each following a 4-phase setup: 1. 2-hour Face-to-face Lecture, 2. Design of a lesson plan, 3.
Valores para una ética digital a partir de las generaciones digitales y el uso de las redes sociales: una revisión de la literatura
(2022) Jorge Antonio Balladares Burgos; Christian Jaramillo
El creciente uso de las redes sociales en las generaciones digitales conlleva el desarrollo de un pensamiento entorno a una ética digital que acompañe y facilite la integración de valores en el quehacer educativo. En esta línea, el presente artículo tiene como objetivo el proponer valores para una ética digital que responda a las tendencias de las nuevas generaciones digitales a partir de las redes sociales. Partiendo de una revisión de la literatura en torno a la incidencia del avance de la tecnología y de las redes sociales, se estudia las generaciones digitales a partir de la interacción de las redes sociales, sus tendencias y sensibilidades, sus formas de interactuar y convivir en el mundo digital. Desde una perspectiva ética, se identifican valores en las recientes generaciones digitales, lo que permite establecer un punto de partida para generar referentes para una ética profesional y aplicada en las redes sociales y en el internet.
Variables más influyentes en la motivación para la transferencia en los campos de la educación y gestión: Una revisión de la literatura
(2020) Christian Jaramillo
La transferencia, es decir, la aplicación de los conocimientos adquiridos en un ambiente formal de aprendizaje es un área de gran interés en las disciplinas de educación y gestión. La motivación para la transferencia es consistentemente identificada en la literatura como una de las variables más influyentes en el proceso de transferencia. Sin embargo, existe una falta de conocimiento sobre cómo motivar a las personas a aplicar el contenido aprendido a un nuevo contexto. El presente estudio busca identificar los predictores de la motivación para la transferencia mediante una revisión de la literatura en los campos de la educación y gestión. Los resultados sugieren que los predictores se agrupan alrededor de variables relacionadas con la persona que aprende, el ambiente de trabajo y a un nivel menor, en variables relacionadas con el diseño de la intervención. Esta investigación resalta la necesidad de mayores esfuerzos investigativos de naturaleza cualitativa, especialmente en el campo de la educación, para comprender mejor la motivación para la transferencia.