Publicada By  Juan Marin - APIODO, Investigaci√≥n, PublishedPapers, Resultados, ROGLE    

Marin-Garcia, J., Andreu Andres, M., Atares-Huerta, L., Aznar-Mas, L., Garcia-Carbonell, A., Gonz√°lez-Ladr√≥n-de-Gevara, F., Montero Fleta, B., Perez-Pe√Īalver, M., & Watts, F. (2016). Proposal of a Framework for Innovation Competencies Development and Assessment (FINCODA). WPOM-Working Papers on Operations Management, 7(2), 119-126. doi:http://dx.doi.org/10.4995/wpom.v7i2.6472

In this article we propose an innovation competence model of the people which is based on the existing literature to integrate and complement existing models. The main contribution of this work consists in demonstrating the differences and similarities of current models and in providing a conceptual definition for each model element. In this way, both researchers and people in charge of human resources in companies obtain a framework with which to design measuring instruments to assess innovation competence, which can fulfill the twofold demand of validity and reliability.

This work has been conducted as part of a European project financed by the European Union [“FINCODA” Project 554493-EPP-1-2014-1-FI-EPPKA2-KA] (http://bit.ly/FINCODA-EUsite01). (The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein); and by the Universitat Polit√©nica de Valencia PIME/2015/A/009/A ‚ÄúEvaluation of innovative behavior indicators in university students‚ÄĚ.

Cartton abstract


competence assessment; innovation; model; literature review

Publicada By  Juan Marin - Investigaci√≥n, PublishedPapers    


Publicada By  Juan Marin - Investigaci√≥n, PublishedPapers, Resultados, Uncategorized    

MARIN-GARCIA, Juan A.. Publishing in two phases for focused research by means of “research collaborations”. WPOM-Working Papers on Operations Management, [S.l.], v. 6, n. 2, p. 76-80, dec. 2015. ISSN 1989-9068. Available at: <http://polipapers.upv.es/index.php/WPOM/article/view/4459>. Date accessed: 27 dec. 2015. doi:http://dx.doi.org/10.4995/wpom.v6i2.4459.

(La publicaci√≥n en dos fases para la investigaci√≥n enfocada a trav√©s de ‚Äúresearch collaborations‚ÄĚ)

We present and justify a new way to research and publish. This proposal is not intended to substitute or replace traditional ways of doing science, but rather complement, filling a gap and providing an efficient way to achieve scientific advances. The process begins with the sending a proposal of protocol to WPOM. Proposals are evaluated in each of the collaborations, depending on the potential to fill a research niche in the area. In the case of accepted protocols, WPOM guarantees commitment to publish the article if the protocol and deadlines are met. Thus, researchers can develop their projects focusing on meeting the protocol that has been approved without the question of whether, once completed, research is relevant or if the methodology is correct.


En este art√≠culo presentamos y justificamos una nueva forma de investigar y publicar. Esta propuesta no pretende sustituir o reemplazar a los modos tradicionales de hacer ciencias, sino complementarlos, rellenando una laguna y ofreciendo un camino eficiente para lograr los avances cient√≠ficos. El proceso se inicia con el env√≠o de la propuesta de protocolo WPOM. Las propuestas se eval√ļan, en cada una de las collaborations, en funci√≥n del potencial para cubrir un nicho de investigaci√≥n en el √°rea. En el caso de ser aceptados los protocolos, WPOM garantiza un compromiso de publicaci√≥n del art√≠culo si se cumple el protocolo y plazos prometidos en el proyecto. De este modo, los investigadores pueden desarrollar proyectos de escritura centr√°ndose en cumplir el protocolo que ha sido aprobado, sin la inc√≥gnita de si, una vez terminada, la investigaci√≥n es relevante o si la metodolog√≠a es la correcta.



focused research; protocol; collaboration;Investigación enfocada; protocolos
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Publicada By  Juan Marin - Investigaci√≥n, PublishedPapers, Resultados    

Marin-Garcia, J. A., & Santandreu-Mascarell, C. (2015). What do we know about rubrics used in higher education? Intangible Capital, 11(1), 118-145. doi:¬†1697-9818 ‚Äď Print ISSN: 2014-3214

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Purpose: In this paper we compare the search strategies and the results of three recent literature reviews on the rubrics use in education. With all this we aim to identify what is known, what it is not known yet and if there is material to launch a new literature review right now.

Design/methodology/approach: Comparative analysis of three recen literature reviews and systematic literature review.

Findings and Originality/value: Of the 142 papers included in the three recent reviews, few focus on university learning and the results are not broken down by educational level. We believe that there is no conclusive scientific answer to how to create and validate an assessment rubric for university courses, or what purpose they serve , or if it’s worth the effort to develop them. Recommendations for the appropriate use of rubrics are based on anecdotal evidence without robust and proven methodology. Nor is easy to find what subjects, or what objects, and in what contexts have been investigated the rubrics or which validated rubrics are available.

Originality/value: we conducted a new review and we compare the selected papers with those used in previous reviews. We have located 241 new papers not included in previous reviews. Probably all this new material can be used in the future for a meta-analysis


rating; scoring; rubric; Higher Education; systematic Literature Review; assessment instrument; educational; learning; self-assessment; peer-assessment

Publicada By  Juan Marin - APIODO, Investigaci√≥n, PublishedPapers, Resultados, ROGLE    

Redise√Īando el trabajo en las aulas universitarias: Factores relacionados con la satisfacci√≥n en estudiantes de ingenier√≠a y administraci√≥n de empresas
Marin-Garcia, J. A., Mart√≠nez-G√≥mez, M., & Giraldo-O’Meara, M. (2014). Redesigning work in university classrooms: factors related to satisfaction in engineering and business administration students. Intangible Capital, 10, 1026-1051.


Objeto: Con este trabajo se pretende analizar cómo afectan las características del contexto del aprendizaje, es decir, cómo es el trabajo de los estudiantes en la asignatura, al potencial motivador de la asignatura y a la satisfacción de los estudiantes

Dise√Īo/metodolog√≠a: Mediante ecuaciones estructurales (SEM) se ha analizado los datos de una muestra transversal (cursos 2008, 2009 y 2010) de 535 estudiantes de ingenier√≠a industrial y administraci√≥n de empresas, de una universidad p√ļblica espa√Īola.

Aportaciones y resultados: Los resultados, utilizando un instrumento validado y adaptado al mundo docente, demuestran la asociación existente entre las características del tipo de trabajo de los estudiantes, el perfil motivador de la asignatura  y la satisfacción.

Limitaciones: la escala de identidad no tiene un ajuste excesivamente bueno y sus resultados deberían considerarse tentativos. La muestra es limitada para generalizar las conclusiones, debería extenderse en el futuro a otras universidades y contemplar estudiantes de posgrado.

Valor a√Īadido: en este trabajo confirmamos que se cumple el modelo JDS adaptado a la docencia. Comprobamos que las variedad, la identidad, la significaci√≥n, la autonom√≠a, la retroalimentaci√≥n del puesto y la retroalimentaci√≥n social ¬†son elementos de un constructo de segundo orden que representa el perfil motivador de de la asignatura y que los valores de este constructo est√°n relacionados positiva, significativa y sustancialmente con la satisfacci√≥n general percibida por el estudiante. Tambi√©n hemos comprobado que estas relaciones se mantienen en muestras de alumnos de diferentes a√Īos o de titulaciones bastante dispares. Gracias a ello, los profesionales docentes pueden utilizar el modelo de¬† an√°lisis y redise√Īo de puesto para ayudar a favorecer la motivaci√≥n y la satisfacci√≥n de sus estudiantes.

Palabras clave

redise√Īo de puestos de trabajo; motivaci√≥n; satisfacci√≥n; contexto del aprendizaje; JDS; educaci√≥n universitaria

Texto completo: PDF[es]


Purpose: We analyze how it affects the teaching model to motivational potential of the course and student satisfaction. Design/methodology: Using structural equation modeling (SEM) has analyzed data from a cross-section (2008, 2009 and 2010) of 535 students of industrial engineering and business administration, a Spanish public university.

Findings: The results, using a validated instrument adapted to the teaching world, demonstrate the association between the characteristics of the type of student work, the motivating potential of the subject and satisfaction.

Research limitations/implications: The Identity scale does not have good fit and the results should be considered tentative. The sample is limited and does not allow to generalize the findings, it should be extended in the future to include other universities and graduate students.

Originality/value: This work confirm that the JDS model adapted to teaching is met. We found that the variety, identity, significance, autonomy, job feedback and social feedback are elements of a second-order construct representing the motivating potential of the subject and that the values of this construct are positively related, significantly and substantially to the overall satisfaction perceived by the student. We have also found that these relationships are maintained on samples of students from different years or rather different degrees. As a result, education professionals can use the model for analysis and redesign of jobs to help foster motivation and student satisfaction.


Job redesign, Motivation, Satisfaction, Learning context, JDS, Higher education, University

Full Text: PDF[es]

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Publicada By  Juan Marin - Investigaci√≥n, PublishedPapers, Resultados    

Marin-Garcia, J. A., Bautista Poveda, Y., & Garcia-Sabater, J. J. (2014). Levels in the evolution of continuous improvement: A multiple case study. Intangible Capital, 10(3), 584-618.

Online ISSN: 1697-9818 – Print ISSN: 2014-3214


Etapas en la evolución de la mejora continua: Estudio multicaso


Objeto: El modelo de evolución de la mejora continua en las empresas está en un estado intermedio de desarrollo. En investigaciones previas se han planteado y validado las etapas o niveles y los comportamientos o conductas asociadas a cada una de ellas en los procesos de mejora continua. Sin embargo no está clara la relación entre etapas, rutinas entendidas como conjuntos de comportamientos y facilitadores. En este trabajo se propone una definición conceptual diferenciada para los facilitadores y para las conductas de la mejora continua. También se ha recopilado y resumido un listado de los facilitadores que dan soporte al desarrollo de la mejora continua en la empresa y propone un modelo de cuándo y cómo se activan los facilitadores y el impacto que tienen esos facilitadores para ir avanzando en las diferentes etapas de evolución del programa de mejora continua.

Dise√Īo/metodolog√≠a: Estudio cualitativo multicaso con 4 empresas medianas, l√≠deres en sus sectores, y con recursos econ√≥micos.

Aportaciones y resultados: Presenta una propuesta de relación entre facilitadores, etapas de evolución y sus conductas asociadas y pone de manifiesto que la evolución de la implantación de la mejora continua no se trata de un continuo incremental, sino que existe un punto de discontinuidad entre las etapas 3 y 4, que exige un cambio radical en el proceso de implantación.

Valor a√Īadido: Extiende el modelo de Bessant et al (2001) explicitando c√≥mo avanzar en el desarrollo de la implementaci√≥n de unos niveles a otros superiores a trav√©s de la activaci√≥n de los facilitadores adecuados. Tambi√©n presenta ejemplos de aplicaci√≥n que pueden resultar muy ilustrativos para los directivos de producci√≥n. Adem√°s, plantea una secuencia de activaci√≥n de los facilitadores que permite orientar a los mandos en la toma de decisiones relacionadas con la implantaci√≥n y despliegue de la mejora continua en sus empresas.

Palabras clave

mejora continua, facilitadores, conductas, evolución, caso, modelo de evolución


Purpose: The evolution model of continuous improvement is at an intermediate stage of development. Previous research had been raised and validated levels and behaviors of continuous improvement. However, there is no clear relationship between levels, routines in terms of group of behaviours, and enablers. We propose a differentiated conceptual definition for facilitators and for the behaviors. We have also collected and summarized a list of enablers that support the development of continuous improvement. In addition, we propose a model of when and how to activate the enablers and the impact of these enablers to go forward at different stages of evolution of the continuous improvement.

Design/methodology/approach: Qualitative Multicase study with 4 midsize businesses with financial resources and leaders in their industries.

Findings and Originality/value: Presents a relationship between facilitators, phases of evolution and its associated behaviors and demonstrates that the evolution of the implementation of continuous improvement is not a continuous incremental, but there is a point of discontinuity between stages 3 and 4 , which requires a radical change in the implementation process.

Originality/value: extend the model of Bessant et al. (2001) explaining how to advance the implementation to higher levels of continuous improvement through the activation of appropriate facilitators. It also presents examples of applications that can be very illustrative for production managers. Also raises an activation sequence of facilitators for guiding the manager in making decisions related to the implementation and deployment of continuous improvement in their companies.


Continuous improvement; enablers; behaviors; case-study; evolution model
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Publicada By  Juan Marin - Investigaci√≥n, PublishedPapers, Resultados    

Alfalla-Luque, Marin-Garcia, Medina-Lopez. An analysis of the direct and mediated effects of employee commitment and supply chain integration on organisational performance, International Journal of Production Economics

Available online 14 July 2014 ISSN 0925-5273

http://dx.doi.org/10.1016/j.ijpe.2014.07.004. (http://www.sciencedirect.com/science/article/pii/S0925527314002217)

Abstract: Abstract This paper focuses on the interrelationships between the different dimensions of supply chain integration. Specifically, it examines the relationship between employee commitment and supply chain integration dimensions to explain several performance measures (flexibility, delivery, quality, inventory and customer satisfaction). Very little research has been conducted into this topic, since employee commitment is rarely included as an antecedent of the effect of supply chain integration on performance. Seven research models have been analysed with Structural Equation Models using a multiple-informant international sample of 266 mid-to-large-size manufacturing plants. The findings suggest that the relationship between employee commitment and operational performance is fully mediated by supply chain integration. Employee commitment contributes to improving internal integration, and internal integration affects performance both directly and indirectly. Moreover, obtaining internal integration helps to achieve supplier and customer integration. As a result, companies should strive to achieve both employee commitment and internal integration, as they mutually reinforce each other. Similarly, managers should achieve internal integration before external integration and include external integration at the strategic level in order to reap the greatest advantages from supply chain integration. Meanwhile, managers should promote employee commitment not only for better supply chain success, but also to mitigate the barriers of supply chain management implementation.

Keywords: Supply Chain Integration; Commitment; Performance; Mediation

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Publicada By  Juan Marin - Investigaci√≥n, PublishedPapers, Resultados    

Giraldo-O’Meara, M.; Marin-Garcia, J. A. & Mart√≠nez-G√≥mez, M. (2014). Validation of the JDS Satisfaction Scales Applied to Educational University Environments. Journal of Industrial Engineering and Management 7[1], 72-99.

Purpose: The aim of this study is to review and summarize the main satisfaction scales used in publications about human Resource Management and educational research, in order to adapt the satisfaction scales of the Job Diagnostic Survey (JDS) to higher education and validate it with a sample of university students and to assess the concept of satisfaction in two different ways: as a single-item measure, with a global indicator and as a multi-item measure, analyzed as a global model and composed by several scales.

Design/methodology/approach: Confirmatory factor analysis with maximum likelihood, using structural equations model, was employed to assess the model fit in 152 business management undergraduates.

Findings and Originality/value: The satisfaction model measured as multi-item scale present an acceptable fit. Even though, some of the satisfaction scales did not present a satisfactory fit, they can be used and interpreted independently with carefulness. Nevertheless, the satisfaction single-item scale presents a better fit and has been validated as a simpler and less costly measure of satisfaction.

Originality/value: In the current process of change that is taking place in universities according to the plan developed by the European Space of higher Education, validated instruments as the satisfaction scale of JDS, adapted to teaching, may facilitate this process through the diagnosis, and follow-up of changes in satisfaction levels in university classrooms.


satisfaction; scale validation; higher education; JDS; university; SEM; EQS

Publicada By  Juan Marin - Investigaci√≥n, PublishedPapers, Resultados    

Marin-Garcia, J. A. & Bonavía, T. (2013). La Organización De La Producción De Las Empresas De Pavimentos y Revestimientos Cerámicos. Alta Dirección [277/278], 42-50.

En este art√≠culo, describimos los datos recogidos en las entrevistas realizadas a 101 directores de producci√≥n y en las visitas posteriores a sus plantas. En nuestros an√°lisis, podemos observar que existen diferencias significativas en el grado de uso de determinadas herramientas de gesti√≥n de la producci√≥n, cuando agrupamos a las empresas por tipo de producto que fabrican. Tambi√©n hemos apreciado que las empresas con m√°s de 150 trabajadores en plantilla, usan m√°s las herramientas contempladas en nuestra investigaci√≥n (ISO-9000, mejora continua en grupos, mantenimiento preventivo, controles de calidad…). Adem√°s, hemos comprobado que existen algunas herramientas, como por ejemplo el SMED, que apenas se han implantado en las empresas del sector.


Publicada By  Juan Marin - Investigaci√≥n, PublishedPapers, Resultados    

Marin-Garcia, J. A.; Perez-Pe√Īalver, M. J. & Watts, F. (2013). How to Assess Innovation Competence in Services: The Case of University Students. Direcci√≥n y Organizaci√≥n [50], 48-62.


Abstract: The main purpose of this paper is to review the concept of innovation capacity in higher education students, proposing
constructs for a measurement model of innovation capacity as a second-order formative model and validation of measurement
scales with 332 students from a Spanish university. The proposed model can be considered to meet, in general, the criteria for
content validity and the validation tests suitable for the formative model. Thus, the academic community can benefit from a validated
measurement instrument that can be used in the future to collect data on dependent and independent variables in causal
models. The paper also presents a contribution for teaching professionals interested in measuring the degree of development of
innovation competence in their students.
Keywords: questionnaire validation, innovation, competence, capacity, skills, assessment, higher education, PLS.
Resumen: Este trabajo presenta una definición de la capacidad de innovación de los estudiantes universitarios. Para ello se propondrá
el modelo de medida de las variables latentes, considerando la capacidad de innovación como un modelo de segundo orden
formativo. Las escalas se han validado con una muestra de 332 estudiantes universitarios espa√Īoles. Podemos considerar que
el modelo propuesto cumple, en general, con los criterios de validez de contenido y las pruebas de validación de escalas formativas.
Ofrecemos a la comunidad académica un instrumento validado que puede ser usado, en el futuro, para medir variables dependientes
o independientes de modelos causales. También representa una contribución para los profesores universitarios interesados
en evaluar el grado de desarrollo de la competencia de innovación en sus alumnos.
Palabras clave: validación de cuestionario, innovación, competencia, capacidad, habilidades, evaluación, universidad, PLS.


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