University of Ciego de Ávila Máximo Gómez Báez
|
ISSN: 2309-8333
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RNPS: 2411
|13(1) |2025|
This is an Open Access article under the CC BY-NC-SA 4.0 license (https://creativecommons.org/licenses/by-nc-sa/4.0/)
Estrategia y Gestión Universitaria EGU
Review article
Cómo citar:
Díaz Guerra, D. D.,
Sánchez
Castillo, V., & Gómez Cano, C. A. (2025).
University Management and Student
Entrepreneurship: A Review of Recent
Literature in the Scopus Database.
Estrategia y Gestión Universitaria
, 13(1),
e8658.
https://doi.org/
10.5281/zenodo.14498119
Received: 26/09/2024
Accepted: 15/12/2024
Published: 02/01/2025
Corresponding author:
diegod.diazg@gmail.com
Conflict of interest:
the authors declare
that they have no conflict of interest that
may have influenced the results obtained
or the proposed interpretations
.
University Management and Student
Entrepreneurship: A Review of Recent
Literature in the Scopus Database
Gestión universitaria y emprendimiento
estudiantil: un análisis de la literatura
reciente en la base de datos Scopus
Gestão Universitária e
Empreendedorismo Estudantil: Uma
Revisão da Literatura Recente na Base
de Dados Scopus
Abstract
Introduction: university management and student
entrepreneurship are increasingly relevant topics in higher
education, as institutions must go beyond mere academic
instruction to forge visionary leaders and transformative
agents of reality. Objective: the main objective of this study
is to analyze the current state of university management and
its influence on student entrepreneurship.
Methodology: a
two-stage methodological approach was employed. In the first
stage, a bibliometric analysis of relevant literature in the
Scopus database was conducted during the period 2019-2024,
to identify the main trends and patterns in research. In the
second stage, an integrative synthesis of the most relevant
articles was carried out, and their contributions to the field
were critically evaluated. Results: the results highlight the
growing importance of the entrepreneurial university concept
and the need to transform university management to
effectively support student entrepreneurship. Conclusion:
this study provides a comprehensive and critical view of
current practices and offers recommendations for the
implementation of educational policies and organizational
changes that enhance the entrepreneurial capacity of higher
education institutions
Keywords: higher education, educational policies,
entrepreneurship
Resumen
Introducción: la gestión universitaria y el emprendimiento
estudiantil son temas cada vez más relevantes en la educación
superior, ya que las instituciones deben ir más allá de la mera
instrucción académica para forjar líderes visionarios y agentes
transformadores de la realidad. Objetivo: Analizar el estado
actual de la gestión universitaria y su influencia en el
emprendimiento estudiantil.
Diego D. Díaz Guerra
1
Universidad Central “Marta Abreu” de Las
Villas
https://orcid.org/0000-0001-5169-838X
diegod.diazg@gmail.com
Cuba
Verenice Sánchez Castillo
2
Universidad de la Amazonia
https://orcid.org/0000-0002-3669-3123
ve.sanchez@udla.edu.co
Colombia
Carlos Alberto Gómez Cano
3
Corporación Unificada Nacional de
Educación Superior
https://orcid.org/0000-0003-0425-7201
carlos_gomezca@cun.edu.co
Colombia
Estrategia y Gestión Universitaria
|
ISSN
: 2309-8333
|
RNPS:
2411
13(1) | January-June |2025|
| Diego D. Díaz Guerra | Verenice Sánchez Castillo | Carlos Alberto Gómez Cano |
Metodología:
se empleó un enfoque metodológico de revisión teórica dividido en
dos etapas. En la primera etapa, se realizó un análisis bibliométrico de la
literatura relevante en la base de datos Scopus durante el período 2019-2024,
para identificar las principales tendencias y patrones en la investigación. En la
segunda etapa, se llevó a cabo una síntesis integrativa de los artículos más
relevantes y se evaluó críticamente sus contribuciones al campo.
Resultados:
los
resultados destacan la creciente importancia del concepto de universidad
emprendedora y la necesidad de transformar la gestión universitaria para
fomentar un entorno que apoye efectivamente el emprendimiento entre los
estudiantes.
Conclusión:
este estudio proporciona una visión comprensiva y
crítica de las prácticas actuales y ofrece recomendaciones para la
implementación de políticas educativas y cambios organizacionales que
potencien la capacidad emprendedora de las instituciones de educación superior.
Palabras clave:
educación superior, políticas educativas, emprendimiento
Resumo
Introdução: a gestão universitária e o empreendedorismo estudantil são temas
cada vez mais relevantes na educação superior, pois as instituições devem ir além
da mera instrução acadêmica para forjar líderes visionários e agentes
transformadores da realidade. Objetivo: o objetivo principal deste estudo é
analisar o estado atual da gestão universitária e sua influência no
empreendedorismo estudantil. Metodologia: foi empregada uma abordagem
metodológica dividida em duas etapas. Na primeira etapa, foi realizado uma
análise bibliométrica da literatura relevante na base de dados Scopus durante o
período 2019-2024, para identificar as principais tendências e padrões na pesquisa.
Na segunda etapa, foi realizada uma síntese integrativa dos artigos mais relevantes
e suas contribuições ao campo foram avaliadas criticamente. Resultados: os
resultados destacam a crescente importância do conceito de universidade
empreendedora e a necessidade de transformar a gestão universitária para
fomentar um ambiente que apoie efetivamente o empreendedorismo entre os
estudantes. Conclusão: este estudo proporciona uma visão compreensiva e crítica
das práticas atuais e oferece recomendações para a implementação de políticas
educacionais e mudanças organizacionais que potencializem a capacidade
empreendedora das instituições de educação superior.
Palavras-chave:
ensino superior, políticas educacionais, empreendedorismo
| Diego D. Díaz Guerra | Verenice Sánchez Castillo | Carlos Alberto Gómez Cano |
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Introduction
The increasing complexity of the global environment has driven universities
to reevaluate their management models and their role in fostering student
entrepreneurship. Due to this new scenario, higher education institutions can no
longer limit themselves on being mere transmitters of knowledge; instead, they are
required to become catalysts of innovation and economic development (Cardeño-
Portela et al., 2023; Monzón Pinglo et al., 2023; Pérez Gamboa & Sánchez Castillo,
2024).
Changes of the paradigm in the university sphere responds to an increasingly
pressing demand from society and businesses seeking to attract workers capable of
undertaking projects with transformative impacts on their communities and sectors
of activity. The notion of the entrepreneurial university gains unprecedented
relevance as it challenges conventional teaching and learning structures and
proposes an educational model that goes beyond mere academic instruction to forge
visionary leaders and transformative agents of reality in this context (Gurney &
Grossi, 2021; Ruiz et al., 2020).
This new educational vision posits that universities must not only teach
specialized knowledge to their students but also have the responsibility to prepare
them to assume leadership roles in the business and social spheres (Eslava-Zapata et
al., 2023). However, implementing this innovative approach requires a profound
transformation in university management, which must be capable of coherently
integrate cutting-edge strategies in innovation, solid support networks, and dynamic
educational policies that foster and sustain this new entrepreneurial mindset
(Eslava-Zapata et al., 2024).
Research background in this context highlights the urgent need to explore
the main trends in university management and its role in student entrepreneurship
(Schimperna et al., 2021). For this reason, this article seeks to provide a detailed
analysis of university management and its influence on student entrepreneurship,
with an emphasis on educational policies and the organizational changes necessary
to foster an effective entrepreneurial environment. This analysis is crucial since the
ability of universities to adapt to current environmental demands and support their
students in creating new ventures will significantly impact their competitiveness and
relevance in the future.
Methodology
To fulfill the research objectives, a two-stage methodological approach was
clearly defined: a bibliometric analysis and an integrative synthesis of the most
relevant articles on university management and student entrepreneurship during the
2019-2024 period. This combined methodology provided a comprehensive and in-
depth perspective on trends and developments in university management and
student entrepreneurship, forming a solid foundation for future research and policy
formulation in this field (Sánchez Castillo et al., 2024).
Stage 1: Bibliometric Analysis
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The bibliometric analysis consisted of identifying trends and patterns in
research on university management and student entrepreneurship during the 2019-
2024 period. This statistical analysis allows understanding the evolution of
publications, as well as the relevance and impact of works in this field. The
methodology for this stage was developed in the following steps:
Database Selection: The Scopus database was used due to its broad scope
and relevance in scientific literature. Scopus was selected because it is one of the
largest databases of peer-reviewed literature abstracts and citations.
Searching Criteria: The searching was limited to the period between 2019
and 2024. Keywords such as "university management," "student entrepreneurship,"
"entrepreneurial university," and "higher education" were used, combined with
Boolean operators to ensure result relevance.
Data Extraction: Retrieved articles were filtered by relevance, citations,
and belonging to high-impact indexed journals. Data was collected on the number
of annual publications, most productive authors, journals with the highest number
of publications, and citations received.
Data Analysis and Visualization: Bibliometric data was analyzed using
VOSviewer and Bibliometrix, tools that allow visualization of co-citation networks,
author collaboration, and keyword analysis. This helped identify the main research
lines and emerging trends in the field.
Stage 2: Integrative Synthesis
Following the bibliometric analysis, an integrative synthesis was conducted
to consolidate and evaluate in-depth the findings of the most relevant articles. This
stage focused on extracting qualitative information to complement the quantitative
results of the bibliometric analysis.
Articles selection: Based on the bibliometric analysis, the 250 most-cited
articles and those presenting significant contributions to the field were selected.
Selection criteria included methodological quality, theoretical relevance, and
contribution to the development of policies and practices in university management
and student entrepreneurship.
Critical Analysis: A critical analysis of each selected article was conducted,
identifying methodological approaches, main findings, limitations noted by the
authors, and implications for practice in universities. This analysis synthesized best
practices and management models that favor student entrepreneurship.
Results Integration: The critical analysis results were integrated to provide
a holistic view of the current state of knowledge in the field. The integrative
synthesis focused on identifying convergences and divergences in the literature, as
well as areas requiring further research.
Ethical considerations and limitations
Throughout the process, integrity and transparency in the articles selection
and analysis were ensured. Additionally, inherent limitations of the bibliometric
approach, such as dependence on the quality of database records and the potential
| Diego D. Díaz Guerra | Verenice Sánchez Castillo | Carlos Alberto Gómez Cano |
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exclusion of relevant studies not indexed in Scopus, are acknowledged (King et al.,
2020; Wang et al., 2019).
Results and discussion
The bibliometric analysis reveals a dynamic landscape concerning academic
research on university management and student entrepreneurship. The year-by-year
analysis shows significant fluctuations in scientific production. In 2019, 86
publications were recorded, marking the beginning of growing interest in the topic.
This interest peaked in 2022 with 121 publications, reflecting a steady increase in
attention to university management and student entrepreneurship.
In 2021, a first peak with 113 publications indicates a crucial moment when
the topic began gaining greater relevance in the academic community. However, in
subsequent years, a slight declination in academic production is evident, with 101
publications in 2023 and 82 in 2024. Despite this downward trend in recent years,
the topic remains central to study and debate in various academic contexts.
When analyzing the most prominent countries in these research, nations such
as the United Kingdom, China, Spain, Indonesia, United States, and Russia stand out
(see Figure 1). These countries have collaborated and contributed significantly to
the literature on university management and student entrepreneurship by offering
diverse perspectives and approaches to the academic discussion (see Figure 2).
Figure 1
Countries most involved in research in this field
Source: VOSviewer.
Figure 2
Country collaboration map
| Diego D. Díaz Guerra | Verenice Sánchez Castillo | Carlos Alberto Gómez Cano |
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Source: Bibliometrix.
Regarding the most prolific journals in this field, publications such as
Frontiers in Psychology, Cogent Business and Management, Sustainability,
International Journal of Management Education, and ACM International Conference
Proceeding Series stand out. These journals have served as important platforms for
disseminating relevant research in university management and student
entrepreneurship (see Figure 3).
Figure 3
Interrelation between journals addressing the topic
Source: VOSviewer.
The predominant areas in which this phenomenon has been studied are social
sciences and business management (see Figure 4). These disciplines have provided a
solid theoretical framework for addressing issues related to the entrepreneurial
university, factors of entrepreneurial intention, and entrepreneurship education.
The main keywords marking research in this field include students,
entrepreneurship, sustainability, higher education, knowledge management, and
educational engineering (see Figures 5 and 6).
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Based on the analysis of the keywords, it is observed that academic research
shows a growing interest in the entrepreneurial university that fosters the
integration of an entrepreneurial culture within the university environment. This
analysis identifies trends in motivational factors influencing entrepreneurial
intention and highlights the importance of education for entrepreneurship.
Figure 4
Principal research areas
Source: by the author.
Figure 5
Principal terms in the study of university governance and student entrepreneurship
Source: VOSviewer.
0
50
100
150
200
250
300
Social Sciences
Business,
Management and
Accounting
Computer
Science
Engineering
Economics,
Econometrics and
Finance
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This analysis is pivotal in advancing the field of university management and
student entrepreneurship, identifying new research avenues (see Figure 7). It
enriches the academic discourse and informs the development of more effective
policies. By understanding the key trends in this area, we can foster an
entrepreneurial university and cultivate an entrepreneurial mindset among students
to address contemporary and future labor market challenges (Etzkowitz et al.,
2021).
Figure 6
Branching map of keywords used
| Diego D. Díaz Guerra | Verenice Sánchez Castillo | Carlos Alberto Gómez Cano |
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Source: Bibliometrix.
Figure 7
New research topics in university management and student entrepreneurship"
Source: Bibliometrix.
Entrepreneurial university: Innovations for Entrepreneurship Education
This section underscores the transformative shift towards entrepreneurial
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universities, which involves more than just adding entrepreneurship courses. It
entails the creation of supportive ecosystems that nurture innovation and empower
students to become entrepreneurs (Ripoll-Rivaldo, 2023; Morozova & Ivanov, 2019).
The consulted literature confirms that universities adopt innovative
interdisciplinary approaches that combine theory with practice and the use of
didactic tools such as business simulations, mentoring, and open innovation projects
to prepare students for entrepreneurship challenges in the 21st century. This allows
students to develop essential skills such as problem-solving, leadership, decision-
making, and risk management, which are fundamental for success in the business
world (Boldureanu et al., 2020; Hahn et al., 2019).
In addition to, entrepreneurial universities create dynamic and collaborative
learning environments that foster interaction between students, entrepreneurs, and
business people, and enable the exchange of ideas and experiences. This allows
students to develop an entrepreneurial mindset and innovative vision that enables
them to address future challenges with confidence and creativity (Pérez Gamboa &
Sánchez Castillo, 2024).
Factors that Influence and Condition Entrepreneurial Intention
Another point of analysis emerging from the bibliometric review is that
entrepreneurial intention in university students has been the subject of several
comprehensive studies that have identified a variety of contextual, motivational,
and personal factors. These elements significantly influence students' decisions to
start their own businesses (Li et al., 2022).
Specifically among these contextual factors are the economic environment,
access to resources, and the availability of business opportunities. A favorable
economic environment, with a growing economy and demand for innovation, can
foster entrepreneurial intention among students. Furthermore, access to resources
such as financing, incubators, and accelerators can also positively influence students'
decisions to become entrepreneurs (Bazan et al., 2020; Gómez Miranda, 2022).
On the other hand, motivational factors include the need for achievement,
autonomy, and personal fulfillment. The need for achievement and the ambition to
reach goals can drive students to seek entrepreneurial opportunities. Autonomy and
freedom to make decisions can also motivate students to become entrepreneurs, as
it allows them to have control over their own path and destiny. Personal fulfillment
and the search for a professional identity can also influence students'
entrepreneurial intention (Hassan et al., 2021; López Rodríguez del Rey et al., 2024).
Additionally, personal characteristics such as risk tolerance, self-confidence,
and creativity also play a fundamental role in entrepreneurial intention. Risk
tolerance and willingness to take on challenges can allow students to overcome
obstacles and move forward with their entrepreneurial ideas. Self-confidence and
belief in their own abilities and capabilities are also essential for students to feel
comfortable in entrepreneurship. Creativity and the ability to innovate are also
fundamental to developing innovative and competitive solutions (Noroña González
et al., 2023; Sun et al., 2020).
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The most prominent authors in this field emphasize that it is important to
highlight that the interaction between these factors is complex and can vary
according to context and culture. This analysis matrix becomes clear when
conceiving that entrepreneurial universities can positively influence students'
entrepreneurial intention by providing them with an environment conducive on
developing entrepreneurial skills and competencies. Educational institutions can
understand these factors better by designing effective programs and strategies to
foster entrepreneurial intention and support students on their path to business
success (Lu et al., 2021; Lv et al., 2021).
The Importance of Entrepreneurship Education
The bibliometric analysis reveals that entrepreneurship education has
experienced significant growth in the last two decades, with a notable increase in
the number of publications and citations since 2019. This trend reflects the growing
interest in entrepreneurial education as a way to prepare students for the challenge
of entrepreneurship and innovation in the 21st century (López-González, 2023).
The consulted studies show that entrepreneurship education programs can
positively influence students' entrepreneurial mindset, fostering creativity,
innovation, and risk-taking (Handayati et al., 2020; Wardana et al., 2020). However,
other authors highlight that entrepreneurship education programs can also provide
students with the necessary skills and competencies to develop and launch their own
businesses, which can have a positive impact on the economy and society in general
(Brüne & Lutz, 2019; Carpenter & Wilson, 2021).
In addition, the studies also emphasize the need for deeper research on how
these programs affect long-term entrepreneurial behavior. It is important to
understand how entrepreneurship education programs can influence students'
entrepreneurial intention, as well as their ability to overcome the challenges and
obstacles that entrepreneurs face. Furthermore, it is fundamental to investigate how
entrepreneurship education programs can be designed and improved to have a more
significant impact on entrepreneurial behavior and business success (Ahmed et al.,
2020; Zhang et al., 2022).
Among the aspects that should be investigated in depth are the effectiveness
of different teaching approaches and methods, the importance of practical
experience and project-based learning, and the relationship between
entrepreneurship education and the development of specific skills and
competencies, such as problem-solving, decision-making, and risk management
(Ricardo Jiménez, 2022).
The SWOT matrix presented in Figure 8 focuses on the previously proposed
units of analysis and is aimed at university management specialists as a fundamental
tool for researchers and professionals seeking to understand and improve
entrepreneurship education. This matrix allows for the identification and analysis of
the weaknesses, threats, strengths, and opportunities found in the university
environment that influence entrepreneurship education.
These aspects are crucial for designing and implementing effective programs
and strategies that foster entrepreneurial intention and business success. By
analyzing this matrix, researchers and professionals can identify areas for
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improvement and growth opportunities, and develop strategies to overcome
weaknesses and threats, and take advantage of strengths and opportunities. In this
way, the SWOT matrix becomes a valuable tool to improve entrepreneurship
education and fostering the development of entrepreneurial skills and competencies
in students, which can have a positive impact on the economy and society in general.
Figure 8
SWOT Matrix for University Management Specialists
Source: by the author.
As observed, the development of educational policies that promote student
entrepreneurship and the necessary organizational change in universities requires a
comprehensive and strategic approach. However, several authors emphasize that
this approach must not overlook the transformation of organizational structure and
university culture to promote an environment that supports innovation and the
creation of new businesses by students (Cunningham & Menter, 2022; Lv et al.,
Strengths:
Adaptability to New Models:
Universities' capacity to adapt to
entrepreneurial management
models
Available Resources: Access to
networks of incubators and
accelerators
Interdisciplinary Approach:
Promotion of collaboration
between different disciplines to
support student entrepreneurship
Opportunities:
Expansion of Entrepreneurial
Ecosystems: Growth of entrepreneurial
ecosystems within universities, with
more funds and resources available for
student projects
International Collaboration: Opportunity
to collaborate with international
institutions to strengthen
entrepreneurship programs
Educational Innovation: Use of emerging
technologies and innovative
methodologies to improve
entrepreneurship education
Weaknesses:
Inequality in Access: Differences in
access to entrepreneurial resources
among universities from different
regions
Resistance to Change: Institutional
resistance to transformation
towards an entrepreneurial
university model
Lack of Follow-up: Insufficient
long-term monitoring and support
for student entrepreneurial
projects
Threats:
Uncertain Economic Environment:
Impact of global economic instability
on available resources for
entrepreneurship
International Competition: Growing
competition from international
universities offering more advanced
entrepreneurship programs
Regulatory Change: Changes in
educational and economic policies that
could affect funding and support for
student entrepreneurship
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2022).
In this sense, the incorporation of entrepreneurship programs into the
curriculum, support for interdisciplinary education, and the creation of support
networks are key strategies to promote student entrepreneurship. These educational
policies have shown tangible evidence in increasing student participation in
entrepreneurial activities and improving their entrepreneurial skills and
competencies, which in turn can have a positive impact on the economy and society
(Cui, 2021; Núñez-Canal et al., 2023).
However, other authors highlight that for these educational policies to be
effective, universities need to undergo a profound organizational change. This
implies adopting a culture that values innovation and calculated risk, which in turn
enables the transformation of universities towards entrepreneurial university models
(Hende et al., 2022; Palumbo & Manna, 2019).
This way, universities can create business incubators, coworking spaces, and
innovation laboratories within campus, providing students with the necessary
resources and environment to develop and test their ideas. Furthermore, this
cultural transformation can foster collaboration between departments and faculties,
enabling greater interdisciplinarity and a broader offering of courses and programs
that integrate entrepreneurship (Pellegrini & Johnson-Sheehan, 2020).
Another point of analysis focuses on considering continuous faculty training
as a fundamental link for implementing effective educational policies. In this regard,
teacher training programs should include workshops and updated courses in
entrepreneurship, enabling teachers to be trained in the latest trends and
technologies in entrepreneurship. Additionally, they will also be able to acquire
innovative pedagogical methodologies that foster critical thinking and creativity in
students (Díaz-Guerra et al., 2023; Igwe et al., 2022).
Thus, teachers can provide students with the necessary guidance and support
to develop their entrepreneurial skills and competencies. Furthermore, continuous
faculty training can foster innovation and experimentation in teaching, which can
lead to the creation of new teaching and learning models that are more effective
for students (Iglesias-Sánchez et al., 2019; Mico & Cungu, 2023).
On the other hand, several authors suggest that implementing strategies
such as "Learning by Doing," access to financing and resources, and links with the
business sector can increase opportunities for success for student entrepreneurs
(Colombelli et al., 2022). These strategies can provide students with the practical
experience and necessary resources to launch and develop their projects.
Furthermore, connection with the business sector can provide students with
networking and mentoring opportunities, which can be fundamental to the success
of their projects. In this sense, the implementation of these strategies can foster
the creation of startups and innovative companies that can have a positive impact
on the economy and society (Klofsten et al., 2020; Velásquez Castro & Paredes-
Águila, 2024).
Ultimately, it is the authors' consideration that the effective implementation
of educational policies, organizational change, and strategies to develop student
entrepreneurship can have a significant impact on fostering student
| Diego D. Díaz Guerra | Verenice Sánchez Castillo | Carlos Alberto Gómez Cano |
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entrepreneurship. However, for these initiatives to be effective, universities and
governments need to work together to create an environment that promotes
innovation and entrepreneurship (Díaz-Guerra, 2022). This can be achieved through
the creation of policies and programs that support student entrepreneurship,
continuous faculty training, and connection with the business sector.
Therefore, success in promoting student entrepreneurship requires an
integrative perspective that combines educational policies with organizational
change that supports and values innovation. Universities that manage to integrate
these strategies will be better positioned to foster an entrepreneurial culture among
their students and will contribute more sustainably to economic and social
development through the creation of new companies and opportunities (Padilla-
Angulo, 2019; Porkodi et al., 2023).
Conclusions
The transformation towards the entrepreneurial university model is crucial
to meet the demands of today's global environment, which implies organizational
restructuring and a focus on innovation and the creation of ecosystems that promote
student entrepreneurship. To achieve this, it is necessary to develop and implement
educational policies that integrate entrepreneurship into the academic curriculum,
promote interdisciplinarity, practical training, and access to support networks.
These actions will allow students to acquire the necessary skills to become successful
entrepreneurs. Furthermore, university management must adapt to effectively
support student entrepreneurship, which requires significant organizational changes,
such as the creation of incubators, promotion of innovation culture, and
establishment of links with the business sector, which will allow universities to lead
in the training of future entrepreneurs.
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About the main author
Diego D. Díaz Guerra: Ba
chelor’s Degree in Psychology from the Central University
“Marta Abreu” of Las Villas, Villa Clara, Cuba. Certified in Cognitive Neuroscience
and Human Behavior by Edutin Academy, Delaware, United States. He has clinical
and research experience in the fiel
ds of neuropsychology, experimental psychology,
and statistical data análisis.
Declaration of author responsibility
Diego D. Díaz Guerra
1:
Conceptualization, Data Curation, Formal Analysis,
Research, Methodology, Resources, Software, Supervision, Validation/Verification,
Visualization, Writing/original draft and Writing, review and editing.
Verenice Sánchez Castillo
2:
Methodology, Software, Supervision,
Validation/Verification, Visualization, Writing/original draft and Writing, review and
editing.
Carlos Alberto Gómez Cano
3: Research, Methodology, Software, Supervision,
Val
idation/Verification, Writing/original draft and Writing, review and editing.
Financing:
This research was carried out using own resources
.
