Gloria María Zambrano Aranda

Anxiety about being replaced by artificial intelligence (AI) is becoming a central part of how employees experience technological change, yet its behavioral consequences and the interventions that address it remain understudied. Drawing on Conservation of Resources (COR) theory, we position AI replacement anxiety as an anticipation of resource loss that prompts defensive coping, specifically the withholding of knowledge from colleagues, and examine whether leader-expressed humility can attenuate it. Using survey data from 762 employees in Peru and Türkiye—two settings marked by high exposure to generative AI and uneven institutional readiness—we find that employees perceiving humility in their leaders’ behavior report lower AI replacement anxiety and, in turn, less knowledge hiding. The benefits of humility, however, are not evenly distributed. Its negative associations with both AI anxiety and knowledge hiding are stronger in genderdissimilar dyads and weaker in gendermatched ones, suggesting that demographic similarity provides relational reassurance that makes explicit humility cues less diagnostic. These findings identify AI replacement anxiety as a mechanism linking leader humility to defensive knowledge withholding and extend COR theory by showing that the value of leader-supplied resources depends not only on their availability but on the relational conditions under which employees interpret them.

This study aimed to test whether a serious-game intervention (Bodegus) strengthens the relationship between the perceived usefulness of formal business practices and the intention to formalize these practices. Using a pre-experimental pre-test–post-test design, 38 Peruvian entrepreneurs played Bodegus as part of a workshop on formality and completed a questionnaire measuring the constructs’ perceived usefulness and intention to formalize business practices. The constructs were modeled as second-order composites in the areas of governance/leadership, legal/tax, and accounting/finance. The analysis was conducted using a multi-group Structural Equation Model with the partial least-squares method. Although the group-difference tests were not statistically significant, the relationship between the two variables was stronger in the post-test model, showing higher explanatory and predictive metrics; therefore, the results were interpreted as exploratory. The originality of this study lies in presenting and detailing Bodegus as a serious-game intervention study that tests two opposing normative ethical approaches: virtue ethics and utilitarianism. Its impact consists of offering a replicable design and an analytical approach for ethical/behavioural education on informality, guiding course design, and micro-level policy initiatives aimed at fostering formal business practices.

This chapter, per the authors, examines the entrepreneurial trajectory of a Peruvian woman micro-entrepreneur navigating Latin America's high-informality environment. Drawing on the Theory of Planned Behavior and Upper Echelons Theory, it analyzes how attitudes, subjective norms, and managerial cognition shape intentions, resilience, and gradual formalization. Using a qualitative case study design, the chapter integrates interviews, participant observation, and documentary data to trace the evolution from informal street vending to managing a neighborhood store aspiring to become a supermarket in Ventanilla, Callao. Findings reveal that family embeddedness, community trust, microcredit, and the incremental use of digital tools such as Yape and Plin foster adaptive growth, while informality constrains access to credit and professionalization. The discussion highlights the interaction between behavioral intention, values-based management, and purpose, offering policy and scholarly implications for supporting women-led microenterprises toward sustainable formalization.

Purpose: This study examines the interrelations among educational level, financial literacy, financial inclusion and informal financial business practices of female entrepreneurs in Lima, Peru, focusing on their intentions toward business formalization. Additionally, it explores the influence of legal formalization on both business formality and tendencies toward informality intentions. Design/methodology/approach: The methodology involved a self-administered survey among 118 female entrepreneurs in the small vendor “Bodega” sector, with statistical analysis conducted via partial least structural equation modeling. Findings: The study’s outcomes validated the significant role of financial literacy and inclusion as mediators between educational level and formalization intentions. Notably, legal formalization did not significantly alter these dynamics. Research limitations/implications: Limitations arise from the study’s explanatory power and lack of predictive capability for all dependent variables, likely due to sample specificity. Additionally, the quantitative research approach does not allow for a deeper understanding of these phenomena. Practical implications: We advocate reevaluating prevailing attitudes toward legal formality and informal practices, emphasizing tailored public policies for older female entrepreneurs and access to formal financing independent of legal registration. This underscores the need for enhanced educational levels for young women and coordinated efforts among institutional actors to more effectively promote formality. Originality/value: This research contributes original insights into the emphasis on informal practices over mere legal registration, especially pertinent to female entrepreneurship. It also highlights the counterintuitive significant inverse relationship between age and formalization intentions, enriching the discourse on entrepreneurial motivation.

This article presents findings from a survey conducted in Lima, Peru, aimed at understanding the relationships between education, financial literacy, financial inclusion, and informal financial business practices among small female vendors. The study, which collected 118 valid responses, focused on the impact of these factors on vendors’ intentions toward formalization. Formality was assessed based on legal registration with tax authorities, emphasizing the informal practices viewed on a continuum. These practices were evaluated using a five-point gradation scale that depicted varying levels of formality. Financial literacy, financial inclusion, research data journal for the humanities and social sciences 9 (2024) and formalization intentions were measured using a five-point Likert scale, while a dichotomous question captured the formality-informality of the businesses. The demographic variables included age, gender, business tenure, employee count, and business activity. Educational level, typically treated as demographic, was considered an antecedent to financial literacy. The dataset linked to this study included raw survey data. It serves as a valuable resource for researchers, industry representatives, public authorities, and stakeholders from developing countries to deal with informality and formalization. The survey methodology and data are adaptable for use in different national contexts, facilitating comparative analysis in developing countries.

El presente trabajo evalúa la aplicación del juego Monopolio desde la perspectiva de estudiantes de una universidad privada. Es una investigación cualitativa, de carácter descriptivo fenomenológico. Se usó como técnica un grupo focal (5 participantes) para evaluar desde las percepciones de los estudiantes presenciales. Siguiendo los antecedentes y continuando con lo desarrollado por la teoría de la autodeterminación y de la inmersión en juegos, se encuentra que existe una reacción positiva ante la motivación para desarrollarse académica y actitudinalmente gracias a la aplicación del juego; no obstante, la naturaleza hibrida de la sesión generó problemas técnicos que impidieron una inmersión.

The COVID-19 pandemic forced a large section of Peruvian universities to design systems for emergency virtual education. This required professors to quickly learn how to use teaching platforms, digital tools and a wide range of technological skills. In this context, it is remarkable that formative assessment may have been the pedagogical action with the greatest number of challenges, tensions and problems, due to the lack of preparation of many professors to apply performance tests and provide effective feedback. Given this, it is presumed that these insufficiencies (previously exhibited in face-to-face education) were transferred to virtual classrooms in the framework of the health emergency. A survey study was carried out on 240 students from a private university in Lima to find out their perceptions and preferences regarding the tests that their professors administered in the virtual classrooms. It was found that the students were assessed, for the most part, with multiple choice tests. In addition, it was found that the students recognized that the essay tests were the most important for their education, but they preferred multiple choice tests. Finally, it was found that law school students were mostly assessed with essay tests and psychology students with oral tests.

La presente investigación busca analizar la satisfacción de los egresados de una maestría. Partimos de la noción de que las percepciones sobre el proceso de aprendizaje son determinantes para entender la satisfacción sobre un servicio académico recibido. Planteamos un marco conceptual que integra la teoría del involucramiento de Astin (1985) y la satisfacción estudiantil que prioriza los servicios académicos de Walberg (1981) y de Aguer (2016). En ese sentido, realizamos entrevistas a profundidad para entender el fenómeno. A partir de ello, planteamos que la satisfacción de los servicios de maestría analizada depende de la enseñanza académica y el desarrollo emocional.

Information about the paper titled "VALIDATION OF AN INSTRUMENT TO RELATE THE LEARNING EXPERIENCE AND THE SATISFACTION OF THE TRAINING RECEIVED FROM THE MASTER'S GRADUATE" at IATED Digital Library

Information about the paper titled "THE LEARNING EXPERIENCE AND THE SATISFACTION OF THE TRAINING RECEIVED BY MASTER'S GRADUATES AT A PRIVATE UNIVERSITY IN METROPOLITAN LIMA" at IATED Digital Library