*Educational Innovation in Higher Education with the Use of Management Simulators… DOI: http://dx.doi.org/10.5772/intechopen.112771*

disciplinary competencies in the area of study lies in the ease with which graduates can enter the labor market. It is evident that professionals have the option of being businessmen or entrepreneurs; however, some may be oriented toward the labor field. In this sense, the literature evidences the measurement of disciplinary competencies in the academic processes with the use of simulators, but it has failed to consider two areas, the personal and the group, which are shown in **Tables 3** and **4**. 9% emphasize scenario planning, 54.5% the application of knowledge acquired in the career and autonomous learning to improve knowledge, 53.8% the acquisition of the managerial role, 53.4% the selection and application of strategies to solve situations, 52.4% the use of financial analysis techniques, and 51.4% indicate that it is leadership in the management of a team. All the above show strengths for the Business Administrator, which are acquired in the teaching-learning process and are necessary for performance in the disciplinary field.

**Table 4** shows the group management competencies that are considered to have improved with the use of the simulators, where 47.9% of the university students emphasize the search for efficiency in the organizational environment, 44.1% leadership in decision-making processes, 45.5% the creation of competitive teams that work for results, 44.1% leadership in the distribution of activities, 43.4% communication among participants to analyze results, 43.1% collaborative learning through teamwork, and 42.1% knowledge of competitors. The results show that collaborative work increases in the different scenarios, allowing to strengthen decision making in the simulation.


#### **Table 3.**

*Individual managerial competencies of business managers.*


#### **Table 4.**

*Group management competencies developed with the use of simulators.*

Subsequently, significant differences were detected between genders and disciplinary abilities, skills, and competencies after using the ANOVA method. Among the abilities, women indicate that the most relevant is to analyze quantitative information (*p* < 0.000), while men bet on group work (*p* < 0.000), and among the skills, women indicate that it is the search for and analysis of information (*p* < 0.000), and men indicate problem solving (*p* < 0.000). Among individual competencies, the university women say that leadership is more important in the management of the work team (*p* < 0.003), while the university men consider that they maintain autonomous learning to improve their knowledge (*p* < 0.012); and among group competencies, women create personal relationships with the members of their teams to make business decisions (*p* < 0.000), and men create competitive teams that are oriented to obtain results (*p* < 0.000).
