Efectos (in)tangibles de la acreditación de la calidad académica en la formación de la identidad organizacional en los docentes universitarios
Date
2023-12-12
Authors
Fernández Concha, Rafael Alejandro
Journal Title
Journal ISSN
Volume Title
Publisher
Pontificia Universidad Católica del Perú
Abstract
Las instituciones de educación superior se han visto sujetas a una serie de fuerzas
institucionales en los últimos años, que han conducido a cambios importantes respecto a la
“idea” de la universidad: qué es y cuál es su rol social. Ello ha generado una serie de
cambios, especialmente vinculados a la incorporación de valores administrativos (como la
eficiencia, la competitividad, el foco en resultados económicos, entre otros) que, en efecto,
también tienen consecuencias en la estrategia, la cultura organizacional y las personas.
En el presente estudio se ha buscado comprender a mayor profundidad el proceso
de formación de identidad organizacional, es decir, cómo construyen y reconstruyen los
docentes su comprensión de quién es su organización, a la luz de todos estos cambios,
específicamente, aquellos que son fruto de las acreditaciones de calidad, expresión
concreta de las lógicas de aseguramiento de la calidad y gestión de la calidad en la
educación. Para ello se ha valido de un método cualitativo desde un enfoque
constructivista, y se ha basado en la necesidad de explorar un fenómenos relativamente
reciente y poco abordado, sobre todo en el contexto nacional. Tanto la novedad del
problema como del abordaje justifican la realización de un estudio de esta naturaleza.
De este modo, se halló que existe un proceso de formación de identidad
organizacional en los docentes que es particular respecto a las propuestas teóricas y que
consiste en la identificación (a su vez compuesto por la valoración y la contrastación), la
legitimación (acción estratégica y cambio organizacional) y la construcción de identidad
organizacional.
Higher education institutions have been subject to a series of institutional forces in recent years, which have led to important changes regarding the “idea” of the university: what it is and what its social role is. This has generated a series of changes, especially linked to the incorporation of administrative values (such as efficiency, competitiveness, focus on economic results, among others) that, in effect, also have consequences on the strategy, organizational culture and people. In the present study we have sought to understand in greater depth the process of organizational identity formation, that is, how teachers construct and reconstruct their understanding of who their organization is, considering all these changes, specifically, those that are the result of quality accreditations, a concrete expression of the logic of quality assurance and quality management in education. To do this, a qualitative method has been used from a constructivist approach, and it has been based on the need to explore a relatively recent and little-addressed phenomenon, especially in the national context. Both the novelty of the problem and the approach justify carrying out a study of this nature. In this way, it was found that there is a process of organizational identity formation in teachers that is particular with respect to the theoretical proposals and that consists of identification (in turn composed of assessment and contrast), legitimation (strategic action and organizational change) and the construction of organizational identity.
Higher education institutions have been subject to a series of institutional forces in recent years, which have led to important changes regarding the “idea” of the university: what it is and what its social role is. This has generated a series of changes, especially linked to the incorporation of administrative values (such as efficiency, competitiveness, focus on economic results, among others) that, in effect, also have consequences on the strategy, organizational culture and people. In the present study we have sought to understand in greater depth the process of organizational identity formation, that is, how teachers construct and reconstruct their understanding of who their organization is, considering all these changes, specifically, those that are the result of quality accreditations, a concrete expression of the logic of quality assurance and quality management in education. To do this, a qualitative method has been used from a constructivist approach, and it has been based on the need to explore a relatively recent and little-addressed phenomenon, especially in the national context. Both the novelty of the problem and the approach justify carrying out a study of this nature. In this way, it was found that there is a process of organizational identity formation in teachers that is particular with respect to the theoretical proposals and that consists of identification (in turn composed of assessment and contrast), legitimation (strategic action and organizational change) and the construction of organizational identity.
Description
Keywords
Comportamiento organizacional, Cultura organizacional, Profesores universitarios--Investigaciones, Universidades--Administración, Acreditación (Educación)
Citation
Endorsement
Review
Supplemented By
Referenced By
Creative Commons license
Except where otherwised noted, this item's license is described as info:eu-repo/semantics/embargoedAccess