Disfunciones jerárquicas en la gestión académica y Principio de Peter en universidad privada de Junín: estudio cualitativo
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https://doi.org/10.47606/ACVEN/PH0449Palabras clave:
Gobernanza universitaria, Liderazgo académico, Clima organizacional, Rendición de cuentasResumen
La gobernanza universitaria contemporánea enfrenta tensiones entre participación académica, presiones de aseguramiento de la calidad y estilos de conducción que pueden deteriorar la coordinación interna. Este estudio tuvo como objetivo comprender las manifestaciones y significados de las disfunciones jerárquicas en la gestión académica de una universidad privada de Junín (Perú), a partir de las experiencias de actores institucionales, e identificar orientaciones de mejora vinculadas al clima organizacional y la participación docente. Se realizó un estudio cualitativo interpretativo, estructurado como estudio de caso, con estrategia analítica de teoría fundamentada y sensibilidad fenomenológica. Se analizaron 12 entrevistas semiestructuradas en profundidad a docentes y autoridades con experiencia jerárquica (2021–2025), trianguladas con observación no participante y revisión documental, mediante codificación abierta, axial y selectiva. Los resultados mostraron una categoría central referida al liderazgo jerárquico disfuncional como obstáculo para una gestión participativa, expresada en designaciones percibidas como poco transparentes, preparación insuficiente para funciones directivas, conducción verticalista y débil rendición de cuentas, con efectos en desmotivación, clima tenso y participación limitada. En conjunto, los hallazgos sugieren que la profesionalización del liderazgo, la transparencia en designaciones y la evaluación institucionalizada pueden contribuir a fortalecer la gobernanza interna y el clima académico.
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Derechos de autor 2026 Julia Marleni Martin-Marcelo , Henri Emmanuel Lopez-Gomez , Juan Manuel Sanchez-Soto , Luis Alfredo Calderón-Villegas
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