Hierarchical dysfunctions in academic management and the Peter Principle at a private university in Junín: a qualitative study
DOI:
https://doi.org/10.47606/ACVEN/PH0449Keywords:
University governance, academic leadership, organizational climate, accountabilityAbstract
Contemporary university governance faces tensions between academic participation, quality assurance pressures, and leadership styles that can undermine internal coordination. This study aimed to understand the manifestations and meanings of hierarchical dysfunctions in the academic management of a private university in Junín, Peru, based on the experiences of institutional actors, and to identify areas for improvement related to organizational climate and faculty participation. A qualitative, interpretive study was conducted, structured as a case study, with an analytical strategy based on grounded theory and phenomenological sensitivity. Twelve in-depth, semi-structured interviews with faculty and administrators with hierarchical experience (2021–2025) were analyzed, triangulated with non-participant observation and document review, using open, axial, and selective coding. The results revealed a central category: dysfunctional hierarchical leadership as an obstacle to participatory management. This manifested in appointments perceived as opaque, insufficient preparation for leadership roles, top-down management, and weak accountability, leading to demotivation, a tense work environment, and limited participation. Taken together, the findings suggest that professionalizing leadership, transparency in appointments, and institutionalized evaluation can contribute to strengthening internal governance and the academic climate.
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Copyright (c) 2026 Julia Marleni Martin-Marcelo , Henri Emmanuel Lopez-Gomez , Juan Manuel Sanchez-Soto , Luis Alfredo Calderón-Villegas
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