Human capital management of teaching staff in the university administration of a private institution in Junín
DOI:
https://doi.org/10.47606/ACVEN/PH0452Keywords:
Teaching human capital, university governance, faculty development, organizational climateAbstract
Faculty human capital constitutes a strategic asset; however, its management tends to be more administrative than development-oriented. The objective of this study was to examine the perception and meaning of faculty human capital management within the university administration of a private institution in the Junín region of Peru. The study employed a qualitative approach and a hermeneutic design, utilizing semi-structured interviews with four faculty members and a documentary analysis of institutional management guidelines. The inquiry yielded three thematic areas: (1) institutional practices for faculty human capital management, (2) faculty skills and competencies, and (3) values, organizational climate, and recognition. The results indicate that preparation and performance evaluation were perceived as being carried out in a piecemeal fashion, lacking contextualization and providing limited feedback. While digital tools improved monitoring, they also increased the administrative workload. Faculty development has depended on the faculty's own interest in training, and innovation has received little recognition and limited participation. It was concluded that strengthening the teaching human capital in regional private universities requires an integrative management that coordinates the organizational commitment with formative evaluation, differentiated development pathways, recognition and balance of workload.
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