English
Assessing the Performance of Academic Chairs: A Leadership Approach851
Publicado:
may 9, 2022
Palabras clave:
leaders, leadership styles, assessment, training
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Resumen
Los coordinadores académicos juegan un papel esencial en sus instituciones educativas porque trabajan de cerca con el personal docente y administrativo, y con estudiantes para abordar retos importantes. Esta investigación busca examinar las percepciones del personal docente sobre el desempeño organizacional de sus coordinadores académicos en una institución de educación superior en Baja California, México. La investigación se fundamentó en el modelo de Rango Total de Liderazgo instrumentado mediante el Cuestionario Multifactorial de Liderazgo. Los modelos de regresión sugieren que la efectividad organizacional, satisfacción con el trabajo, y esfuerzo adicional muestran correlaciones positivas con conductas de liderazgo transformacional y transaccional. También sugieren que estos factores muestran correlaciones negativas con liderazgo pasivo. La principal conclusión es que los coordinadores de programas académicos deben inspirar al profesorado para obtener cambios positivos, comunicar expectativas de desempeño y criterios de recompensa, y aceptar responsabilidad por los resultados de su departamento. Este estudio es original porque ofrece a instituciones educativas un proceso replicable para evaluar el desempeño de coordinadores académicos, así como recomendaciones para mejorar la efectividad de programas de entrenamiento y desarrollo.
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Cómo citar
Diaz, E. R. (2022). Assessing the Performance of Academic Chairs: A Leadership Approach. Revista Del Centro De Investigación De La Universidad La Salle, 15(57), 159–184. https://doi.org/10.26457/recein.v15i57.2869
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Citas
Al Asad, S., Dănăiaţă, D., & Năstase, M. (2017). The influence of leadership in teachers’ practice in Bedouin high schools. Review of International Comparative Management, 18(4), 362–375.
Atehortúa-Granados, J. A. (2010). La gestión empresarial en los programas de pregrado de la Corporación Universitaria Lasallista. Revista Lasallista de Investigación, 7(1), 25–35.
Avolio, B. J., & Bass, B. M. (1999). Re-examining the components of transformational and transactional leadership using the Multifactor Leadership Questionnaire. Journal of Occupational & Organizational Psychology, 72(4), 441–462. https://doi.org/10.1348/096317999166789
Baker, V. L., Lunsford, L. G., & Pifer, M. J. (2019). Patching up the “leaking leadership pipeline”: Fostering mid-career faculty succession management. Research in Higher Education, 60(6), 823–843. https://doi.org/10.1007/s11162-018-9528-9
Bass, B. M. (1981). Stogdill's handbook of leadership: A survey of theory and research. New York, NY: The Free Press.
Bass, B. M. (1985). Leadership: Good, better, best. Organizational Dynamics, 13(3), 26–40. https://doi.org/10.1016/0090-2616(85)90028-2
Bass, B. M. (1997). Does the transactional–transformational leadership paradigm transcend organizational and national boundaries? American Psychologist, 52(2), 130–139. https://doi.org/10.1037/0003-066X.52.2.130
Belker, L. B., McCormick, J., & Topchik, G. S. (2018). The first-time manager (7 ed.). HarperCollins.
Bianchini, S., Maxwell, T., & Dovey, K. (2014). Rethinking leadership in the academy: An Australian case. Innovations in Education & Teaching International, 51(5), 556–567. https://doi.org/10.1080/14703297.2013.786582
Chemers, M. M. (2000). Leadership research and theory: A functional integration. Group Dynamics: Theory, Research, and Practice, 4(1), 27–43. https://doi.org/10.1037/1089-2699.4.1.27
Coghlan, D., & Shani, A. B. (2014). Creating action research quality in organization development: Rigorous, reflective and relevant. Systemic Practice & Action Research, 27(6), 523–536. https://doi.org/10.1007/s11213-013-9311-y
Davis, D. J., Herawell, M., Gunnip, R., Derry, L. G., Wells , J., & Trimble, D. (2011). Writing and visiting fellowships: Strategies to inform the development of educational leadership faculty. E Journal of Organizational Learning & Leadership, 9(2), 14–25.
Díaz, E. R. (2020). Entrepreneurial leadership in Indian and Mexican graduate students. Latin American Business Review, 21(3), 307-326. https://doi.org/10.1080/10978526.2020.1761824
Díaz, E. R. (2020). Educational leadership: The case of graduate students in Mexico. Revista Innovación Educativa, 20(83), 79-98.
Díaz, E. R., & Lituchy, T. R. (2019). Leader behavior expectations from a gender perspective: an extension of theLEAD studyin Mexico. Revista del Centro de Investigación de la Universidad La Salle, 13(52), 101-120. https://doi.org/10.26457/recein.v13i52.2459
Díaz, E. R., Díaz-López, K., & Durazo-Watanabe, E. (2020). Adaptación del inventario de prácticas de liderazgo con estudiantes mexicanos de posgrado. Revista del Centro de Investigación de la Universidad La Salle, 14(54), 95-118. https://doi.org/10.26457/recein.v14i54.2648
Díaz, E. R., Sánchez-Vélez, C. G., & Santana-Serrano, L. (2019). Integrating the Five Practices of Exemplary Leadership model into entrepreneurship education. International Journal for the Scholarship of Teaching and Learning, 13(3). https://doi.org/10.20429/ijsotl.2019.130310
Erdel, D., & Takkaç, M. (2019). The relationship between teacher classroom leadership and learner autonomy: The case of EFL classrooms. Cumhuriyet International Journal of Education, 8(3), 752–770. https://doi.org/10.30703/cije.549344
Fowler, F. J. (2014). Survey research methods. Thousand Oaks, CA: Sage Publications.
Fung, D. (2017). Strength-based scholarship and good education: The scholarship circle. Innovations in Education & Teaching International, 54(2), 101–110. https://doi.org/10.1080/14703297.2016.1257951
Geer, C. G. (2020). Addressing reality: A model for learner driven and standards-based internships for educational leadership programs. Journal of Higher Education Theory & Practice, 20(1), 33–54.
Gervacio-Jiménez, H., & Castillo-Elías, B. (2020). Desafíos educativos que enfrenta el Colegio Nacional de Educación Profesional Técnica ante la pandemia sanitaria Covid-19. Revista del Centro de Investigación de la Universidad La Salle, 14(53), 45-66. https://doi.org/10.26457/recein.v14i53.2658
Griffioen, D. M., Doppenberg, J. J., & Oostdam, R. J. (2018). Organisational influence on lecturers’ perceptions and behaviour towards change in education. Studies in Higher Education, 43(11), 1810–1822. https://doi.org/10.1080/03075079.2017.1284191
Hoekstra, A., & Newton, P. (2017). Departmental leadership for learning in vocational and professional education. Empirical Research in Vocational Education & Training, 9(1), 1-24. https://doi.org/10.1186/s40461-017-0057-0
Karimi, S., Biemans, H. J., Lans, T., Aazami, M., & Mulder, M. (2016). Fostering students’ competence in identifying business opportunities in entrepreneurship education. Innovations in Education & Teaching International, 53(2), 215–229. https://doi.org/10.1080/14703297.2014.993419
Khan, H. (2020). Are psychological capital and psychological ownership predictors of the passive avoidant leadership style? International Journal of Business & Public Administration, 17(1), 32–54.
Klimoski, R., & Amos, B. (2012). Practicing evidence-based education in leadership development. Academy of Management Learning & Education, 11(4), 685–702. https://doi.org/10.5465/amle.2012.0018
Kouzes, J. M., & Posner , B. Z. (2019). Leadership in higher education: Practices that make a difference. Oakland, California: Berret-Koehlers Publishers, Inc.
Leithwood, K., Harris, A., & Hopkins, D. (2020). Seven strong claims about successful school leadership revisited. School Leadership & Management, 40(1), 5-22. https://doi.org/10.1080/13632434.2019.1596077
Mendoza-Martínez, I. A., Escobar-Álvarez, G. R., & García-Rivera, B. R. (2012). Influencia del liderazgo transformacional en algunas variables de satisfacción organizacional en personal docente y administrativo de una institución pública de educación media superior. Revista del Centro de Investigación de la Universidad La Salle, 10(28), 189–206.
Molero-Alonso, F., Recio-Saboya, P., & Cuadrado-Guirado, I. (2010). Liderazgo transformacional y liderazgo transaccional: un análisis de la estructura factorial del Multifactor Leadership Questionnaire (MLQ) en una muestra española. Psicothema, 22(3), 495–501.
Northouse, P. G., & Lee, M. (2019). Leadership case studies in education (2 ed.). Thousand Oaks, California : Sage.
O'Bannon, D. J., Garavalia, L., Renz, D. O., & McCarther, M. S. (2010). Successful leadership development for women STEM faculty. Leadership & Management in Engineering, 10(4), 167–173. https://doi.org/10.1061/(ASCE)LM.1943-5630.0000080
Parsons , J., Hewson, K., Adrian, L., & Day, N. (2013). Engaging in action research: A practical guide to teacher-conducted research for educators and school leaders. Alberta, Canada: Brush Education, Inc.
Parveen, I., Riffat-un-Nisa, & Uzair-ul-Hassan. (2018). School leadership inducing workaholism in teachers: A case of secondary schools. Journal of Educational Sciences & Research, 5(1), 1–25.
Roache, D., Rowe-Holder, D., & Muschette, R. (2020). Transitioning to online distance learning in the COVID-19 era: A call for skilled leadership in higher education institutions (HEIs). International Studies in Educational Administration, 48(1), 103-110.
Romero-Alonso, R., Montt-Fabres, B., Pino-Díaz, B., Riquelme-Plaza, I., & Gracia-Romero, M. E. (2020). Evaluar la transferencia de la formación en liderazgo directivo: Un caso chileno. Revista Electrónica de Investigación Educativa, 22, 1-13. https://doi.org/10.24320/redie.2020.22.e19.2683
Ross, J. A., & Bruce, C. D. (2012). Evaluating the impact of collaborative action research on teachers: A quantitative approach. Teacher Development, 16(4), 537–561. https://doi.org/10.1080/13664530.2012.734746
Schmidt, P., & Silva, R. (2005). Gestión de la docencia superior brasileña, a partir de la misión compartida. Revista Lasallista de Investigación, 2(1), 76–84.
Shani, A. B., & Coghlan, D. (2018). Enhancing action, research, and collaboration in organization development. Organization Development Journal, 36(3), 37–43.
Turan, S., & Bektas, F. (2013). The relationship between school culture and leadership. Egitim Arastirmalari-Eurasian Journal of Educational Research, 52, 155-168.
Villasana, M., Alcaraz-Rodríguez, R., & Alvarez, M. M. (2016). Examining entrepreneurial attributes of Latin American female university students. Gender & Education, 28(1), 148–166. https://doi.org/10.1080/09540253.2015.1093100
Waddock, S., & Lozano, J. M. (2013). Developing more holistic management education: Lessons learned from two programs. Academy of Management Learning & Education, 12(2), 265–284. https://doi.org/10.5465/amle.2012.0002
Williams, H. S. (2009). Leadership capacity - A key to sustaining lasting improvement. Education, 130(1), 30–41.
Wrigley, C., & Straker, K. (2017). Design thinking pedagogy: The educational design ladder. Innovations in Education & Teaching International, 54(4). https://doi.org/10.1080/14703297.2015.1108214
Atehortúa-Granados, J. A. (2010). La gestión empresarial en los programas de pregrado de la Corporación Universitaria Lasallista. Revista Lasallista de Investigación, 7(1), 25–35.
Avolio, B. J., & Bass, B. M. (1999). Re-examining the components of transformational and transactional leadership using the Multifactor Leadership Questionnaire. Journal of Occupational & Organizational Psychology, 72(4), 441–462. https://doi.org/10.1348/096317999166789
Baker, V. L., Lunsford, L. G., & Pifer, M. J. (2019). Patching up the “leaking leadership pipeline”: Fostering mid-career faculty succession management. Research in Higher Education, 60(6), 823–843. https://doi.org/10.1007/s11162-018-9528-9
Bass, B. M. (1981). Stogdill's handbook of leadership: A survey of theory and research. New York, NY: The Free Press.
Bass, B. M. (1985). Leadership: Good, better, best. Organizational Dynamics, 13(3), 26–40. https://doi.org/10.1016/0090-2616(85)90028-2
Bass, B. M. (1997). Does the transactional–transformational leadership paradigm transcend organizational and national boundaries? American Psychologist, 52(2), 130–139. https://doi.org/10.1037/0003-066X.52.2.130
Belker, L. B., McCormick, J., & Topchik, G. S. (2018). The first-time manager (7 ed.). HarperCollins.
Bianchini, S., Maxwell, T., & Dovey, K. (2014). Rethinking leadership in the academy: An Australian case. Innovations in Education & Teaching International, 51(5), 556–567. https://doi.org/10.1080/14703297.2013.786582
Chemers, M. M. (2000). Leadership research and theory: A functional integration. Group Dynamics: Theory, Research, and Practice, 4(1), 27–43. https://doi.org/10.1037/1089-2699.4.1.27
Coghlan, D., & Shani, A. B. (2014). Creating action research quality in organization development: Rigorous, reflective and relevant. Systemic Practice & Action Research, 27(6), 523–536. https://doi.org/10.1007/s11213-013-9311-y
Davis, D. J., Herawell, M., Gunnip, R., Derry, L. G., Wells , J., & Trimble, D. (2011). Writing and visiting fellowships: Strategies to inform the development of educational leadership faculty. E Journal of Organizational Learning & Leadership, 9(2), 14–25.
Díaz, E. R. (2020). Entrepreneurial leadership in Indian and Mexican graduate students. Latin American Business Review, 21(3), 307-326. https://doi.org/10.1080/10978526.2020.1761824
Díaz, E. R. (2020). Educational leadership: The case of graduate students in Mexico. Revista Innovación Educativa, 20(83), 79-98.
Díaz, E. R., & Lituchy, T. R. (2019). Leader behavior expectations from a gender perspective: an extension of theLEAD studyin Mexico. Revista del Centro de Investigación de la Universidad La Salle, 13(52), 101-120. https://doi.org/10.26457/recein.v13i52.2459
Díaz, E. R., Díaz-López, K., & Durazo-Watanabe, E. (2020). Adaptación del inventario de prácticas de liderazgo con estudiantes mexicanos de posgrado. Revista del Centro de Investigación de la Universidad La Salle, 14(54), 95-118. https://doi.org/10.26457/recein.v14i54.2648
Díaz, E. R., Sánchez-Vélez, C. G., & Santana-Serrano, L. (2019). Integrating the Five Practices of Exemplary Leadership model into entrepreneurship education. International Journal for the Scholarship of Teaching and Learning, 13(3). https://doi.org/10.20429/ijsotl.2019.130310
Erdel, D., & Takkaç, M. (2019). The relationship between teacher classroom leadership and learner autonomy: The case of EFL classrooms. Cumhuriyet International Journal of Education, 8(3), 752–770. https://doi.org/10.30703/cije.549344
Fowler, F. J. (2014). Survey research methods. Thousand Oaks, CA: Sage Publications.
Fung, D. (2017). Strength-based scholarship and good education: The scholarship circle. Innovations in Education & Teaching International, 54(2), 101–110. https://doi.org/10.1080/14703297.2016.1257951
Geer, C. G. (2020). Addressing reality: A model for learner driven and standards-based internships for educational leadership programs. Journal of Higher Education Theory & Practice, 20(1), 33–54.
Gervacio-Jiménez, H., & Castillo-Elías, B. (2020). Desafíos educativos que enfrenta el Colegio Nacional de Educación Profesional Técnica ante la pandemia sanitaria Covid-19. Revista del Centro de Investigación de la Universidad La Salle, 14(53), 45-66. https://doi.org/10.26457/recein.v14i53.2658
Griffioen, D. M., Doppenberg, J. J., & Oostdam, R. J. (2018). Organisational influence on lecturers’ perceptions and behaviour towards change in education. Studies in Higher Education, 43(11), 1810–1822. https://doi.org/10.1080/03075079.2017.1284191
Hoekstra, A., & Newton, P. (2017). Departmental leadership for learning in vocational and professional education. Empirical Research in Vocational Education & Training, 9(1), 1-24. https://doi.org/10.1186/s40461-017-0057-0
Karimi, S., Biemans, H. J., Lans, T., Aazami, M., & Mulder, M. (2016). Fostering students’ competence in identifying business opportunities in entrepreneurship education. Innovations in Education & Teaching International, 53(2), 215–229. https://doi.org/10.1080/14703297.2014.993419
Khan, H. (2020). Are psychological capital and psychological ownership predictors of the passive avoidant leadership style? International Journal of Business & Public Administration, 17(1), 32–54.
Klimoski, R., & Amos, B. (2012). Practicing evidence-based education in leadership development. Academy of Management Learning & Education, 11(4), 685–702. https://doi.org/10.5465/amle.2012.0018
Kouzes, J. M., & Posner , B. Z. (2019). Leadership in higher education: Practices that make a difference. Oakland, California: Berret-Koehlers Publishers, Inc.
Leithwood, K., Harris, A., & Hopkins, D. (2020). Seven strong claims about successful school leadership revisited. School Leadership & Management, 40(1), 5-22. https://doi.org/10.1080/13632434.2019.1596077
Mendoza-Martínez, I. A., Escobar-Álvarez, G. R., & García-Rivera, B. R. (2012). Influencia del liderazgo transformacional en algunas variables de satisfacción organizacional en personal docente y administrativo de una institución pública de educación media superior. Revista del Centro de Investigación de la Universidad La Salle, 10(28), 189–206.
Molero-Alonso, F., Recio-Saboya, P., & Cuadrado-Guirado, I. (2010). Liderazgo transformacional y liderazgo transaccional: un análisis de la estructura factorial del Multifactor Leadership Questionnaire (MLQ) en una muestra española. Psicothema, 22(3), 495–501.
Northouse, P. G., & Lee, M. (2019). Leadership case studies in education (2 ed.). Thousand Oaks, California : Sage.
O'Bannon, D. J., Garavalia, L., Renz, D. O., & McCarther, M. S. (2010). Successful leadership development for women STEM faculty. Leadership & Management in Engineering, 10(4), 167–173. https://doi.org/10.1061/(ASCE)LM.1943-5630.0000080
Parsons , J., Hewson, K., Adrian, L., & Day, N. (2013). Engaging in action research: A practical guide to teacher-conducted research for educators and school leaders. Alberta, Canada: Brush Education, Inc.
Parveen, I., Riffat-un-Nisa, & Uzair-ul-Hassan. (2018). School leadership inducing workaholism in teachers: A case of secondary schools. Journal of Educational Sciences & Research, 5(1), 1–25.
Roache, D., Rowe-Holder, D., & Muschette, R. (2020). Transitioning to online distance learning in the COVID-19 era: A call for skilled leadership in higher education institutions (HEIs). International Studies in Educational Administration, 48(1), 103-110.
Romero-Alonso, R., Montt-Fabres, B., Pino-Díaz, B., Riquelme-Plaza, I., & Gracia-Romero, M. E. (2020). Evaluar la transferencia de la formación en liderazgo directivo: Un caso chileno. Revista Electrónica de Investigación Educativa, 22, 1-13. https://doi.org/10.24320/redie.2020.22.e19.2683
Ross, J. A., & Bruce, C. D. (2012). Evaluating the impact of collaborative action research on teachers: A quantitative approach. Teacher Development, 16(4), 537–561. https://doi.org/10.1080/13664530.2012.734746
Schmidt, P., & Silva, R. (2005). Gestión de la docencia superior brasileña, a partir de la misión compartida. Revista Lasallista de Investigación, 2(1), 76–84.
Shani, A. B., & Coghlan, D. (2018). Enhancing action, research, and collaboration in organization development. Organization Development Journal, 36(3), 37–43.
Turan, S., & Bektas, F. (2013). The relationship between school culture and leadership. Egitim Arastirmalari-Eurasian Journal of Educational Research, 52, 155-168.
Villasana, M., Alcaraz-Rodríguez, R., & Alvarez, M. M. (2016). Examining entrepreneurial attributes of Latin American female university students. Gender & Education, 28(1), 148–166. https://doi.org/10.1080/09540253.2015.1093100
Waddock, S., & Lozano, J. M. (2013). Developing more holistic management education: Lessons learned from two programs. Academy of Management Learning & Education, 12(2), 265–284. https://doi.org/10.5465/amle.2012.0002
Williams, H. S. (2009). Leadership capacity - A key to sustaining lasting improvement. Education, 130(1), 30–41.
Wrigley, C., & Straker, K. (2017). Design thinking pedagogy: The educational design ladder. Innovations in Education & Teaching International, 54(4). https://doi.org/10.1080/14703297.2015.1108214