Estilos de liderazgo en los académicos de una institución de educación superior pública en la ciudad de Bogotá

dc.contributorSaavedra-Mayorga, Juan Javier
dc.contributorGRIEGO
dc.creatorRamos-Suárez, David Ricardo
dc.date.accessioned2020-08-23T05:13:43Z
dc.date.available2020-08-23T05:13:43Z
dc.date.created2020-08-23T05:13:43Z
dc.date.issued2020-02-11
dc.identifierhttps://repositorio.unal.edu.co/handle/unal/78188
dc.description.abstractEl liderazgo es uno de los temas más ampliamente desarrollados en las ciencias de gestión contemporáneas. En el contexto de la educación superior ha sido objeto de estudio en el nivel de la dirección de las instituciones u organizaciones académicas; no obstante, no lo ha sido suficientemente en la relación docente-estudiante, esto es, entre profesor y el alumno en el contexto del aula de clase. Por lo anterior, este trabajo final de maestría busca identificar y analizar los estilos de liderazgo de un grupo de profesores universitarios. La población escogida está conformada por profesores vinculados al programa de Maestría en Administración de la Facultad de Ciencias Económicas de la Universidad Nacional de Colombia, sede Bogotá. La teoría movilizada es la del liderazgo transformacional, propuesta por Bass (1985), y, dentro ella, el modelo de rango total, de Avolio y Bass (1991). Este modelo contempla la existencia de tres estilos de liderazgo: el transformacional, el transaccional y el laissez-faire, los cuales conectan con la definición de liderazgo académico de Hernández (2013), que concibe al profesor como un líder que busca influenciar a los estudiantes (que son sus seguidores), generando en ellos un cambio de estructura a través de la formación integral. El posicionamiento epistemológico de la investigación es el pospositivismo, el cual permite un acercamiento a la realidad, sin pretender que esta pueda ser aprehendida o que los resultados obtenidos sean generalizables (Guba y Lincoln, 2005). El tipo de investigación es cuantitativo, descriptivo y transversal. El instrumento de recolección de información es el Multifactor Leadership Questionnaire (MLQ, versión 5X corto), adaptado por Vega y Zavala (2004), el cual fue utilizado para medir la percepción de los estudiantes activos del programa. Dentro de los resultados de la investigación se encontró que el liderazgo transformacional tiene la mayor frecuencia percibida por parte de los estudiantes de la maestría, mientras que el liderazgo transaccional tiene la segunda posición. Asimismo, la Influencia Idealizada (IE) es la dimensión que proporcionalmente más se percibe y el estilo de liderazgo Laissez-Faire se observa con la menor frecuencia. Este trabajo final de maestría contribuye a la comprensión de la teoría del liderazgo transformacional en el contexto académico, permite la utilización del MLQ (versión 5X corto) adaptado al español y sienta las bases para un posible plan de mejoramiento de esta competencia entre los académicos del programa.
dc.description.abstractLeadership is one of the most widely developed topics in contemporary management sciences. In the context of higher education, it has been studied at the level of management of academic institutions or organizations; However, it has not been sufficiently in the teaching relationship, that is, between teacher and student within the classroom. Therefore, this research work seeks to identify and analyze the leadership styles of a group of university professors. The population chosen is made up of professors linked to the Master in Administration program of the Faculty of Economic Sciences of the National University of Colombia, Bogotá headquarters. The theory mobilized is that of Transformational Leadership proposed by Bass (1985) and, within it, the Total Range model of Avolio and Bass (1991). This model contemplates the existence of three leadership styles: the transformational, the transactional and the Laissez-Faire, which connect with the definition of Hernández’s academic leadership (2013), which conceives the teacher as a leader who seeks to influence students (who are his followers), generating in them a change of structure through integral training. The epistemological positioning of research is postpositivism, which allows an approach to reality without pretending that it can be apprehended, or that the results obtained are generalizable (Guba and Lincoln, 2005). The type of research is quantitative, descriptive and transversal. The information gathering instrument is the Multifactor Leadership Questionnaire (MLQ, short 5X version) adapted by Vega and Zavala (2004), which was used to measure the perception of active students in the program. Within the results of the investigation it was found that transformational leadership has the highest frequency perceived by students of the master’s degree, while transactional leadership has the second position. Likewise, Idealized Influence (EI) is the dimension that is proportionately more perceived, and the Laissez-Faire leadership style is observed with the least frequency. This research work contributes to the understanding of the theory of Transformational Leadership in the academic context, allows the use of the MLQ (short 5X version) adapted to Spanish and lays the foundations for a possible plan to improve this competence among program academics.
dc.languagespa
dc.publisherBogotá - Ciencias Económicas - Maestría en Administración
dc.publisherEscuela de Administración y Contaduría Pública
dc.publisherUniversidad Nacional de Colombia - Sede Bogotá
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dc.titleEstilos de liderazgo en los académicos de una institución de educación superior pública en la ciudad de Bogotá
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