Browsing by Author "Pedraja-Rejas L."

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    Culture and leadership styles in academic units: A study of a higher education institutionCultura y estilos de liderazgo en unidades académicas: Un estudio en una institución de educación superior
    (Universidad del Zulia, 2019) Pedraja-Rejas L.; Coluccio-Piñones G.; Marchioni-Choque Í.; Espinoza-Marchant C.; Muñoz-Fritis C.; Bernasconi Ramírez, Andrés
    © 2019, Universidad del Zulia. All rights reserved.This article explores the perception of a group of academics about the leadership style of their directors as well as the organizational culture within their respective academic units, in order to identify which one of these are more related to quality levels. For this purpose, 161 faculty members from a public university in Chile were studied, and in order to test the model, a multilevel structural equations model was used. Results indicate that at the level of academic’s, transformational leadership is associated with a greater perception of adhocratic culture, and at the department level the link between the director’s level of transformational leadership and performance is mediated by the adhocratic culture of the department.
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    Gobernanza y Perspectivas sobre Acreditación y Calidad en la Formación Inicial Docente: Estudio en Universidades Chilenas
    (2021) Cerna C.; Fleet-Oyarce N.; Pedraja-Rejas L.; Rodriguez-Ponce E.
    © 2021 Centro Universitario de Anapolis. All rights reserved.This article analyses the relationship between quality and accreditation in university management models from the actors' perspective. The research methodology assumed the grounded theory approach and a representative structural sample of three Chilean universities with access to elite undergraduate studies, private mass access, and public mass, around which were conducted semi-structured interviews and directives, to proceed to an axial analysis. From the results, we describe the substantive theories of the actors in the system on accreditation and quality and formulate a formal theory regarding these critical dimensions of the ideational component of educational governance in the tertiary system.
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    Leadership in higher education institutions: An analysis through Bibliometrix RLiderazgo en instituciones de educación superior: Un análisis a través de Bibliometrix R
    (Universidad de Tarapaca, 2021) Pedraja-Rejas L.; Munoz-Fritis C.; Rodriguez-Ponce E.; Bernasconi Ramírez, Andrés
    © 2021, Universidad de Tarapaca. All rights reserved.The aim of this article is to identify the main research lines of leadership in higher education institutions that have emerged in the period 2019-July 2020. For this, a bibliometric analysis of the Web of Science, Scopus, and SciELO databases was carried out under the terms of leadership, and institutions of higher education, universities, and community colleges. Similarly, the Bibliometrix R-tool was used to describe trends in the field. The findings suggest four main areas of study associated with leadership, which are 1) the effects (direct or indirect) that leadership styles have on different aspects of interest, 2) the learning and development programs implemented in tertiary educational institutions to encourage leadership in students and teachers, 3) the women leadership in academia, and 4) the attitudes, competencies, knowledge, and characteristics that leaders must present to be effective in the academic field.
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    Transformational leadership and innovative culture: Effects on institutional qualityLiderazgo transformacional y cultura innovativa: Efectos en la calidad institucional
    (2021) Pedraja-Rejas L.; Rodriguez-Ponce E.; Rodriguez-Ponce E.; Munoz-Fritis C.
    © 2021, Universidad del Zulia. All rights reserved.Leadership is one of the variables that university senior management must need to achieve better results in organizations. One of the effects of leadership is seen in organizational culture. Thiis research aims to analyze the relationships between transformational leadership, innovative culture, and quality in higher education institutions. For this end, we worked with a sample of 52 higher education institutions accredited by the National Accreditation Commission of Chile, among which are Universities, Professional Institutes and Technical Training Centers. Using multiple linear regression models, the results show that the transformational leadership style has a significant influence (t test = 13.691; p<0.01) on the innovative culture; being innovative culture a determining variable of the quality of institutions (t test = 3.264; p<0.01). We concluded that neither the leadership style used by the leaders nor the culture promoted in these institutions is trivial, since these can make a difference in quality, expressed in the years of institutional accreditation.