Educational management in the university as a promoter of comprehensive and participatory change

Abstract

Contemporary university faces the challenge of achieving innovative educational management. This management will be inherently linked, from their study plans, to teaching, research, and outreach functions. A management team capable of guiding organizational awareness and decision-making, allowing for a reorientation to achieve administrative objectives in line with society's expectations. Based on these assertions, this research aims to present criteria for reorienting educational management in universities. This article describes a study that adheres to the norms and procedures of the qualitative paradigm of social research, using Martin Heidegger's hermeneutic phenomenological method, implemented through a qualitative methodological approach. The study involved faculty members from the Autonomous Regional University of the Andes, who underwent an in-depth interview following a phenomenological question guide. Data processing from the interviews considered reduction, comprehension, and deconstruction processes as a structured logical procedure based on the adopted method's requirements. In conclusion, the qualitative analysis process revealed three criteria through which university educational management can be focused to promote comprehensive and participatory change.

Keywords:

Educational management, Comprehensive change, Participatory management