Browsing by Author "Bernasconi A."
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- ItemCulture 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 A.© 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.
- ItemLeadership 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 A.© 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.
- ItemLeadership, public policy and inclusion in universities: Strategic imperativesLiderazgo, políticas públicas e inclusión en las universidades: Imperativos estratégicos(Universidad de Tarapaca, 2021) Pedraja-Rejas L.; Bernasconi A.
- ItemPublic treasury and private initiative. the origin of state funding of private universities in ChileErario público e iniciativa privada. El origen del financiamiento estatal a las universidades particulares en Chile(Universidad de Talca, 2018) Bernasconi A.; Darraz E.F.; Montenegro L.F.© 2018 Universidad de Talca. All rights reserved.In this article we describe the origins of public funding for private institutions of higher education in Chile in the early twentieth century. With this purpose, we examine the period between 1850 and 1923, from the early expressions of public funding of private schools, to the approval in 1923 of subsidies for Universidad de Concepción and Universidad Católica de Chile. With the goal of understanding how these subsidies were thenjustified, we reviewed budget laws, minutes of parliamentary discussions in the House of Deputies and in the Senate, printed media published at the time, as well as secondary sources. We find that the first proposal to support a private university with public funds emerges shortly after the foundation of Universidad de Concepción in 1919, and as a result of its financial shortfalls in those early years. Universidad Católica is benefitted with public funding in 1923 as a result of a political compromise to provide equal support for both private universities. We also assert that the policy of subsidization of private primary and secondary schools paved the way to the extension of this policy to higher education.
- ItemRelevance of institutional administration in the accreditation processes of universities in ChileImportancia de la gestión institucional en los procesos de acreditación universitaria en Chile(Universidad del Zulia, 2018) Bernasconi A.; Rodríguez-Ponce E.© 2018, Universidad del Zulia. All rights reserved.We explore whether there is a relationship between the quality of a university, measured by its level of accreditation, and the variables that shape its institutional administration. We work with the methodology of theoretical and literal replication in three universities, two with high and one with low level of accreditation. We considered the following dimensions of administration, as defined by accreditation criteria: definition of mission and purposes, coherence of the organizational structure, planning and institutional research, administration of human resources, administration of material resources, and financial management. We find that the criteria governing the evaluation of institutional administration have a low and erratic relationship with the level of accreditation attained by the institutions.
- ItemStriving for excellence in the age of rankings: Insights from two leading research universities in Latin America(Edward Elgar Publishing Ltd., 2021) Bernasconi A.; Knobel M.© Ellen Hazelkorn and Georgiana Mihut 2021.The higher education sector’s main challenges in Latin America can be addressed with guidance from the few flagship universities of the region. However, these universities face both internal and external obstacles that hinder their full modernization, threatening their leadership. In this chapter, following the path of recent works analysing the impact of global rankings on universities’ strategies, missions, structures, and functions, we inquire about the extent to which global rankings have influence, or not, in the development strategies of two leading Latin American universities: Pontificia Universidad Católica de Chile (PUC-Chile) and Universidade Estadual de Campinas (Unicamp). Findings suggest that rankings are not just passively received by institutions but are instead leveraged for strategic advantage vis a vis internal constituencies or external stakeholders.