A qualitative approach to the dynamics of a higher education institution from the perspective of teachers
This research departs from the interest to determine which processes and incidents of the dynamics of a Mexican public university become relevant as perceived by academics, as well as to explore how these events form or change identities. A qualitative grounded theory research design was made, in wh...
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Consorcio de Universidades Mexicanas A.C.
2014
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| Mynediad Ar-lein: | https://psicumex.unison.mx/index.php/psicumex/article/view/239 |
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oai:https:--psicumex.unison.mx-:article-2392021-08-15T07:03:20Z A qualitative approach to the dynamics of a higher education institution from the perspective of teachers Aproximación cualitativa a la dinámica de una institución de educación superior desde la perspectiva de los docentes Cortez-Félix, Gustavo Enrique Valenzuela, Blanca Guillen-Lúgigo, Manuela Teacher identity university governance work satisfaction academia educational quality Identidad docente gobierno universitario satisfacción laboral academia calidad educativa This research departs from the interest to determine which processes and incidents of the dynamics of a Mexican public university become relevant as perceived by academics, as well as to explore how these events form or change identities. A qualitative grounded theory research design was made, in which deep interviews where done to eighteen teachers from different programs, the speeches were analyzed in relation to descriptions, references, processes, events, structural and government dimension, political dimension, labor dimension, academic dimension, among other units. As a result we display a diagram showing the different possible routes reported as experiences of the respondents where academic and professional dimensions touch on relevant processes in their pathways, also a description from the voice of the teachers is presented. Furthermore, although teaching is the primarily conducted activity at the university, the institutional dynamics generates different arrangements not without promoting frictions and tensions in teachers as they have to respond to the pressures of political and labor dimensions. La presente investigación parte del interés de determinar qué procesos e incidentes de la dinámica de una universidad pública mexicana cobran relevancia según la percepción de los profesores universitarios, y a la vez se pretende indagar cómo estos eventos forman o modifican las identidades. Se utilizó un diseño cualitativo de teoría fundamentada, se entrevistó a profundidad a dieciocho profesores de diferentes programas; los discursos se analizaron en relación a descripciones, referentes, procesos, incidentes, dimensión de estructura y gobierno, dimensión política, dimensión laboral, dimensión académica, entre otras unidades. Como resultado se presenta un esquema que muestra los distintos itinerarios posibles según los relatos empíricos de los entrevistados, donde se tocan las dimensiones académica y laboral en cuanto a procesos relevantes en la trayectoria, asimismo se ofrece una descripción de la propia voz de los profesores. Se dedujo, por otra parte, que si bien la docencia es la actividad primordial realizada en la universidad, la dinámica institucional genera diferentes arreglos hostiles y tensiones en los docentes, al tener que responder a las presiones de las dimensiones políticas y laborales. Consorcio de Universidades Mexicanas A.C. 2014-06-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Artículo revisado por pares application/pdf https://psicumex.unison.mx/index.php/psicumex/article/view/239 10.36793/psicumex.v4i1.239 Psicumex; Vol. 4 No. 1 (2014): PSICUMEX Semestral Journal January-June 2014; 4-23 Psicumex; Vol. 4 Núm. 1 (2014): PSICUMEX Revista Semestral Enero - Junio 2014; 4-23 2007-5936 spa https://psicumex.unison.mx/index.php/psicumex/article/view/239/185 |
| institution |
Psicumex |
| collection |
OJS |
| language |
spa |
| format |
Online |
| author |
Cortez-Félix, Gustavo Enrique Valenzuela, Blanca Guillen-Lúgigo, Manuela |
| spellingShingle |
Cortez-Félix, Gustavo Enrique Valenzuela, Blanca Guillen-Lúgigo, Manuela A qualitative approach to the dynamics of a higher education institution from the perspective of teachers |
| author_facet |
Cortez-Félix, Gustavo Enrique Valenzuela, Blanca Guillen-Lúgigo, Manuela |
| author_sort |
Cortez-Félix, Gustavo Enrique |
| title |
A qualitative approach to the dynamics of a higher education institution from the perspective of teachers |
| title_short |
A qualitative approach to the dynamics of a higher education institution from the perspective of teachers |
| title_full |
A qualitative approach to the dynamics of a higher education institution from the perspective of teachers |
| title_fullStr |
A qualitative approach to the dynamics of a higher education institution from the perspective of teachers |
| title_full_unstemmed |
A qualitative approach to the dynamics of a higher education institution from the perspective of teachers |
| title_sort |
qualitative approach to the dynamics of a higher education institution from the perspective of teachers |
| description |
This research departs from the interest to determine which processes and incidents of the dynamics of a Mexican public university become relevant as perceived by academics, as well as to explore how these events form or change identities. A qualitative grounded theory research design was made, in which deep interviews where done to eighteen teachers from different programs, the speeches were analyzed in relation to descriptions, references, processes, events, structural and government dimension, political dimension, labor dimension, academic dimension, among other units. As a result we display a diagram showing the different possible routes reported as experiences of the respondents where academic and professional dimensions touch on relevant processes in their pathways, also a description from the voice of the teachers is presented. Furthermore, although teaching is the primarily conducted activity at the university, the institutional dynamics generates different arrangements not without promoting frictions and tensions in teachers as they have to respond to the pressures of political and labor dimensions. |
| publisher |
Consorcio de Universidades Mexicanas A.C. |
| publishDate |
2014 |
| url |
https://psicumex.unison.mx/index.php/psicumex/article/view/239 |
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