Resultados del quehacer académico: influencia del aprendizaje institucional desde la teoría
Palabras clave:
Quehacer académico, objetivos institucionales, aprendizaje organizacional, universidades, educación superior
Resumen
El objetivo de este artículo es el de realizar una revisión a la literatura referida al aprendizaje organizacional y los resultados académicos, para determinar, desde una perspectiva teórica, posibles relaciones entre ambas variables. Para tal fin se lleva a cabo un análisis de la literatura disponible en Google Scholar. Como resultado, esta investigación permite aportar una visión de cómo se relacionaría el aprendizaje organizacional, dimensionado a partir de: la adquisición de conocimientos, distribución e interpretación de la información y el desarrollo de una memoria organizacional, con el logro del quehacer académico, medido a través de: la docencia de pregrado y postgrado, investigación y vinculación con el medio. Se concluye que, frente a cambios profundos del contexto, la capacidad de aprendizaje institucional se constituye como una dimensión importante, que puede aportart luces acerca de cómo generar respuestas institucionalmente adecuadas en tiempo y calidad.
Citas
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Al-Kurdi, O. F., El-Haddadeh, R., y Eldabi, T. (2020). The role of organisational climate in managing knowledge sharing among academics in higher education. International Journal of Information Management, 50, 217-227. https://doi.org/10.1016/j.ijinfomgt.2019.05.018
Aminbeidokhti, A., Jamshidi, L., y Mohammadi Hoseini, A. (2016). The effect of the total quality management on organizational innovation in higher education mediated by organizational learning. Studies in Higher Education, 41(7), 1153-1166. https://doi.org/10.1080/03075079.2014.966667
Asiedu, M. A., Anyigba, H., Ofori, K. S., Ampong, G. O. A., y Addae, J. A. (2020). Factors influencing innovation performance in higher education institutions. The Learning Organization, 27(4), 365-378. https://doi.org/10.1108/TLO-12-2018-0205
Ayuya, A. M. (2018). The effect of top management team characteristics and organizational learning on the strategic choices of accredited universities in Kenya (Tesis de doctorado). University of Nairobi, Kenia.
Ayuya, A. M., Awino, Z. B., Machuki, V. N., y Wainaina, G. (2017). Strategic choice and performance of universities in Kenya: the mediating role of organizational learning. DBA Africa Management Review, 7(2), 138-151.
Bergan, S., Gallagher, T., Harkavy, I., Munck, R., y van’t Land, H. (2021). A word from the editors and a call to action. En S. Bergan, T. Gallagher, I. Harkavy, R. Munck y H. van’t Land (Eds.), Higher Education’s Response to the Covid-19 Pandemic. Building a More Sustainable and Democratic Future (pp. 7-18). Council of Europe Publishing.
Cegarra-Navarro, J.-G., y Martelo-Landroguez, S. (2020). The effect of organizational memory on organizational agility: testing the role of counter-knowledge and knowledge application. Journal of Intellectual Capital, 21(3), 459-479. https://doi.org/10.1108/JIC-03-2019-0048
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Garnjost, P., y Lawter, L. (2019). Undergraduates’ satisfaction and perceptions of learning outcomes across teacher-and learner-focused pedagogies. The International Journal of Management Education, 17(2), 267-275. https://doi.org/10.1016/j.ijme.2019.03.004
Geven, K., Skopek, J., y Triventi, M. (2018). How to increase PhD completion rates? An impact evaluation of two reforms in a selective graduate school, 1976–2012. Research in Higher Education, 59, 529-552. https://doi.org/10.1007/s11162-017-9481-z
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Horváth, L. (2019). The higher education institution as a learning organization (Tesis de doctorado). Eötvös Loránd University, Hungría.
Huber, G. P. (1991). Organizational learning: the contributing processes and the literatures. Organization Science, 2(1), 88-115. https://doi.org/10.1287/orsc.2.1.88
Hussein, N., Omar, S., Noordin, F., y Ishak, N. A. (2016). Learning organization culture, organizational performance and organizational innovativeness in a public institution of higher education in Malaysia: a preliminary study. Procedia Economics and Finance, 37, 512-519. https://doi.org/10.1016/S2212-5671(16)30159-9
Iriondo, I. (2020). Evaluation of the impact of Erasmus study mobility on salaries and employment of recent graduates in Spain. Studies in Higher Education, 45(4), 925-943. https://doi.org/10.1080/03075079.2019.1582011
Ishak, R., y Mansor, M. (2020). The relationship between knowledge management and organizational learning with academic staff readiness for education 4.0. Eurasian Journal of Educational Research, 20(85), 169-184.
Karabchuk, T., Shomotova, A., y Chmel, K. (2021). Paradox of research productivity of higher education institutions in Arab Gulf countries: The case of the UAE. Higher Education Quarterly, 1-27. https://doi.org/10.1111/hequ.12347
Kendrick, N. K. (2019). Organizational learning in higher education: exploring one institution’s efforts to meet the emerging changes in the higher education landscape (Tesis de doctorado). Northeastern University, Estados Unidos.
Kezar, A. J., y Holcombe, E. M. (2020). Barriers to organizational learning in a multi-institutional initiative. Higher Education, 79, 1119-1138. https://doi.org/10.1007/s10734-019-00459-4
Khamzah, N. A., Hussin, S., Bagus, S. R. W., Sah, S. M., y Yunus, A. M. (2017). Investigation of knowledge management practices among academicians at Bahagian Teknologi Pendidikan Negeri (BTPN) Selangor and MARA Higher Education Institute: a comparative study. International Journal of Academic Research in Business and Social Sciences, 7(11), 811-825.
Kordab, M., Raudeliūnienė, J., y Meidutė-Kavaliauskienė, I. (2020). Mediating role of knowledge management in the relationship between organizational learning and sustainable organizational performance. Sustainability, 12(23), 1-20. 10061; https://doi.org/10.3390/su122310061
Kumar, P., Shukla, B., y Passey, D. (2020). Impact of accreditation on quality and excellence of higher education institutions. Investigación Operacional, 41(2), 151-167.
Kwiek, M. (2018). High research productivity in vertically undifferentiated higher education systems: Who are the top performers?. Scientometrics, 115(1), 415-462. https://doi.org/10.1007/s11192-018-2644-7
Lauer, S., y Wilkesmann, U. (2017). The governance of organizational learning: empirical evidence from best-practice universities in Germany. The Learning Organization, 24(5), 266-277. https://doi.org/10.1108/TLO-02-2017-0012
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Aminbeidokhti, A., Jamshidi, L., y Mohammadi Hoseini, A. (2016). The effect of the total quality management on organizational innovation in higher education mediated by organizational learning. Studies in Higher Education, 41(7), 1153-1166. https://doi.org/10.1080/03075079.2014.966667
Asiedu, M. A., Anyigba, H., Ofori, K. S., Ampong, G. O. A., y Addae, J. A. (2020). Factors influencing innovation performance in higher education institutions. The Learning Organization, 27(4), 365-378. https://doi.org/10.1108/TLO-12-2018-0205
Ayuya, A. M. (2018). The effect of top management team characteristics and organizational learning on the strategic choices of accredited universities in Kenya (Tesis de doctorado). University of Nairobi, Kenia.
Ayuya, A. M., Awino, Z. B., Machuki, V. N., y Wainaina, G. (2017). Strategic choice and performance of universities in Kenya: the mediating role of organizational learning. DBA Africa Management Review, 7(2), 138-151.
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Cegarra-Navarro, J.-G., y Martelo-Landroguez, S. (2020). The effect of organizational memory on organizational agility: testing the role of counter-knowledge and knowledge application. Journal of Intellectual Capital, 21(3), 459-479. https://doi.org/10.1108/JIC-03-2019-0048
Charband, Y., y Jafari Navimipour, N. (2018). Knowledge sharing mechanisms in the education: a systematic review of the state of the art literature and recommendations for future research. Kybernetes, 47(7), 1456-1490. https://doi.org/10.1108/K-06-2017-0227
David, S. A. (2018). The relationship between the third mission and university ranking: exploring the outreach of the top ranked universities in BRICS countries. Innovation, 3(3), 1-21.
Dee, J. R., y Leišytė, L. (2016). Organizational learning in higher education institutions: theories, frameworks, and a potential research agenda. En M. Paulsen (Ed.), Higher Education: Handbook of Theory and Research (pp. 275-348). Springer.
Erfanmanesh, M., Tahira, M., y Abrizah, A. (2017). The publication success of 102 nations in Scopus and the performance of their Scopus-indexed journals. Publishing Research Quarterly, 33(4), 421-432. https://doi.org/10.1007/s12109-017-9540-5
Garnjost, P., y Lawter, L. (2019). Undergraduates’ satisfaction and perceptions of learning outcomes across teacher-and learner-focused pedagogies. The International Journal of Management Education, 17(2), 267-275. https://doi.org/10.1016/j.ijme.2019.03.004
Geven, K., Skopek, J., y Triventi, M. (2018). How to increase PhD completion rates? An impact evaluation of two reforms in a selective graduate school, 1976–2012. Research in Higher Education, 59, 529-552. https://doi.org/10.1007/s11162-017-9481-z
González-Plate, L. I., y Sepúlveda-Gallardo, C. B. (2021). Investigación documental sobre el cuerpo y la corporeidad en la escuela. Revista Electrónica Educare, 25(3), 567-582. https://doi.org/10.15359/ree.25-3.31
Harrison, R., Meyer, L., Rawstorne, P., Razee, H., Chitkara, U., Mears, S., y Balasooriya, C. (2022). Evaluating and enhancing quality in higher education teaching practice: a meta-review. Studies in Higher Education, 47(1), 80-96. https://doi.org/10.1080/03075079.2020.1730315
Hartono, E., Wahyudi, S., Harahap, P., y Yuniawan, A. (2017). Does organizational learning affect the performance of higher education lecturers in Indonesia? The mediating role of teaching competence. International Journal of Environmental and Science Education, 12(4), 865-878.
Hazelkorn, E. (2021). Some challenges facing higher education in Europe in view of the Covid-19 pandemic. En S. Bergan, T. Gallagher, I. Harkavy, R. Munck y H. van’t Land (Eds.), Higher Education’s Response to the Covid-19 Pandemic. Building a More Sustainable and Democratic Future. Higher Education Series (Vol. 25, pp. 53-66). Council of Europe.
Horváth, L. (2019). The higher education institution as a learning organization (Tesis de doctorado). Eötvös Loránd University, Hungría.
Huber, G. P. (1991). Organizational learning: the contributing processes and the literatures. Organization Science, 2(1), 88-115. https://doi.org/10.1287/orsc.2.1.88
Hussein, N., Omar, S., Noordin, F., y Ishak, N. A. (2016). Learning organization culture, organizational performance and organizational innovativeness in a public institution of higher education in Malaysia: a preliminary study. Procedia Economics and Finance, 37, 512-519. https://doi.org/10.1016/S2212-5671(16)30159-9
Iriondo, I. (2020). Evaluation of the impact of Erasmus study mobility on salaries and employment of recent graduates in Spain. Studies in Higher Education, 45(4), 925-943. https://doi.org/10.1080/03075079.2019.1582011
Ishak, R., y Mansor, M. (2020). The relationship between knowledge management and organizational learning with academic staff readiness for education 4.0. Eurasian Journal of Educational Research, 20(85), 169-184.
Karabchuk, T., Shomotova, A., y Chmel, K. (2021). Paradox of research productivity of higher education institutions in Arab Gulf countries: The case of the UAE. Higher Education Quarterly, 1-27. https://doi.org/10.1111/hequ.12347
Kendrick, N. K. (2019). Organizational learning in higher education: exploring one institution’s efforts to meet the emerging changes in the higher education landscape (Tesis de doctorado). Northeastern University, Estados Unidos.
Kezar, A. J., y Holcombe, E. M. (2020). Barriers to organizational learning in a multi-institutional initiative. Higher Education, 79, 1119-1138. https://doi.org/10.1007/s10734-019-00459-4
Khamzah, N. A., Hussin, S., Bagus, S. R. W., Sah, S. M., y Yunus, A. M. (2017). Investigation of knowledge management practices among academicians at Bahagian Teknologi Pendidikan Negeri (BTPN) Selangor and MARA Higher Education Institute: a comparative study. International Journal of Academic Research in Business and Social Sciences, 7(11), 811-825.
Kordab, M., Raudeliūnienė, J., y Meidutė-Kavaliauskienė, I. (2020). Mediating role of knowledge management in the relationship between organizational learning and sustainable organizational performance. Sustainability, 12(23), 1-20. 10061; https://doi.org/10.3390/su122310061
Kumar, P., Shukla, B., y Passey, D. (2020). Impact of accreditation on quality and excellence of higher education institutions. Investigación Operacional, 41(2), 151-167.
Kwiek, M. (2018). High research productivity in vertically undifferentiated higher education systems: Who are the top performers?. Scientometrics, 115(1), 415-462. https://doi.org/10.1007/s11192-018-2644-7
Lauer, S., y Wilkesmann, U. (2017). The governance of organizational learning: empirical evidence from best-practice universities in Germany. The Learning Organization, 24(5), 266-277. https://doi.org/10.1108/TLO-02-2017-0012
Lee, B. L., y Johnes, J. (2022). Using network DEA to inform policy: The case of the teaching quality of higher education in England. Higher Education Quarterly, 76(2), 399-421. https://doi.org/10.1111/hequ.12307
Lilischkis, S. (2017). Kaunas University of Technology: developing entrepreneurship education with international expert networks. En C. Volkmann y D. Audretsch (Eds.), Entrepreneurship Education at Universities. International Studies in Entrepreneurship (pp. 115-142). Springer.
Makhanya, M. S. (2020). Research in transforming contexts: ensuring relevance and impact. En N. H. Hensel y P. Blessinger (Eds.), International Perspectives of Undergraduate Research (pp. 177-203). Palgrave Macmillan.
Mariani, G., Carlesi, A., y Scarfò, A. A. (2018). Academic spinoffs as a value driver for intellectual capital: the case of the University of Pisa. Journal of Intellectual Capital, 19(1), 202-226. https://doi.org/10.1108/JIC-03-2017-0050
Mayer, S. J., y Rathmann, J. M. (2018). How does research productivity relate to gender? Analyzing gender differences for multiple publication dimensions. Scientometrics, 117(3), 1663-1693. https://doi.org/10.1007/s11192-018-2933-1
Mendoza Yépez, M. M., León Quinapallo, X. P., Gilar Corbi, R., y Vizcaíno Mendoza, F. M. (2022). Gestión del proceso enseñanza-aprendizaje: estilos de aprendizaje y rendimiento académico. Revista Venezolana de Gerencia, 27(7), 281-296. https://doi.org/10.52080/rvgluz.27.7.19
Menon, S., y Suresh, M. (2020). Synergizing education, research, campus operations, and community engagements towards sustainability in higher education: a literature review. International Journal of Sustainability in Higher Education, 21(5), 1015-1051. https://doi.org/10.1108/IJSHE-03-2020-0089
Miller, K. (2018). Knowledge management in higher education online learning environments (Tesis de doctorado), University of Maryland University College, Estados Unidos.
Miranda, F. J., Pérez-Mayo, J., García-Gallego, J. M., Valero-Amaro, V., y Rubio, S. (2021). An assessment of the determinants of licensing of university patents: a survey of Spanish universities. Academia Revista Latinoamericana de Administración, 34(3), 478-492. https://doi.org/10.1108/ARLA-07-2020-0162
Mousa, M., Abdelgaffar, H.A., Chaouali, W., y Aboramadan, M. (2020). Organizational learning, organizational resilience and the mediating role of multi-stakeholder networks: A study of Egyptian academics. Journal of Workplace Learning, 32(3), 161-181. https://doi.org/10.1108/JWL-05-2019-0057
Patricio, M. T., y Santos, P. (2020). Collaborative research projects in doctoral programs: a case study in Portugal. Studies in Higher Education, 45(11), 2311-2323. https://doi.org/10.1080/03075079.2019.1607282
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Publicado
2022-11-25
Cómo citar
Rodríguez-Ponce, E., Ferrer-Urbina, R., & Rodríguez, C. (2022). Resultados del quehacer académico: influencia del aprendizaje institucional desde la teoría. Revista Venezolana De Gerencia, 27(8), 1122-1134. https://doi.org/10.52080/rvgluz.27.8.25
Sección
Organización y sociedad: mirada de sectores estratégicos clave
Esta obra está bajo licencia internacional Creative Commons Reconocimiento-NoComercial-CompartirIgual 4.0.
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