Liderazgo docente en educación superior: revisión sistemática de programas y resultados
DOI:
https://doi.org/10.5281/zenodo.23261519Palabras clave:
educación superior, liderazgo, formación docenteResumen
La investigación sobre liderazgo en la educación superior abarca diversos constructos, participantes y resultados, lo que dificulta distinguir el cambio relacionado con el programa de las descripciones y asociaciones contextuales. El objetivo de este estudio es sintetizar la evidencia de 35 publicaciones sobre el desarrollo del liderazgo docente y académico, identificando los componentes del programa, los resultados reportados y las limitaciones metodológicas a través de una revisión sistemática con síntesis narrativa que agrupó las publicaciones seleccionadas según su función analítica. El corpus comprendió 23 estudios de programas o desarrollo, 9 estudios primarios sin intervención y 3 revisiones secundarias. Se extrajeron las características del estudio, las poblaciones, los diseños, las estrategias de intervención y los resultados; las estimaciones numéricas reportadas se conservaron a nivel de estudio. La evidencia abarca el período 2009-2026, con 28 publicaciones que aparecen entre 2021 y 2026. Los talleres estructurados, el aprendizaje experiencial, la mentoría, el coaching y las redes de pares fueron componentes comunes. Los cambios se documentaron con mayor frecuencia para las competencias percibidas, los comportamientos de liderazgo y los resultados de la carrera académica que para la calidad de la enseñanza medida directamente o el aprendizaje de los estudiantes. En una cohorte emparejada, la participación en el programa se asoció con el ascenso (cociente de riesgos instantáneos 1,61; intervalo de confianza del 95%: 1,16-2,23) y la salida de la institución (cociente de riesgos instantáneos 0,23; intervalo de confianza del 95%: 0,16-0,34); estas asociaciones observacionales no establecen causalidad. Este estudio concluye que el desarrollo del liderazgo se manifiesta en los ámbitos individual, relacional e institucional, pero la heterogeneidad de los diseños, la posible superposición de cohortes y la limitada medición de los resultados pedagógicos restringen las conclusiones causales e interdisciplinarias.
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