Academic management of university virtual education: An analysis from the perception of students, teachers, and managers
-
Author(s)Carola Salazar-RebazaLink to ORCID Index: https://orcid.org/0000-0003-2143-0109
,
Monica Zegarra-AlvaLink to ORCID Index: https://orcid.org/0000-0002-1069-753X
,
Franklin Cordova-BuizaLink to ORCID Index: https://orcid.org/0000-0002-7623-7472
-
DOIhttp://dx.doi.org/10.21511/ppm.21(4).2023.40
-
Article InfoVolume 21 2023, Issue #4, pp. 532-544
- 324 Views
-
101 Downloads
This work is licensed under a
Creative Commons Attribution 4.0 International License
Currently, many universities are developing virtual education as an option for the training of future professionals. The objective of this study is to analyze aspects of the academic management of university virtual education from the perspective of students, teachers, and administrators. A mixed approach and non-experimental design were applied. Semi-structured interviews and surveys were used. The participants were 8 managers, 340 students, and 75 teachers from Peru, Colombia, Mexico, and Spain, from universities where virtual education is offered. The results show that 51% of teachers agree with the management, 50% accept the adequate use of technological tools, and only 20% say that virtual classes are effective. Concerning students, 45% agree with the management, but only 15% feel that they are attended to when problems arise in the virtual modality. The managers determine relevant aspects such as the importance of teacher training, having technological tools to ensure learning, and providing a comprehensive academic service, as is provided in the in-person modality. It is concluded that academic management in the virtual modality should prioritize the improvement of satisfaction levels of both students and teachers through adaptation processes, training, performance evaluation, attention, and problem-solving, as well as the use of virtual platforms that allow the development of competencies of the graduate profile and contribute to the comprehensive training of future professionals.
- Keywords
-
JEL Classification (Paper profile tab)I21, I23, O15
-
References46
-
Tables2
-
Figures3
-
- Figure 1. Teachers’ perceptions of the university virtual modality
- Figure 2. Teachers’ perception of the conditions for the development of virtual university education
- Figure 3. Students’ perceptions of the university virtual modality
-
- Table 1. Sample of the study
- Table 2. Aspects of the academic management of the university virtual modality
-
- Alboites, H. (2020). Epidemia y Batalla por la educación [Epidemic and the Battle for education]. El Cotidiano, UAM, 35(221), 7-16. (In Spanish).
- Álvarez Sierra, Y. (2021). Modelo de gestión universitaria complejo [Model of complex university management]. Horizontes. Revista de Investigación en Ciencias de la Educación, 5(17), 195-206. (In Spanish).
- Azhari, T., & Kurniawati, T. (2021). Students’ perception on online learning during the Covid-19 pandemic: A case study of Universitas Malikussaleh students. Proceedings of the International Conference on Social Science, Political Science, and Humanities (ICoSPOLHUM 2020). Lhokseumawe, Indonesia.
- Bedoya-Dorado, C., Murillo-Vargas, G., & González-Campo, C. (2021). Gestión universitaria en tiempos de pandemia por Covid-19: Análisis del sector de la educación Superior en Colombia [University management in times of pandemic by Covid-19: Analysis of the higher education sector in Colombia.]. Estudios Gerenciales, 37(159), 251-264. (In Spanish).
- Bigné, E., Moliner, M. A., & Sánchez, J. (2003). Perceived quality and satisfaction in multiservice organisations: The case of Spanish public services. Journal of Services Marketing, 17(4), 420-442.
- Bonnefoy, C., Cerda, G., Peine, S., Durán, M., & Ponce, Y. (2004). Gestión directiva universitaria: Un instrumento para su evaluación [University management: An instrument for assessment]. Revista de Psicología de la Universidad de Chile, 13(2), 63-82. (In Spanish).
- Briceño Toledo, M., Correa Castillo, S., Valdés Montecinos, M., & Hadweh Briceno, M. (2020). Modelo de gestión educativa para programas en modalidad virtual de aprendizaje [Educational management model for virtual learning programs. Revista de Ciencias Sociales, 26(2), 286-298. (In Spanish).
- Carballo, E. (2013). Relación formación-gestión del conocimiento innovación-desarrollo local en los Municipios de Ciego de Ávila [Relationship between training-knowledge management, innovation and local development in the municipalities of Ciego de Avila.]. Revista Científica Nom Verba. (In Spanish).
- Carmona, E. (2012). Modelo de gestión para los Centros de Educación a Distancia Universitarios (CEDU) [Model of Management for University Distance Education Centers]. In M. Levens (Ed.), Modelos, recursos tecnológicos y mecanismos de gestión del conocimiento [Models, technological resources and knowledge management mechanisms]. Conferencia llevada a cabo en el XIII Encuentro Internacional Virtual Educa, Panamá. (In Spanish).
- Crisol-Moya, E., Herrera-Nieves, L., & Montes-Soldado, R. (2020). Virtual education for all: Systematic review. Education in the Knowledge Society, 21, 13.
- Cordova-Buiza, F., Tapara-Sinti, J., Gallardo-Tello, N. E., & Robles-Fabian, D. A. (2022a). Level of financial education among university students of business: A study in the Peruvian scenario. IBIMA Business Review, 2022, 275437.
- Cordova-Buiza, F., Hernandez-Zuniga, K., Julca-Carrasco, K., & Huerta-Tantalean, L. N. (2022b). Strategic management of E-commerce in commercial companies: A systematic review (2016–2020). Proceedings of the European Conference on Innovation and Entrepreneurship, 17(1), 141-147.
- De Donini, A., & Donini, A. (2003). La gestión universitaria en el siglo XXI. Desafíos de la sociedad del conocimiento a las políticas académicas y científicas [University management in the XXI century. Challenges of the knowledge society to academic and scientific policies] (Documento de Trabajo N° 107). Universidad de Belgrano. (In Spanish).
- Díaz, C. B., Rodríguez, J. R., Fernández, A., Vanga, M. G., & Quintero, G. C. (2017). Hacia el cambio en las Instituciones de Educación Superior [Change at Higher Education Institutions]. Riobamba, Ecuador: Unidad de Publicaciones y de la Propiedad Intelectual, de la Universidad Nacional de Chimborazo (UNACH). (In Spanish).
- Duart, J., & Lupiáñez, F. (2005). E-stratègies en la introducció i l’ús de les TIC a la universitat. RUSC [E-strategies in the introduction of ICT to the university. RUSC]. Universities and Knowledge Society Journal, 2(1), 100-106. (In Spanish).
- Fernández-Regueira, U., Gewerc Barujel, A., & Llamas Nistal, M. (2020). El profesorado universitario de Galicia y la enseñanza remota de emergencia: Condiciones y contradicciones [Galician University Teaching Staff and Emergency Remote Teaching: Conditions and Contradictions]. Campus Virtuales: Revista Científica Iberoamericana de Tecnología Educativa, 9(2), 9-24. (In Spanish).
- Field, L. (2015). Appraising academic appraisal in the new public management university. Journal of Higher Education Policy and Management, 37(2), 172-189.
- Figueredo-Díaz, O. (2021). Gestión digital universitaria: Una propuesta emergente en tiempos de pandemia [University Digital Management: An Emerging Proposal in Times of Pandemic]. Revista Docentes 2.0, 12(1), 95-107. (In Spanish).
- Fossatti, P., & Danesi, L. (2018). Universidades comunitarias en Brasil: Por qué hay que perfeccionar su modelo de gestión? [Community universities in Brazil: Why do you need to improve your management model?] Formación Universitaria, 11(5), 75-84. (In Spanish).
- García Aretio, L. (2017). Educación a distancia y virtual: Calidad, disrupción, aprendizajes adaptativo y móvil [Distance and virtual education: Quality, disruption, adaptive learning and mobile learning]. RIED. Revista Iberoamericana de Educación a Distancia, 20(2), 9-25. (In Spanish).
- García-Peñalvo, F. J. (2021). Transformación digital en las universidades: Implicaciones de la pandemia de la COVID-19 [Digital Transformation in Universities: Implications of the COVID-19 Pandemic]. Education in the Knowledge Society (EKS), 22, e25465. (In Spanish).
- García-Sanchis, M., Gil-Saura, I., & Berenguer-Contrí, G. (2015). Dimensionalidad del servicio universitario: Una aproximación desde un enfoque de marketing [Dimensionality of university service: A marketing approach.]. Revista Iberoamericana de Educación Superior, 6(15), 26-49. (In Spanish).
- Guevara Gómez, H. E., Huarachi Quintanilla, L. A., Lozano Zanelly, G. A., & Vértiz Osores, J. J. (2021). Gestión del cambio en organizaciones educativas pospandemia [Change management in post-pandemic educational organizations]. Revista Venezolana De Gerencia, 26(93), 178-191. (In Spanish).
- Hareger, I. (2020). Faculty management after higher education reforms – Exploring the organizational structure of faculties considering their contextual factor. 6th International Conference on Higher Education Advances. Valencia.
- Hernández Díaz, J. M. (2021). Qué universidad para el siglo XXI? [Which university for the XXI century?]. Revista Lusófona De Educação, 52, 133-152. (In Spanish).
- Jung, I., & Latchem, C. (2012). Quality assurance and accreditation in distance education and e-learning. New York/London: Routledge.
- Kevans Espinoza, M. (2020). Gestión educativa y calidad de la educación superior tecnológica en instituciones estatales de Lima Metropolitana [Educational management and quality of higher technological education in state Institutions of Metropolitan Lima]. Educación, 26(2), 147-162. (In Spanish).
- Marciniak, R., & Gairín, J. (2018). Dimensiones de evaluación de calidad de educación virtual: Revisión de modelos referentes [Dimensions of Quality Assessment of Virtual Education: Review of Referent Models]. Revista Iberoamericana de Educación a Distancia. (In Spanish).
- Masclef, M., & Medina, M. (2011). La problemática de la gestión universitaria desde la percepción de los funcionarios y gestores administrativos, el caso de la Universidad Nacional de Tucumán [The problem of university management from the perception of administrative officials and managers, the case of the National University of Tucumán. XI Coloquio Internacional sobre Gestión Universitaria en América del Sur. (In Spanish).
- Mintzberg, H. (1991). Mintzberg y la dirección [Mintzberg and management]. Ediciones Díaz de Santos. (In Spanish).
- Morantes Higuera, A., & Acuña Corredor, G. (2013). Propuesta de modelo de gestión para educación superior a distancia: una aproximación. [Proposal for a management model for distance higher education: An approximation]. Revista del Instituto de Estudios en Educación Universidad del Norte, 18. (In Spanish).
- Münch, L. (2010). Administración. Gestión organizacional, enfoques y procesos administrativos [Management. Organizational management, administrative approaches and processes.]. Pearson Education. (In Spanish).
- Ordóñez, R., & Ramos, G. (2018). Gestión educativa universitaria apoyada en tecnologías de información y comunicación para formación semipresencial [University educational management supported by information and communication technologies for blended learning]. Atenas, 4(44). (In Spanish).
- Pekkola, E., Siekkinen, T., Kujala, E. N., Kanniainen, J. P., & Laihonen, H. (2021). An assessment of COVID-19’s impact on Finnish university leadership. Knowledge Management Research & Practice, 19(4), 510-516.
- Portillo Penuelas, S., Castellanos Pierra, L., Reynoso Gonzalez, O., & Gavotto Nogales, O. (2020). Enseñanza remota de emergencia ante la pandemia Covid-19 en Educación Media Superior y Educación Superior [Emergency remote teaching in the face of the Covid-19 pandemic in Upper Secondary Education and Higher Education]. Propósitos y Representaciones, 8(SPE3), e589. (In Spanish).
- Rama, C. (2012). La reforma de la virtualización de la universidad, el nacimiento de la educación digital [The reform of university virtualization, the birth of digital education]. Universidad de Guadalajara. (In Spanish).
- Rivas Echeverría, F., Márquez-Dominguez, C., Pérez, A., & Rodríguez-Clavijo, F. (2020). La importancia de la tecnología en momentos de pandemia [The importance of technology in times of pandemic]. Revista Ibérica de Sistemas y Tecnologías de Información, 2020, IX-XI (In Spanish).
- Rodriguez-Ahuanari, V. G., Vega-Ramirez, M. A., Chumpitaz-Caycho, H. E., Espinoza-Gamboa, E. N., & Cordova-Buiza, F. (2022). Intelligent system for data protection in higher education institutions: A systematic review. Proceedings of the 2022 IEEE International Conference on Smart Internet of Things (pp. 94-99).
- Salazar-Rebaza, C., Zegarra-Alva, M., & Cordova-Buiza, F. (2022). Management and leadership in university education: Approaches and perspectives. Problems and Perspectives in Management, 20(3), 130-141.
- Segovia-García, N., Said-Hung, E., & García Aguilera, F. (2022). Virtual higher education in Colombia: Factors associated with dropping out. Educación XX1, 25(1), 197-218.
- Tejedor, S., Cervi, L., Tusa, F., & Parola, A. (2020). Educación en tiempos de pandemia: Reflexiones de alumnos y profesores sobre la enseñanza virtual universitaria en España, Italia y Ecuador [Education in times of pandemic: Reflections of students and teachers on university virtual teaching in Spain, Italy and Ecuador]. Revista Latina de Comunicación Social, 78, 1-21. (In Spanish).
- UNESCO. (2008). Declaración Final de la Conferencia Regional de Educación Superior en América Latina y el Caribe [Final Declaration of the Regional Conference on Higher Education in Latin America and the Caribbean]. (In Spanish).
- Valle Barra, M. (2005). Modelo de Gestión Universitaria basado en indicadores por dimensiones relevantes [University Management Model based on indicators by relevant dimensions]. Revista Iberoamericana de Educación. (In Spanish).
- Véliz-Burgos, A., & Dörner-Paris, A. (2020). Lo individual versus lo comunitario en tiempos de crisis sanitaria [The individual versus the community in times of health crisis]. Propósitos y Representaciones, 8(SPE1), e502. (In Spanish).
- Vilela, P., Sánchez, J., & Chau, C. (2021). Desafíos de la educación superior en el Perú durante la pandemia por la covid-19 [Challenges for higher education in Peru during the COVID-19 pandemic]. Desde el Sur, 13(2). (In Spanish).
- Yong, E., Nagles, N., Mejía, C., & Chaparro, C. (2017). Evolución de la educación superior a distancia: Desafíos y oportunidades para su gestión [Evolution of distance higher education: Challenges and opportunities for its management.]. Revista Virtual Universidad Católica del Norte, 50, 80-105. (In Spanish).
-
Effect of work motivation and job satisfaction on employee performance: Mediating role of employee engagement
Setyo Riyanto ,
Endri Endri ,
Novita Herlisha
doi: http://dx.doi.org/10.21511/ppm.19(3).2021.14
Problems and Perspectives in Management Volume 19, 2021 Issue #3 pp. 162-174 Views: 9904 Downloads: 7853 TO CITE АНОТАЦІЯTechnological developments are things that must be followed by companies to achieve a competitive advantage to improve performance. To achieve and improve performance, companies need active employee engagement by encouraging motivation and fulfilling their job satisfaction. This study aims to analyze the effect of motivation and job satisfaction on performance with employee engagement as a mediating variable. The research sample is Information Technology (IT) companies located in the cities of Jakarta and Bandung, Indonesia. Research respondents are system developers who handle system development activities for a project or part of an ongoing project. By using the convenience sampling technique 103 responses were obtained from IT developers. The research model analysis method uses Partial Least Square (PLS) with SMART PLS Ver 3.0 software. Empirical findings prove that motivation has a positive effect on the performance of IT employees, while job satisfaction is independent. Employee engagement does not directly affect employee performance, but the effect of mediation through motivation and job satisfaction can have a significant effect on employee performance. The research findings have managerial implications, in increasing high employee involvement, motivation needs to be encouraged to be more active and innovative, and facilitate the achievement of the desired results.
Acknowledgment
This study was made possible because of the full support of the Region III Education Service Institute (LL-DIKTI III), the Ministry of Education and Culture of the Republic of Indonesia, and the Research Center at Mercu Buana University, Jakarta. -
Management of enterprise’s financial sustainability and improvement of its methods
Galyna Azarenkova ,
Olena Golovko ,
Kateryna Abrosimova
doi: http://dx.doi.org/10.21511/afc.02(1).2018.01
Accounting and Financial Control Volume 2, 2018-2019 Issue #1 pp. 1-14 Views: 5365 Downloads: 760 TO CITE АНОТАЦІЯThe article is dedicated to the solution of the relevant issue, concerning management of enterprise`s financial sustainability. Financial sustainability assessment is one of the most important principles of enterprise`s activity, which provides information about financial capabilities of the company at the time of its evaluation and for the future. It is a requirement for the enterprise activity, which provides a high level of competitiveness, efficiency and intensity. Thus, the restoration and strengthening of financial sustainability is a priority task for the enterprise, a basic precondition for its effective functioning. The purpose of the research is to analyze financial sustainability and to improve the methods and approaches of its evaluation. The following methods were used in this research: financial and economic analysis, economic and mathematical modeling, analysis and synthesis, comparison. The main results of the study are following: the theoretical and essential characteristics of enterprise financial sustainability has been determined; the financial status of PJSC “Turboatom” has been analyzed; the taxonomic index of financial sustainability has been calculated and the forecast of its significance has been made, the approaches to increase enterprise financial sustainability have been proposed.
-
The resource-based view: a tool of key competency for competitive advantage
Akwesi Assensoh-Kodua
doi: http://dx.doi.org/10.21511/ppm.17(3).2019.12
Problems and Perspectives in Management Volume 17, 2019 Issue #3 pp. 143-152 Views: 4822 Downloads: 1108 TO CITE АНОТАЦІЯThe increasing turmoil in the external organizational setting or business environment has focused attention on capabilities and resources as the primary source of competitive advantage. Obviously, this statement points to the application of the resource-based view (RBV) of organizational management. Nevertheless, what constitutes RBV remains an illusion in many quarters of organizational management, as scholars have managed to put up their personal ideas, and managed to converge on phenomenon-driven theories, in addition to RBV. This paper reviews the concepts of RBV in light of knowledge management to highlight some critical pitfalls that might have eluded the research community on the subject matter of RBV. To this end, this paper’s educational value lies in the fact that it simplifies the concept of RBV to the new researcher in a fashion that is capable of appealing to his or her level. A cross-sectional qualitative research approach was employed in an effort aimed at understanding the role of RBV in creating a sustainable competitive advantage and key competencies. A total of 20 relevant articles were searched from different databases and search engines, including Scopus, EBSCO, ABI Inform, IEEE, PubMed, Science Direct, SABINET, IEEE, Bing, Science Direct, and Google Scholar. The findings indicate that RBV plays an important role and assists organizations not only create, nurture, and maintain competitive advantage, but also understand the collective resources needed to compete favorably in a globalized and highly competitive market. With expert knowledge workers at its core to provide support for knowledge creation, sharing, and utilization, the RBV principles discussed in this paper promise to guarantee a methodological step geared towards the achievement of competitive advantage. It, therefore, makes an incremental contribution to the RBV to attain modest improvement in organizational settings.
