A nuevos retos y posibilidades, iguales estrategias: docencia universitaria durante la pandemia

Abstract

RESUMEN: El propósito del artículo es identificar las competencias digitales y las estrategias de enseñanza de profesores universitario durante el tiempo de pandemia. Para ello, se diseñó un estudio de caso en una universidad privada colombiana. Se aplicaron dos instrumentos: una encuesta sobre competencias digitales y estrategias de enseñanza, a 363 profesores universitarios, de diferentes áreas y programas académicos, y una entrevista focal a 19 de los docentes encuestados. Posteriormente, se triangularon los resultados para tener una perspectiva amplia de la realidad institucional. Los resultados muestran que existe correlación directa y significativa entre la edad del profesor y el dominio de las competencias digitales; otro hallazgo es que las estrategias de enseñanza implementadas con mayor frecuencia fueron de tipo expositivo y para la evaluación, las exposiciones orales y los cuestionarios. El estudio hace evidente que los profesores universitarios están replicando las prácticas de la presencialidad y no aprovechan las posibilidades que dan los recursos digitales para la enseñanza y evaluación.

ABSTRACT: The great corporate scandals of the beginning of the 21st century (Enron, Worldcom, Subprime) gave rise to economic crises of global impact. When influential graduates of renowned business schools were held accountable by public opinion, questions arose about whether the ethics training they received from these institutions had been insufficient. We intend to analyze trends in recent academic literature (2012–2022) on proposals to improve ethical teaching in management and business schools. Based on a systematic literature review (Q1 and Q2 journals in Scopus and WOS), we classified the articles into five categories, depending on where authors emphasized their diagnosis and proposals: 1) External factors to educational institutions (regulators and accreditors, market pressures, public opinion, and rankings); 2) cross-cutting factors (basic fundamental values of the environment, mission and institutional identity, strategy, and value offer); 3) input factors (managers, faculty, and students); 4) process factors (curriculum and format, pedagogy, content, and teaching materials), and (5) output factors (graduates, academic publications, institutional recognitions). The results indicate that interest in this discussion waned. Proposals mainly aimed at curricular changes (redesign of courses and new pedagogical proposals) and certain cross-cutting factors (for example, adjusting the mission and institutional objectives) in response to the commitment that many institutions made when signing the United Nations PRME (Principles for Responsible Management Education). It is also discussed whether this change was “cosmetic” rather than a comprehensive transformation of the educational offering capable of overcoming the existing barriers to improve the ethical teaching of professionals.