Diseño y validación de un modelo de gestión cuántica para organizaciones educativas mediante métodos mixtos

Autores/as

DOI:

https://doi.org/10.22633/rpge.v27i00.17695

Palabras clave:

Gestión cuántica, Organizaciones educativas, Grounded theory, Modelado de ecuaciones estructurales

Resumen

En la línea de otras áreas del conocimiento humano, las teorías y modelos desarrollados para la gestión y el liderazgo están siendo asentados por algunos paradigmas científicos. A este respecto, dos paradigmas principales, a saber, el newtoniano y el cuántico, han influido ampliamente en todas las teorías y modelos organizacionales. La implementación de dichos modelos en consecuencia requiere nuevos estilos de gestión, aquí denominados gestión cuántica (GQ). Para ello, se entrevistó a 16 expertos en gestión educativa, seleccionados por muestreo intencional, hasta alcanzar la saturación teórica. Los hallazgos del estudio demostraron que las condiciones causales con un coeficiente de determinación débil (R², 28%) fueron los predictores moderados de GQ en las organizaciones educativas. Además, las condiciones subyacentes e intermedias junto con GQ con un R2 medio (51 %) podrían predecir fuertemente las estrategias/facilitadores, y luego las estrategias/facilitadores con un R2 medio (55 %) fueron los fuertes predictores de las consecuencias de GQ.

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Biografía del autor/a

Vida Aghelzadeh , Islamic Azad University (IAU), Ardabil – Iran

PhD Student, Department of Educational Sciences.

Tooran Soleimani , Islamic Azad University (IAU), Ardabil – Iran

Associate Professor, Department of Educational Sciences.

Asghar Nakhostin Goldoost, Islamic Azad University (IAU), Ardabil – Iran

Associate Professor, Department of Educational Sciences.

Citas

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Publicado

14/04/2023

Cómo citar

AGHELZADEH , V.; SOLEIMANI , T.; NAKHOSTIN GOLDOOST, A. Diseño y validación de un modelo de gestión cuántica para organizaciones educativas mediante métodos mixtos. Revista on line de Política e Gestão Educacional, Araraquara, v. 27, n. 00, p. e023008, 2023. DOI: 10.22633/rpge.v27i00.17695. Disponível em: https://periodicos.fclar.unesp.br/rpge/article/view/17695. Acesso em: 31 ago. 2024.

Número

Sección

Estudios e informes