Dimensiones de la gestión universitaria en la implementación de la Licenciatura de Podología a distancia: Un estudio de caso en la Universidad del Gran Rosario
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El presente trabajo tiene como objetivo analizar las dimensiones de la gestión universitaria en el proceso de implementación de la modalidad a distancia en la Licenciatura en Podología de la Universidad del Gran Rosario, durante el período 2021-2023. Desde un enfoque cualitativo y un diseño de estudio de caso, se examinan las dimensiones de Gobierno, Gestión Institucional, Gestión Administrativa y Gestión Académica, a partir de entrevistas a actores pertenecientes a distintos niveles de la institución. Los resultados evidencian que la implementación de la modalidad a distancia constituyó un proceso complejo, caracterizado por la interacción entre decisiones institucionales, condiciones tecnológicas y prácticas docentes. Se identifican tensiones entre la planificación y su concreción, así como desafíos vinculados a la apropiación de las tecnologías y a la necesidad de redefinir los roles tradicionales de docentes y estudiantes. Asimismo, se destacan oportunidades relacionadas con la disponibilidad de infraestructura tecnológica, el acompañamiento institucional y el fortalecimiento progresivo de los procesos administrativos.
Se concluye que la efectividad de la modalidad a distancia depende de la articulación entre los distintos niveles de gestión, siendo la gestión académica y la infraestructura tecnológica factores centrales en la calidad del proceso educativo.
This study aims to analyze the dimensions of university management involved in the implementation of distance learning in the Bachelor’s Degree in Podiatry at the Universidad del Gran Rosario during the 2021–2023 period. Adopting a qualitative approach and a case study design, the research examines the dimensions of governance, institutional management, administrative management, and academic management, based on interviews with actors from different institutional levels. The findings show that the implementation of distance learning constituted a complex process, characterized by the interaction between institutional decisions, technological conditions, and teaching practices. Tensions were identified between planning and its implementation, as well as challenges related to the appropriation of technologies and the need to redefine traditional roles of teachers and students. At the same time, opportunities emerged in relation to the availability of technological infrastructure, institutional support, and the progressive strengthening of administrative processes. It is concluded that the effectiveness of distance learning depends on the articulation between different management levels, with academic management and technological infrastructure identified as key factors in the quality of the educational process.
This study aims to analyze the dimensions of university management involved in the implementation of distance learning in the Bachelor’s Degree in Podiatry at the Universidad del Gran Rosario during the 2021–2023 period. Adopting a qualitative approach and a case study design, the research examines the dimensions of governance, institutional management, administrative management, and academic management, based on interviews with actors from different institutional levels. The findings show that the implementation of distance learning constituted a complex process, characterized by the interaction between institutional decisions, technological conditions, and teaching practices. Tensions were identified between planning and its implementation, as well as challenges related to the appropriation of technologies and the need to redefine traditional roles of teachers and students. At the same time, opportunities emerged in relation to the availability of technological infrastructure, institutional support, and the progressive strengthening of administrative processes. It is concluded that the effectiveness of distance learning depends on the articulation between different management levels, with academic management and technological infrastructure identified as key factors in the quality of the educational process.