Abstract:

This study addresses the identification of faculty training needs within the context of the development of university educational models (UEM), as well as their impact on this process. The design and periodic updating—at least every four years—of educational models is a requirement not only for ensuring the quality of higher education, but also for guaranteeing the relevance of academic programs and educational offerings. In this regard, several educational systems carry out rigorous monitoring of UEMs.

This research is part of a broader study focused on the institutional, pedagogical, didactic, innovation, quality, and educational research components involved in the development processes of UEMs. Specifically, this is a qualitative study that employs an ethnographic approach and a case study technique, with a dual objective. On the one hand, it seeks to analyze the perceptions and collective constructions of participants regarding the pedagogical and didactic components that shape the desired educational quality of UEMs; on the other hand, it aims to determine the role of pedagogical leaders in faculty training within their institutions.

The findings reveal the typology and characteristics of training needs, as well as key elements for improving faculty performance in the implementation of UEMs. They also highlight the importance of training focused on understanding the elements, aspects, and concepts underlying pedagogical and didactic dimensions within these models. Likewise, the study underscores the challenges faced by educational leaders in designing and implementing initial and continuous professional development plans for faculty.

The comparative analysis of two cases, whose UEM development processes were followed over two years, reinforces these conclusions. Furthermore, the theoretical framework presents a state of the art that emphasizes the need for initial training prior to the implementation of educational models, aligned with the aforementioned components and linked to quality assurance processes. Recent studies also highlight the strategic role of educational leaders in planning, supporting, and motivating faculty as a guarantee of both the success of the process and internal quality assurance.

Keywords:

University Educational Model (UEM), faculty training, educational leadership, pedagogical and didactic components, educational management.