Inteligencia artificial y liderazgo posjerárquico en educación superior: responsabilidad, reflexión y aprendizaje ético y epistémico

Antonio  Jiménez-Luque; Yihe  Yang; Carla Penha Vasconcelos

doi:10.54674/ess.v37i2.1139

Antonio Jiménez-Luque University of San Diego, San Diego, Estados Unidos https://orcid.org/0000-0003-2376-2174
Yihe Yang Universidad Estatal de Arizona, Phoenix, Estados Unidos. https://orcid.org/0009-0003-7041-0873
Carla Penha Vasconcelos Universidade de San Diego, San Diego, Estados Unidos. https://orcid.org/0000-0001-6642-1025

DOI: https://doi.org/10.54674/ess.v37i2.1139

Palabras clave: Liderazgo; Inteligencia Artificial; Responsabilidad Epistemológica

Resumen

Este artículo propone un modelo conceptual de liderazgo posjerárquico para la educación superior en la era de la inteligencia artificial generativa (IAGen). A medida que la IAGen transforma los procesos de producción, distribución y legitimación del conocimiento, se vuelve urgente repensar el liderazgo no como autoridad posicional, sino como responsabilidad ética y epistémica. La IAGen, entendida como agente de encuadre sociotécnico, reorganiza las condiciones bajo las cuales el conocimiento es reconocido, planteando desafíos éticos y cognitivos para las instituciones académicas. En respuesta, se integra el Modelo del Árbol de Liderazgo (LTM), que ofrece una visión ecológica y regenerativa del liderazgo como sistema vivo basado en la interdependencia, la reflexión y el aprendizaje continuo. Al combinar la lógica del encuadre epistémico con el paradigma ecológico del LTM, se propone una práctica de liderazgo centrada en la gestión responsable del conocimiento, donde humanos e inteligencias artificiales cogobiernan los flujos de significado.

Biografía del autor/a

Antonio Jiménez-Luque, University of San Diego, San Diego, Estados Unidos

Profesor asociado en el Departamento de Estudios de Liderazgo de la Universidad de San Diego. Su trabajo explora la influencia de las perspectivas culturales, sociales e históricas en las conceptualizaciones y prácticas del liderazgo, entendido como un proceso de movilización, emancipación y cambio social. En la intersección entre la teoría crítica y los estudios interculturales, el doctor Jiménez-Luque se centra en cuatro líneas de investigación: 1) cultura organizativa; 2) liderazgo, comunicación y retórica; 3) liderazgo participativo y democrático; y 4) liderazgo intercultural y global.

Yihe Yang, Universidad Estatal de Arizona, Phoenix, Estados Unidos.

Yihe Yang es profesora asistente de enseñanza en el College of Integrative Sciences and Arts (CISA) de Arizona State University. Con un enfoque interdisciplinario en Estudios de Liderazgo, la doctora Yang explora las intersecciones entre la comunicación intercultural, la dinámica de grupos y el cambio organizacional. Su investigación se centra en tres ramas: 1) Cultura organizativa y gestión del cambio; 2) dinámicas grupales y comunicación intercultural; y 3) educación en liderazgo global.

Carla Penha Vasconcelos, Universidade de San Diego, San Diego, Estados Unidos.

Carla Penha Vasconcelos es Investigadora Asociada y Gerente de Proyectos en el Jacobs Institute for Innovation in Education, así como Profesora Adjunta en el departamento de Estudios de Liderazgo de la Universidad de San Diego. Su trabajo se enfoca en la transformación de sistemas educativos y el fortalecimiento de iniciativas comunitarias, con énfasis en la equidad y el liderazgo colaborativo.

Citas

Adams, R. (2021). Can artificial intelligence be decolonized? Interdisciplinary Science Reviews, 46(1–2), 176–197. https://doi.org/10.1080/03080188.2020.1840225
Alvesson, M., & Spicer, A. (2014). Critical perspectives on leadership. The Oxford Handbook of Leadership and Organizations, 40–56.
Askew, T., Mathew, R., Fishman, T., Kunkel, D., & Caron, B. (2024). How higher education can realize the potential of Generative AI. Deloitte Center for Government Insights. https://www.deloitte.com/us/en/insights/industry/articles-on-higher-education/generative-ai-higher-education.html
Bamberger, J., & Schön, D. A. (1983). Learning as Reflective Conversation with Materials: Notes from Work in Progress. Art Education, 36(2), 68–73. https://doi.org/10.1080/00043125.1983.11653404
Beer, D. (2017). The social power of algorithms. Information, Communication & Society, 20(1), 1–13. https://doi.org/10.1080/1369118X.2016.1216147
Bender, E. M., Gebru, T., McMillan-Major, A., & Shmitchell, S. (2021). On the Dangers of Stochastic Parrots: Can Language Models Be Too Big?. Proceedings of the 2021 ACM Conference on Fairness, Accountability, and Transparency, 610–623. https://doi.org/10.1145/3442188.3445922
Bion, W. R. (1948). Experiences in Groups: I. Human Relations, 1(3), 314–320. https://doi.org/10.1177/001872674800100303
Birhane, A. (2021). Algorithmic injustice: A relational ethics approach. Patterns, 2(2), 100205. https://doi.org/10.1016/j.patter.2021.100205
Bourdieu, P. (1991). Estructuras, habitus, prácticas. El Sentido Práctico, 91–111.
Bowker, G. C., & Star, S. L. (2000). Sorting things out: Classification and its consequences. MIT press.
Capra, F. (1996). The web of life: A new synthesis of mind and matter (Vol. 132). HarperCollins London.
Carroll, B., Levy, L., & Richmond, D. (2008). Leadership as Practice: Challenging the Competency Paradigm. Leadership, 4(4), 363–379. https://doi.org/10.1177/1742715008095186
Carroll, B., & Smolović Jones, O. (2018). Mapping the aesthetics of leadership development through participant perspectives. Management Learning, 49(2), 187–203. https://doi.org/10.1177/1350507617738405
Chen, X., & Zmire, Z. (2024). AI’s Role in Enhancing Cross Cultural Competence and Leadership through Online Education Programs. Proceedings of The International Conference on New Findings in Humanities and Social Sciences, 1(1), 1–16. https://doi.org/10.33422/hsconf.v1i1.268
Chilisa, B. (2019). Indigenous research methodologies. Sage publications.
Collinson, D., Smolović Jones, O., & Grint, K. (2018). ‘No More Heroes’: Critical Perspectives on Leadership Romanticism. Organization Studies, 39(11), 1625–1647. https://doi.org/10.1177/0170840617727784
Cornelissen, J. P., & Werner, M. D. (2014). Putting Framing in Perspective: A Review of Framing and Frame Analysis across the Management and Organizational Literature. Academy of Management Annals, 8(1), 181–235. https://doi.org/10.5465/19416520.2014.875669
Couldry, N., & Mejias, U. A. (2019). Data Colonialism: Rethinking Big Data’s Relation to the Contemporary Subject. Television & New Media, 20(4), 336–349. https://doi.org/10.1177/1527476418796632
Crawford, K. (2021). The atlas of AI: Power, politics, and the planetary costs of artificial intelligence. Yale University Press.
Cunliffe, A. L. (2016). “On Becoming a Critically Reflexive Practitioner” Redux: What Does It Mean
to Be Reflexive? Journal of Management Education, 40(6), 740–746. https://doi.org/10.1177/1052562916668919
Cunliffe, A. L., & Eriksen, M. (2011). Relational leadership. Human Relations, 64(11), 1425–1449.
https://doi.org/10.1177/0018726711418388
Devies, B., & Guthrie, K. L. (2024). Engaging, observing, and reflecting: Utilizing the leadership learning framework as an instructional tool. New Directions for Student Leadership, 2024(183), 157–165. https://doi.org/10.1002/yd.20629
Fairhurst, G. T. (2005). Reframing The Art of Framing: Problems and Prospects for Leadership. Leadership, 1(2), 165–185. https://doi.org/10.1177/1742715005051857
Foucault, M. (1980). Language, counter-memory, practice: Selected essays and interviews. Cornell University Press.
Francis, N. J., Jones, S., & Smith, D. P. (2025). Generative AI in Higher Education: Balancing Innovation and Integrity. British Journal of Biomedical Science, 81, 14048. https://doi.org/10.3389/bjbs.2024.14048
Gillespie, T. (2019). Custodians of the Internet: Platforms, Content Moderation, and the Hidden Decisions That Shape Social Media. Yale University Press. https://doi.org/10.12987/9780300235029
Gkrimpizi, T., Peristeras, V., & Magnisalis, I. (2023). Classification of Barriers to Digital Transformation in Higher Education Institutions: Systematic Literature Review. Education Sciences, 13(7), 746. https://doi.org/10.3390/educsci13070746
Guthrie, K. L., & Jenkins, D. M. (2024). Shifting From Education to Learning: Leadership Learning Framework. New Directions for Student Leadership, 2024(183), 13–22. https://doi.org/10.1002/yd.20619
Hall, S. (1997). Culture and Power. Radical Philosophy, 86(27), 24–41.
Hirschhorn, L. (1988). The Workplace Within: Psychodynamics of Organziational Life. The MIT Press.
Jago, A. G., & Vroom, V. H. (n.d.). Hierarchical Level and Leadership Style.
Jimenez-Luque, A. (2021a). Redefining Leadership Through the Commons: An Overview of Two Processes of Meaning-making and Collective Action in Barcelona. In D. P. Singh, R. J. Thompson, & K. A. Curran (Eds.), Building Leadership Bridges (pp. 81–95). Emerald Publishing Limited. https://doi.org/10.1108/S2058-880120210000001005
Jimenez-Luque, A. (2021b). Reframing the past to legitimate the future: Building collective agency for social change through a process of decolonizing memory. Leadership, 17(5), 586–605. https://doi.org/10.1177/1742715021999892
Jimenez-Luque, A. & Yang, Y. (2025). Generative AI powered by large language models for leadership
development: Between epistemic responsibility and the future of innovation. In Bakken, R., Leadership and technology. Emerald (In press).
Kets de Vries, M. F. R., & Miller, D. (1984). The Neurotic Organization: Diagnosing and Changing
Counterproductive Styles of Management (1st ed.). Jossey-Bass.
Lyth, I. M. (1988). Social systems as a defense against anxiety.
Lyth, I. M. (1990). Social Systems as a Defense Against Anxiety An Empirical Study of the Nursing Service
of a General Hospital. In E. Trist, H. Murray, & B. Trist (Eds.), The Social Engagement of Social Science. University of Pennsylvania Press. https://doi.org/10.9783/9781512819748-023
Lyth, I. M. (1990). Social Systems as a Defense Against Anxiety An Empirical Study of the Nursing Service
of a General Hospital. In E. Trist, H. Murray, & B. Trist (Eds.), The Social Engagement of Social Science, Volume 1. University of Pennsylvania Press. https://doi.org/10.9783/9781512819748-023
Obholzer, A. (1994). Authority, power and leadership: Contributions from group relations training. In The unconscious at work (pp. 59–70). Routledge.
Obholzer, A., Roberts, D.V.Z., & Members of the Tavistock Clinic ' Consulting to Institutions' Workshop,
(Eds.).(1994). The Unconscious at Work: Individual and Organizational Stress in the Human Services (1st ed.). Routledge. https://doi.org/10.4324/9780203359860
Ofosu-Asare, Y. (2024). Cognitive imperialism in artificial intelligence: Counteracting bias with indigenous epistemologies. AI & SOCIETY. https://doi.org/10.1007/s00146-024-02065-0
Pallant, J. L., Blijlevens, J., Campbell, A., & Jopp, R. (2025). Mastering knowledge: The impact of generative AI on student learning outcomes. Studies in Higher Education, 1–22. https://doi.org/10.1080/03075079.2025.2487570
Raelin, J. A. (2016). Imagine there are no leaders: Reframing leadership as collaborative agency. Leadership, 12(2), 131–158. https://doi.org/10.1177/1742715014558076
Senge, P. M. (1990). The fifth discipline: The art and practice of the learning organization. New York : Doubleday/Currency.
Smith, L. T. (2021). Decolonizing methodologies: Research and indigenous peoples. Bloomsbury Publishing.
Uhl-Bien, M. (2006). Relational Leadership Theory: Exploring the social processes of leadership and organizing. The Leadership Quarterly, 17(6), 654–676. https://doi.org/10.1016/j.leaqua.2006.10.007
Yang, Y., & Jimenez-Luque, A. (2025b). The Leadership Tree Model: A Global and AI-Enhanced Framework for Leadership Development. New Directions for Student Leadership, n/a(n/a). https://doi.org/10.1002/yd.20674
Zuboff, S. (2019). Surveillance Capitalism and the Challenge of Collective Action. New Labor Forum, 28(1), 10–29. https://doi.org/10.1177/1095796018819461