Diriger les universités en temps de COVID : le style de leadership des présidents d'université au Mexique
Mots-clés:
Présidents d'université ; Leadership transformationnel ; Leadership transactionnel ; COVID-19
Résumé
La pandémie de COVID-19 a apporté des défis aux universités du monde entier. Ces difficultés ont couvert des aspects allant de la gouvernance d'une organisation à la gestion et à la vie quotidienne des universitaires. Dans le contexte d'une urgence sanitaire, le leadership est un élément essentiel pour atteindre ces objectifs et s'exerce dans des conditions atypiques qui exigent une action assertive avec peu d'informations. Notre recherche utilise une approche qualitative, réalisée à travers une analyse de contenu des discours de 40 présidents d'universités mexicaines, concernant leurs actions en réponse à la COVID-19. Les discours datent d'avril à octobre 2020. Nous avons utilisé la théorie de "The Full Range of Leadership" pour coder d'abord les styles de leadership reflétés dans les discours, en utilisant le logiciel MAXDA. Selon les résultats, les dirigeants des universités mexicaines ont utilisé une combinaison de leadership transformationnel et transactionnel pour répondre à la pandémie de COVID-19 et à son impact sur leurs institutions. Ce rapport suggère que l'utilisation de la considération individualisée prédomine principalement dans les discours des présidents, suivie de l'inspiration de la communauté universitaire.
Références
Acosta Silva, A. (2010). Príncipes, burócratas y gerentes. El gobierno de las universidades públicas en México (1. Aufl.). ANUIES.
Agasisti, T., & Soncin, M. (2021). Studies in Higher Education Higher education in troubled times : on the impact of Covid-19 in Italy. https://doi.org/10.1080/03075079.2020.1859689
Hidden for peer Review (2018). Präsidiale Führungsstile in Hochschulen (1st ed.). Springer VS. https://doi.org/10.1007/978-3-658-19817-6
Hidden for peer Review (2020). The leadership roles of Mexico’s university presidents. Studies in Higher Education, 0(0), 1–16. https://doi.org/10.1080/03075079.2020.1750582
Hidden for peer Review (2015). Liderazgo de los rectores frente a la “tercera misión” de la universidad. Revista Mexicana de Investigación Educativa, 20, 393–417.
Hidden for peer Review. (2019). Changing analytical levels and methods of leadership research on university presidents. Studies in Higher Education, 1–13. https://doi.org/10.1080/03075079.2019.1647417
Bass, B. M. (1990). From transactional to transformational leadership: learning to share the vision. Organizational Dynamics, 18(3), 19–31. https://doi.org/10.1016/0090-2616(90)90061-S
Bass, B. M., & Bass, R. (2008). The Bass handbook of leadership: theory, research, and managerial applications (4th ed.). Free Press. https://lib.ugent.be/catalog/rug01:001334607
Bass, B. M., & Riggio, R. E. (2006). Transformational Leadership. In Transformational Leadership: Second Edition (2nd ed.). Taylor & Francis. https://www.taylorfrancis.com/books/9781135618896
Bedell-Avers, K. E., Hunter, S. T., & Mumford, M. D. (2008). Conditions of problem-solving and the performance of charismatic, ideological, and pragmatic leaders: A comparative experimental study. Leadership Quarterly, 19(1), 89–106. https://doi.org/10.1016/j.leaqua.2007.12.006
Bendermacher, G. W. G., oude Egbrink, M. G. A., Wolfhagen, I. H. A. P., & Dolmans, D. H. J. M. (2017). Unravelling quality culture in higher education: a realist review. Higher Education, 73(1), 39–60. https://doi.org/10.1007/s10734-015-9979-2
Bieletzki, N. (2018). The power of collegiality. SpringerVS. https://doi.org/10.1007/978-3-658-20489-1
Breakwell, G. M., & Tytherleigh, M. Y. (2010). University leaders and university performance in the United Kingdom: Is it “who” leads, or “where” they lead that matters most? Higher Education, 60(5), 491–506. https://doi.org/10.1007/s10734-010-9311-0
Brown, F. W., & Moshavi, D. (2002). Herding Academic Cats: Faculty Reactions to Transformational and Contingent Reward Leadership by Department Chairs. Journal of Leadership Studies, 8(3), 79–93. https://doi.org/10.1177/107179190200800307
Conger, J. A., & Kanungo, R. N. (1998). Charismatic leadership in organizations. SAGE Publications, Inc. https://doi.org/10.4135/9781452204932
De Boer, H. (2021). Studies in Higher Education COVID-19 in Dutch higher education COVID-19 in Dutch higher education. https://doi.org/10.1080/03075079.2020.1859684
Fernández Enguita, M. (2020). Una pandemia imprevisible ha traído la brecha previsible. Cuaderno de Campo. https://blog.enguita.info/2020/03/una-pandemia-imprevisible-ha-traido-la.html
Fortunato, J. A., Gigliotti, R. A., & Ruben, B. D. (2018). Analysing the dynamics of crisis leadership in higher education: A study of racial incidents at the University of Missouri. Journal of Contingencies and Crisis Management, 26(4), 510–518. https://doi.org/10.1111/1468-5973.12220
Hannah, S. T., Uhl-Bien, M., Avolio, B. J., & Cavarretta, F. L. (2009). A framework for examining leadership in extreme contexts. Leadership Quarterly, 20(6), 897–919. https://doi.org/10.1016/j.leaqua.2009.09.006
Harper, D., Mathuews, K., Puicini, B., & Tackett, K. (2017). The role of the university president: an examination of contemporary narratives in higher education. Journal of Higher Education Management, 32(1), 149–166.
House, R. J., Hanges, P. J., Javidan, M., Dorfman, P. W., & Gupta, V. (2004). Culture, leadership, and organizations: the globe study of 62 societies. SAGE Publications.
Huang, Y. T., Liu, H., & Huang, L. (2020). How transformational and contingent reward leaderships influence university faculty’s organizational commitment: the mediating effect of psychological empowerment. Studies in Higher Education, 0(0), 1–18. https://doi.org/10.1080/03075079.2020.1723534
Judge, T. A., & Piccol, R. F. (2004). Transformational and transactional leadership: A meta-analytic test of their relative validity. Journal of Applied Psychology, 89(5), 755–768. https://doi.org/10.1037/0021-9010.89.5.755
Kerres, M. (2020). Against all odds: education in germany coping with covid-19. Postdigital Science and Education. https://doi.org/10.1007/s42438-020-00130-7
Kezar, A., & Eckel, P. (2008). Advancing diversity agendas on campus: Examining transactional and transformational presidential leadership styles. International Journal of Leadership in Education, 11(4), 379–405. https://doi.org/10.1080/13603120802317891
Kouzes, J. M., & Posner, B. Z. (1995). The leadership challenge. How to keep getting extraordinary things done in organizations (2. Aufl.). Jossey-Bass.
Krücken, G., & Meier, F. (2006). Turning the University into an Organizational Actor. In G. S. Drori, J. W. Meye, & H. Hwang (Eds.), Globalization and Organization: World Society and Organizational Change (pp. 241–257). Oxford University Press.
Liu, L., Hong, X., Wen, W., Xie, Z., & Coates, H. (2020). Global university president leadership characteristics and dynamics. Studies in Higher Education, 45(10). https://doi.org/10.1080/03075079.2020.1823639
López-Zarate, R. (2014). Autonomia y poder. Intervencionismo estatal. Coloquio Sobre La Autonomía Unievrsitaria En México.
López Zárate, R. (2007). Four trajectories of rectors in Mexican public universities. Higher Education, 54, 795–817. https://doi.org/10.1007/s10734-006-9025-5
López Zárate, R. (2010). Los rectores de las universidades públicas. Revista Mexicana de Investigación Educativa, 15(46), 969–974.
Mayring, P. (2010). Qualitative Inhaltsanalyse. Handbuch Qualitative Forschung in Der Psychologie, 49, 601–613. https://doi.org/10.1007/978-3-531-92052-8_42
Middlehurst, R., Kennie, T., & Woodfield, S. (2010). Leading and managing the university - presidents and their senior management team. International Encyclopedia of Education, 238–244. https://doi.org/10.1016/B978-0-08-044894-7.00889-7
Mitroff, I. I., Diamond, M. A., & Alpaslan, M. C. (2006). How Prepared are America’s Colleges and Universities for Major Crises? Change: The Magazine of Higher Learning, 38(1), 61–67. https://doi.org/10.3200/chng.38.1.61-67
Moreno-Freites, Z., & Pérez-Ortega, G. (2019). Model of relationship of transformational leadership and university management. DYNA, 86(210), 9–16. https://doi.org/10.15446/dyna.v86n210.78035
Musselin, C. (2007). Are universities specific organisations? In G. Krücken, A. Kosmützky, & M. Torka (Eds.), Towards a multiversity? Universities between global trends and national traditions (pp. 65–84). Transcript; Distributed in North America by Transaction Publishers.
Noorshahi, N., & Sarkhabi, M. Y. D. (2008). A study of relationship between consequences of leadership and transformational leadership style of the presidents of Iranian universities and institutions of higher education. Academic Leadership, 6(2), 1–12. https://scholars.fhsu.edu/alj/vol6/iss2/2
Ordorika, I. (2020). Pandemia y educación superior. Revista de La Educación Superior, 49(194), 1–8. https://doi.org/10.36857/resu.2020.194.1120
Parvin, A. (2019). Leadership and management in quality assurance: insights from the context of Khulna University, Bangladesh. Higher Education, 77(4), 739–756. https://doi.org/10.1007/s10734-018-0299-1
Perrotta, D. (2021). Studies in Higher Education Universities and Covid-19 in Argentina : from community engagement to regulation Universities and Covid-19 in Argentina : from community engagement to regulation. https://doi.org/10.1080/03075079.2020.1859679
Pilbeam, C., & Jamieson, I. (2010). Beyond leadership and management: The boundary-spanning role of the pro-vice chancellor. Educational Management Administration and Leadership, 38(6), 758–776. https://doi.org/10.1177/1741143210379058
Rizal, S. (2017). Role of Universities in Disaster Management and Recovery from the Indian Ocean Tsunami: Perspective from Aceh, Indonesia. In A. Hokugo & Y. Kaneko (Eds.), Community-Based Reconstruction of Society. University Involvement and Lessons from East Japan Compared with Those from Kobe, Aceh, and Sichuan (pp. 51–59). Springer. https://doi.org/10.1007/978-981-10-5463-1_7
Shamir, B., & Howell, J. M. (1999). Organizational and contextual influences on the emergence and effectiveness of charismatic leadership. Leadership Quarterly, 10(2), 257–283. https://doi.org/10.1016/S1048-9843(99)00014-4
Soroka, O., Kalaur, S., & Balendr, A. (2019). Diagnostics of Leadership Qualities of Specialists of “Man–Man” Type of Professions in Military and Civil Higher Education Institutions: Psychological and Pedagogical Approach. Revista Romaneasca Pentru Educatie Multidimensionala, 11, 264–277. https://doi.org/10.18662/rrem/189
Spendlove, M. (2007). Competencies for effective leadership in higher education. International Journal of Educational Management, 21(5), 407–417. https://doi.org/10.1108/09513540710760183
Suárez-Zozaya, Mh. (2013). Educación Superior pública y privada en México. Desigualdades institucionales y opiniones de los estudiantes. Seminario de Educación Superior UNAM.
Tesar, M. (2020). Towards a Post-Covid-19 ‘New Normality?’: Physical and Social Distancing, the Move to Online and Higher Education. Policy Futures in Education, 18(5), 556–559. https://doi.org/10.1177/1478210320935671
Tolliver, D., & Murry, J. (2017). Management skills for the contemporary college president : a critical review. Journal of Research on the College President, 1(3), 9–17.
UNESCO-IESALC. (2020). COVID-19 y educación superior: De los efectos inmediatos al día después. Análisis de impactos, respuestas políticas y recomendaciones. Unesco, 44. http://www.iesalc.unesco.org/wp-content/uploads/2020/04/COVID-19-060420-ES-2.pdf
Vargas, R. A. (2011). Las universidades y el desarrollo de la investigación científica y tecnológica en México: una agenda de investigación. Revista de La Educación Superior, 40(158), 41–57.
Wang, J., & Hutchins, H. M. (2010). Crisis management in higher education: What have we learned from Virginia tech? Advances in Developing Human Resources, 12(5), 552–572. https://doi.org/10.1177/1523422310394433
Wooten, L. P., & James, E. H. (2008). Linking Crisis Management and Leadership Competencies: The Role of Human Resource Development. Advances in Developing Human Resources, 10(3), 352–379. https://doi.org/10.1177/1523422308316450
World Bank. (2020). COVID-19: Impacto en la educación y respuestas de política pública. Grupo Banco Mundial Educación. https://pubdocs.worldbank.org/en/143771590756983343/Covid-19-Education-Summary-esp.pdf
Yu, Y., & Sun, K. (2018). The university presidents and the construction and development of world-class universities-an empirical analysis based on mit and tsinghua university. Proceedings of the 2018 2nd International Conference on Management, Education and Social Science (ICMESS 2018), 176, 611–615. https://doi.org/10.2991/icmess-18.2018.135
Zawacki-Richter, O. (2020). The current state and impact of Covid-19 on digital higher education in Germany. Human Behavior and Emerging Technologies, November, 1–9. https://doi.org/10.1002/hbe2.238
Agasisti, T., & Soncin, M. (2021). Studies in Higher Education Higher education in troubled times : on the impact of Covid-19 in Italy. https://doi.org/10.1080/03075079.2020.1859689
Hidden for peer Review (2018). Präsidiale Führungsstile in Hochschulen (1st ed.). Springer VS. https://doi.org/10.1007/978-3-658-19817-6
Hidden for peer Review (2020). The leadership roles of Mexico’s university presidents. Studies in Higher Education, 0(0), 1–16. https://doi.org/10.1080/03075079.2020.1750582
Hidden for peer Review (2015). Liderazgo de los rectores frente a la “tercera misión” de la universidad. Revista Mexicana de Investigación Educativa, 20, 393–417.
Hidden for peer Review. (2019). Changing analytical levels and methods of leadership research on university presidents. Studies in Higher Education, 1–13. https://doi.org/10.1080/03075079.2019.1647417
Bass, B. M. (1990). From transactional to transformational leadership: learning to share the vision. Organizational Dynamics, 18(3), 19–31. https://doi.org/10.1016/0090-2616(90)90061-S
Bass, B. M., & Bass, R. (2008). The Bass handbook of leadership: theory, research, and managerial applications (4th ed.). Free Press. https://lib.ugent.be/catalog/rug01:001334607
Bass, B. M., & Riggio, R. E. (2006). Transformational Leadership. In Transformational Leadership: Second Edition (2nd ed.). Taylor & Francis. https://www.taylorfrancis.com/books/9781135618896
Bedell-Avers, K. E., Hunter, S. T., & Mumford, M. D. (2008). Conditions of problem-solving and the performance of charismatic, ideological, and pragmatic leaders: A comparative experimental study. Leadership Quarterly, 19(1), 89–106. https://doi.org/10.1016/j.leaqua.2007.12.006
Bendermacher, G. W. G., oude Egbrink, M. G. A., Wolfhagen, I. H. A. P., & Dolmans, D. H. J. M. (2017). Unravelling quality culture in higher education: a realist review. Higher Education, 73(1), 39–60. https://doi.org/10.1007/s10734-015-9979-2
Bieletzki, N. (2018). The power of collegiality. SpringerVS. https://doi.org/10.1007/978-3-658-20489-1
Breakwell, G. M., & Tytherleigh, M. Y. (2010). University leaders and university performance in the United Kingdom: Is it “who” leads, or “where” they lead that matters most? Higher Education, 60(5), 491–506. https://doi.org/10.1007/s10734-010-9311-0
Brown, F. W., & Moshavi, D. (2002). Herding Academic Cats: Faculty Reactions to Transformational and Contingent Reward Leadership by Department Chairs. Journal of Leadership Studies, 8(3), 79–93. https://doi.org/10.1177/107179190200800307
Conger, J. A., & Kanungo, R. N. (1998). Charismatic leadership in organizations. SAGE Publications, Inc. https://doi.org/10.4135/9781452204932
De Boer, H. (2021). Studies in Higher Education COVID-19 in Dutch higher education COVID-19 in Dutch higher education. https://doi.org/10.1080/03075079.2020.1859684
Fernández Enguita, M. (2020). Una pandemia imprevisible ha traído la brecha previsible. Cuaderno de Campo. https://blog.enguita.info/2020/03/una-pandemia-imprevisible-ha-traido-la.html
Fortunato, J. A., Gigliotti, R. A., & Ruben, B. D. (2018). Analysing the dynamics of crisis leadership in higher education: A study of racial incidents at the University of Missouri. Journal of Contingencies and Crisis Management, 26(4), 510–518. https://doi.org/10.1111/1468-5973.12220
Hannah, S. T., Uhl-Bien, M., Avolio, B. J., & Cavarretta, F. L. (2009). A framework for examining leadership in extreme contexts. Leadership Quarterly, 20(6), 897–919. https://doi.org/10.1016/j.leaqua.2009.09.006
Harper, D., Mathuews, K., Puicini, B., & Tackett, K. (2017). The role of the university president: an examination of contemporary narratives in higher education. Journal of Higher Education Management, 32(1), 149–166.
House, R. J., Hanges, P. J., Javidan, M., Dorfman, P. W., & Gupta, V. (2004). Culture, leadership, and organizations: the globe study of 62 societies. SAGE Publications.
Huang, Y. T., Liu, H., & Huang, L. (2020). How transformational and contingent reward leaderships influence university faculty’s organizational commitment: the mediating effect of psychological empowerment. Studies in Higher Education, 0(0), 1–18. https://doi.org/10.1080/03075079.2020.1723534
Judge, T. A., & Piccol, R. F. (2004). Transformational and transactional leadership: A meta-analytic test of their relative validity. Journal of Applied Psychology, 89(5), 755–768. https://doi.org/10.1037/0021-9010.89.5.755
Kerres, M. (2020). Against all odds: education in germany coping with covid-19. Postdigital Science and Education. https://doi.org/10.1007/s42438-020-00130-7
Kezar, A., & Eckel, P. (2008). Advancing diversity agendas on campus: Examining transactional and transformational presidential leadership styles. International Journal of Leadership in Education, 11(4), 379–405. https://doi.org/10.1080/13603120802317891
Kouzes, J. M., & Posner, B. Z. (1995). The leadership challenge. How to keep getting extraordinary things done in organizations (2. Aufl.). Jossey-Bass.
Krücken, G., & Meier, F. (2006). Turning the University into an Organizational Actor. In G. S. Drori, J. W. Meye, & H. Hwang (Eds.), Globalization and Organization: World Society and Organizational Change (pp. 241–257). Oxford University Press.
Liu, L., Hong, X., Wen, W., Xie, Z., & Coates, H. (2020). Global university president leadership characteristics and dynamics. Studies in Higher Education, 45(10). https://doi.org/10.1080/03075079.2020.1823639
López-Zarate, R. (2014). Autonomia y poder. Intervencionismo estatal. Coloquio Sobre La Autonomía Unievrsitaria En México.
López Zárate, R. (2007). Four trajectories of rectors in Mexican public universities. Higher Education, 54, 795–817. https://doi.org/10.1007/s10734-006-9025-5
López Zárate, R. (2010). Los rectores de las universidades públicas. Revista Mexicana de Investigación Educativa, 15(46), 969–974.
Mayring, P. (2010). Qualitative Inhaltsanalyse. Handbuch Qualitative Forschung in Der Psychologie, 49, 601–613. https://doi.org/10.1007/978-3-531-92052-8_42
Middlehurst, R., Kennie, T., & Woodfield, S. (2010). Leading and managing the university - presidents and their senior management team. International Encyclopedia of Education, 238–244. https://doi.org/10.1016/B978-0-08-044894-7.00889-7
Mitroff, I. I., Diamond, M. A., & Alpaslan, M. C. (2006). How Prepared are America’s Colleges and Universities for Major Crises? Change: The Magazine of Higher Learning, 38(1), 61–67. https://doi.org/10.3200/chng.38.1.61-67
Moreno-Freites, Z., & Pérez-Ortega, G. (2019). Model of relationship of transformational leadership and university management. DYNA, 86(210), 9–16. https://doi.org/10.15446/dyna.v86n210.78035
Musselin, C. (2007). Are universities specific organisations? In G. Krücken, A. Kosmützky, & M. Torka (Eds.), Towards a multiversity? Universities between global trends and national traditions (pp. 65–84). Transcript; Distributed in North America by Transaction Publishers.
Noorshahi, N., & Sarkhabi, M. Y. D. (2008). A study of relationship between consequences of leadership and transformational leadership style of the presidents of Iranian universities and institutions of higher education. Academic Leadership, 6(2), 1–12. https://scholars.fhsu.edu/alj/vol6/iss2/2
Ordorika, I. (2020). Pandemia y educación superior. Revista de La Educación Superior, 49(194), 1–8. https://doi.org/10.36857/resu.2020.194.1120
Parvin, A. (2019). Leadership and management in quality assurance: insights from the context of Khulna University, Bangladesh. Higher Education, 77(4), 739–756. https://doi.org/10.1007/s10734-018-0299-1
Perrotta, D. (2021). Studies in Higher Education Universities and Covid-19 in Argentina : from community engagement to regulation Universities and Covid-19 in Argentina : from community engagement to regulation. https://doi.org/10.1080/03075079.2020.1859679
Pilbeam, C., & Jamieson, I. (2010). Beyond leadership and management: The boundary-spanning role of the pro-vice chancellor. Educational Management Administration and Leadership, 38(6), 758–776. https://doi.org/10.1177/1741143210379058
Rizal, S. (2017). Role of Universities in Disaster Management and Recovery from the Indian Ocean Tsunami: Perspective from Aceh, Indonesia. In A. Hokugo & Y. Kaneko (Eds.), Community-Based Reconstruction of Society. University Involvement and Lessons from East Japan Compared with Those from Kobe, Aceh, and Sichuan (pp. 51–59). Springer. https://doi.org/10.1007/978-981-10-5463-1_7
Shamir, B., & Howell, J. M. (1999). Organizational and contextual influences on the emergence and effectiveness of charismatic leadership. Leadership Quarterly, 10(2), 257–283. https://doi.org/10.1016/S1048-9843(99)00014-4
Soroka, O., Kalaur, S., & Balendr, A. (2019). Diagnostics of Leadership Qualities of Specialists of “Man–Man” Type of Professions in Military and Civil Higher Education Institutions: Psychological and Pedagogical Approach. Revista Romaneasca Pentru Educatie Multidimensionala, 11, 264–277. https://doi.org/10.18662/rrem/189
Spendlove, M. (2007). Competencies for effective leadership in higher education. International Journal of Educational Management, 21(5), 407–417. https://doi.org/10.1108/09513540710760183
Suárez-Zozaya, Mh. (2013). Educación Superior pública y privada en México. Desigualdades institucionales y opiniones de los estudiantes. Seminario de Educación Superior UNAM.
Tesar, M. (2020). Towards a Post-Covid-19 ‘New Normality?’: Physical and Social Distancing, the Move to Online and Higher Education. Policy Futures in Education, 18(5), 556–559. https://doi.org/10.1177/1478210320935671
Tolliver, D., & Murry, J. (2017). Management skills for the contemporary college president : a critical review. Journal of Research on the College President, 1(3), 9–17.
UNESCO-IESALC. (2020). COVID-19 y educación superior: De los efectos inmediatos al día después. Análisis de impactos, respuestas políticas y recomendaciones. Unesco, 44. http://www.iesalc.unesco.org/wp-content/uploads/2020/04/COVID-19-060420-ES-2.pdf
Vargas, R. A. (2011). Las universidades y el desarrollo de la investigación científica y tecnológica en México: una agenda de investigación. Revista de La Educación Superior, 40(158), 41–57.
Wang, J., & Hutchins, H. M. (2010). Crisis management in higher education: What have we learned from Virginia tech? Advances in Developing Human Resources, 12(5), 552–572. https://doi.org/10.1177/1523422310394433
Wooten, L. P., & James, E. H. (2008). Linking Crisis Management and Leadership Competencies: The Role of Human Resource Development. Advances in Developing Human Resources, 10(3), 352–379. https://doi.org/10.1177/1523422308316450
World Bank. (2020). COVID-19: Impacto en la educación y respuestas de política pública. Grupo Banco Mundial Educación. https://pubdocs.worldbank.org/en/143771590756983343/Covid-19-Education-Summary-esp.pdf
Yu, Y., & Sun, K. (2018). The university presidents and the construction and development of world-class universities-an empirical analysis based on mit and tsinghua university. Proceedings of the 2018 2nd International Conference on Management, Education and Social Science (ICMESS 2018), 176, 611–615. https://doi.org/10.2991/icmess-18.2018.135
Zawacki-Richter, O. (2020). The current state and impact of Covid-19 on digital higher education in Germany. Human Behavior and Emerging Technologies, November, 1–9. https://doi.org/10.1002/hbe2.238
Publiée
2024-12-27
Comment citer
Garza-López, M. A., & Badillo-Vega, R. (2024). Diriger les universités en temps de COVID : le style de leadership des présidents d’université au Mexique. Enseignement Supérieur Et Société, 36(2), 400-422. https://doi.org/10.54674/ess.v36i2.892
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Copyright (c) 2024 Maria Alejandra Garza-Lopez, Rosalba Badillo-Vega
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