Skip to main content

News

Educational Management and the Valorization of the Academic Profession: Study Reveals Impact of Institutional Policies on Faculty Competencies and Attitudes in Brazil

Faculty members at Brazilian higher education institutions show greater commitment to collaboration, loyalty, and proactive behavior when they perceive clear institutional policies aimed at professional recognition and support. This is the central finding of a doctoral thesis defended in the PhD in Education programme at CeiED/Universidade Lusófona.

The research, conducted by Marcelle Rossi de Mello Brandão, analyzed data from 386 faculty members from both public and private institutions. The study proposed a model linking faculty administration policies and practices to pedagogical and scientific competencies, as well as to organizational citizenship behaviors (OCB)—voluntary and positive actions that go beyond formal roles, such as helping colleagues, suggesting improvements, and positively representing the institution.

The main finding indicates that the more institutions invest in continuous professional development, favorable working conditions, research incentives, professional recognition, and fair performance evaluations, the stronger the expression of competencies and behaviors that contribute to educational quality. “The data confirm that the strategic management of faculty not only produces better teachers but also fosters a more collaborative and innovative organizational culture,” the author explains.

Conducted between 2022 and 2024, the study employed advanced multivariate analysis techniques, including Exploratory Factor Analysis (EFA) and Structural Equation Modeling (SEM), to examine relationships among 36 variables grouped into six institutional factors, two dimensions of competence (scientific and pedagogical), and five behavior-related factors linked to OCB.

The thesis also proposes a reconceptualization of human resource management in higher education, inspired by metaphors such as “critical knots” (representing the complex and often contradictory challenges of academic management) and “neural networks” (emphasizing the importance of connections between actors and policies). “Valuing the teaching profession in the 21st century requires an approach that goes beyond fragmented practices and seeks coherence between institutional policies and the meanings that faculty assign to their work,” Marcelle states.

By integrating perspectives from management, organizational psychology, and education, the study offers valuable insights for university leaders, educational managers, and policymakers seeking to enhance the value of academic work in times of transformation and uncertainty.

Image by Freepik