Participación de las mujeres en cargos de liderazgo en programas de administración de empresas, economía y contaduría: Barreras y estrategias en IES en Bogotá
DOI:
https://doi.org/10.14482/indes.34.01.785.415Palabras clave:
Brechas de género, equidad de género, género, liderazgo académicoResumen
Objetivos: Examinar las barreras y desafíos que enfrentan las mujeres para acceder a puestos de liderazgo en programas de administración de empresas, economía y contaduría en IES en Bogotá. Analizar factores culturales, sociales y organizacionales que influyen en esta disparidad, proponer medidas y políticas para abordar esta problemática y promover una mayor participación femenina en los niveles de liderazgo académico.
Materiales y métodos: Este estudio adoptó un enfoque cuantitativo para examinar las percepciones de docentes y personal administrativo en IES de Bogotá sobre la participación femenina en roles directivos. A través de un cuestionario estructurado se recolectaron datos acerca de las capacidades, oportunidades de liderazgo y barreras existentes, con los cuales se procedió al análisis de clústeres. En total se obtuvieron 536 respuestas al cuestionario.
Resultados: El análisis de clústeres permitió agrupar las respuestas en cuatro perfiles distintos: El Grupo 1 (25 %) mostró una percepción alta de capacidades y oportunidades; el Grupo 2 (30 %) reconoció altas capacidades, pero percibió bajas oportunidades; el Grupo 3 (20 %) consideró bajas capacidades, pero altas oportunidades; y el Grupo 4 (25 %) mostró bajas percepciones tanto de capacidades como de oportunidades. Los resultados muestran que la existencia de políticas de género claras, así como una caracterización más inclusiva de los cargos de liderazgo, se relacionan positivamente con una mayor participación de mujeres. Las estrategias institucionales orientadas a la equidad también mejoran la percepción general sobre el acceso al liderazgo.
Conclusiones: Se concluye que es necesario que las IES adopten enfoques más inclusivos y sostenidos para cerrar estas brechas. Fortalecer las políticas de género y generar condiciones reales de participación no solo favorece la equidad, sino que también enriquece la vida académica e institucional. Apostar por el liderazgo femenino es, en última instancia, una apuesta por la calidad y la diversidad en la educación superior.
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