La gestión del conflicto en la Universidad Complutense de Madrid: experiencias del alumnado
Loading...
Full text at PDC
Publication date
2024
Advisors (or tutors)
Editors
Journal Title
Journal ISSN
Volume Title
Publisher
Universidad Nacional Autónoma de México. Instituto de Investigaciones sobre la Universidad y la Educación
Citations
Exportar
Citation
Dorado Barbé, A. I., González Casas, D., Noa de la Fuente Roldán, I., & Ducca Cisneros, L. V. (2024). La gestión del conflicto en la Universidad Complutense de Madrid: Experiencias del alumnado. Perfiles Educativos, 46(185), 111–129. Recuperado a partir de https://perfileseducativos.unam.mx/iisue_pe/index.php/perfiles/article/view/61505
Abstract
El objetivo del presente artículo es analizar las experiencias del alumnado complutense en relación con la gestión del conflicto en el contexto universitario. Para ello, se realizó un estudio cualitativo en el que se desarrollaron seis grupos focales con 45 alumnos de la Universidad Complutense de Madrid que participaron de manera voluntaria. Los resultados obtenidos muestran cómo los conflictos más habituales son los que se generan con el profesorado, los cuales son motivados, principalmente, por situaciones de poder, discriminación, conciliación laboral/universitaria, organización docente y rigidez administrativa. Asimismo, el estilo de afrontamiento más habitual es el evitativo; mientras que las propuestas de mejora derivadas de las experiencias analizadas se orientan a aumentar la participación y el protagonismo del alumnado en los sistemas de gestión de conflictos y a incluir asignaturas/competencias transversales de mediación.
The objective of this article is to analyze the experiences of Complutense stu-dents concerning conflict management in the university context. For this, a qualitative study was carried out in which six focus groups were developed with 45 students from the Complutense University of Madrid who partici-pated voluntarily. The results show that the most common conflicts are those that are generated with teachers, which are mainly motivated by situations of power, discrimination, work/university conciliation, teaching organiza-tion, and administrative rigidity. Likewise, the most common coping style is the avoiding type; and the proposals for improvement derived from the experiences analyzed are oriented towards increasing the participation and protagonism of students in conflict management systems and towards in-cluding cross-cutting mediation subjects/competencies.
The objective of this article is to analyze the experiences of Complutense stu-dents concerning conflict management in the university context. For this, a qualitative study was carried out in which six focus groups were developed with 45 students from the Complutense University of Madrid who partici-pated voluntarily. The results show that the most common conflicts are those that are generated with teachers, which are mainly motivated by situations of power, discrimination, work/university conciliation, teaching organiza-tion, and administrative rigidity. Likewise, the most common coping style is the avoiding type; and the proposals for improvement derived from the experiences analyzed are oriented towards increasing the participation and protagonism of students in conflict management systems and towards in-cluding cross-cutting mediation subjects/competencies.