Perspectivas neurocognitivas sobre la gobernanza y la docencia en la educación superior

Resumen

This study analyzes the brain preferences of university administrators and faculty members to identify similarities and differences that could support more aligned educational management based on predominant thinking styles. The research, which employed a quantitative approach and a correlational scope, was based in MacLean’s triune brain theory, Sperry’s hemispheric lateralization, and Herrmann’s Whole Brain Model, the Brain Quad Method instrument was applied to a sample of 81 individuals from the Universidad Politécnica Estatal del Carchi. This revealed that both faculty and administrators exhibit left-hemisphere dominance and a slight prevalence of neocortical thinking. At the brain quadrant level, both administrators and faculty members showed dominant preferences in the left cortical and left limbic quadrants. However, faculty exhibited a greater cognitive shift toward logical thinking under pressure. Statistical analysis revealed a significantly higher activation of the left hemisphere among administrators, while no significant differences were found in cortical layers or quadrant preferences. These findings suggest a relatively functional neurocognitive homogeneity between the academic roles studied, though with nuanced distinctions that may influence leadership, communication, and decision-making processes within higher education institutions.