Research scientific leadership of the teacher for the transformation of the university context

Abstract

The University faces constant technological, sociocultural, environmental, and other challenges that require a leading research professor to innovate organizational change effectively. Hence, the present study aims to analyze the potentialities of scientific research leadership of teachers in the transformation of the university context. A qualitative approach methodology was applied from the interpretive paradigm, deploying the hermeneutic method to analyze interviews with 8 international experts in education and organizational development. Three stages were considered: documentary review, field work and interpretation of qualitative data with the ATLAS.ti program. The results confirm 16 emerging factors that constitute lines of work for the consolidation of investigative scientific leadership, concluding that this leadership has potential for the transformation of the university context, especially due to its impact on sustainable educational quality.