Evaluación de la efectividad del coaching en instituciones de educación superior: una revisión sistemática
Coaching effectiveness evaluation in higher education institutions: a systematic reviewContenido principal del artículo
El coaching representa en la actualidad una herramienta potente en la creación de conciencia en las acciones que se deben realizar para cambiar una situación inicial por una situación final deseada. El objetivo fue evaluar mediante una revisión sistemática la efectividad del coaching en instituciones de educación superior, analizando su aplicación según niveles educativos, modelos teóricos, competencias desarrolladas y resultados obtenidos en investigaciones previas. Se adopta un enfoque cualitativo dominante, incorporando análisis comparativos de metodologías cuantitativas y cualitativas, dirigido por lineamientos PRISMA 2020. Se realizó revisión en bases de datos como Scopus, Web of Science y Scielo entre los años 2023 y 2024. Los resultados revelan que el coaching se consolida como herramienta transversal en educación superior, trascendiendo sus aplicaciones tradicionales para actuar como catalizador multidimensional en el desarrollo personal, emocional y profesional de estudiantes y docentes. Se concluye, que el rol docente como coach impulsa un cambio paradigmático en la pedagogía universitaria, en los estudiantes potencia la autonomía y pensamiento divergente.
Coaching currently represents a powerful tool for raising awareness of the actions that must be taken to change an initial situation into a desired final situation. The objective was to evaluate the effectiveness of coaching in higher education institutions through a systematic review, analyzing its application according to educational levels, theoretical models, developed competencies, and results obtained in previous research. A dominant qualitative approach was adopted, incorporating comparative analyses of quantitative and qualitative methodologies, guided by PRISMA 2020 guidelines. A review was conducted in databases such as Scopus, Web of Science, and Scielo between 2023 and 2024. The results reveal that coaching is consolidating as a transversal tool in higher education, transcending its traditional applications to act as a multidimensional catalyst in the personal, emotional, and professional development of students and faculty. It is concluded that the role of teachers as coaches drives a paradigm shift in university pedagogy, empowering students' autonomy and divergent thinking.
Detalles del artículo
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-CompartirIgual 4.0.
Cómo citar
Referencias
Aguilar, M., Toledano, S., Casas, A., Albornoz, M., Tapia, R. M., y Correa, M. (2024). Implementation of a coaching training for enhancing empathy and emotional intelligence skills in health science students: a prospective study. BMC Medical Education, 24(1), 76. https://doi.org/10.1186/s12909-024-05076-z
Andrews, H., y Jones, R. J. (2024). Can one-to-one coaching improve selection success and who benefits most? The role of internship candidate generalised self-efficacy. Coaching: An International Journal of Theory, Research and Practice, 1-16. https://doi.org/10.1080/17521882.2023.2300799
Baenziger, K., Chan, M., y Colman, S. (2023). Coaching in Postgraduate Competency-Based Medical Education: A Qualitative Exploration of Three Models. Academic Psychiatry, 47(1), 10-17. https://doi.org/10.1007/s40596-022-01628-x
Bordogna, C., y Lundgren, M. (2023). Integrating and Normalising Coaching as a Routine Practice in Doctoral Supervision. International Journal of Doctoral Studies, 18, 099-118. https://doi.org/10.28945/5096
Chen, L.-Y., Zhou, W.-W., Hsieh, W.-Z., y Chou, R.-J. (2023). Establishing a professional learning community for cultivating future design talents using a ‘peer coaching’ mechanism. Heliyon, 9(10), e20906. https://doi.org/10.1016/j.heliyon.2023.e20906
Coumans, V., y Wark, S. (2024). Impact of Problem‐Based Learning Coaching and Neuroeducation in the Development of 21st Century Lifelong Learners. Mind, Brain, and Education, 18(1), 35-42. https://doi.org/10.1111/mbe.12406
Egan, M., Toal-Sullivan, D., Kessler, D., Kristjansson, E., y Del Bel, M. J. (2023). Student-led occupational performance coaching in a university setting. British Journal of Occupational Therapy, 86(6), 413-422. https://doi.org/10.1177/03080226231161270
FUTURE, (2022). La Historia. https://n9.cl/axfey7
Gallwey, T. (2019). El juego interior del Tenis (Vol. 10). Editorial Sirio S.A. https://n9.cl/kzo6ol
Horvath, Z., Wilder, R. S., y Guthmiller, J. M. (2024). The power of coaching: Developing leaders and beyond. Journal of Dental Education, 88(S1), 671-677. https://doi.org/10.1002/jdd.13535
King, S., Anas, S., Carnicer, R., Jordaan, J., Potter, J. D. F., y Low-Beer, N. (2024). Twelve tips for designing and implementing an academic coaching program. Medical Teacher, 1-7. https://doi.org/10.1080/0142159X.2024.2308058
Lim, S. M., Shahdadpuri, R., y Pua, C. Y. (2023). Coaching as an educator: Critical elements in a faculty development program. The Asia Pacific Scholar, 8(2), 70-75. https://doi.org/10.29060/TAPS.2023-8-2/SC2802
Mogashana, D., Basitere, M., y Ndeto Ivala, E. (2023). Harnessing student agency for easier transition and success: The role of life coaching. Journal of Student Affairs in Africa, 11(1). https://doi.org/10.24085/jsaa.v11i1.4206
Muzayanah, U., Santoso, A. G., Saimroh, S., y Fauzah, T. I. (2023). Strengthening students’ scientific literacy through scientific coaching programs. International Journal of Evaluation and Research in Education (IJERE), 12(3), 1467. https://doi.org/10.11591/ijere.v12i3.25206
Myezwa, E., y Geber, H. (2023). The extent of coaching behaviour and practices in supervision processes of PhD students. South African Journal of Higher Education, 37(3). https://doi.org/10.20853/37-3-4591
Rodríguez, A., Navarro, A., Carrillo, M. J., y Isla, L. (2023). University Coaching Experience and Academic Performance. Education Sciences, 13(3), 248. https://doi.org/10.3390/educsci13030248
Rojas, O., Vivas, A., Doria, A. J., y Hechenleitner, M. (2023). Coaching educativo y emprendimiento: reto de la educación superior. Revista Venezolana de Gerencia, 28(Especial 10), 1631-1645. https://doi.org/10.52080/rvgluz.28.e10.46
Valesi, R., Gabrielli, G., Zito, M., Bellati, M., Bilucaglia, M., Caponetto, A., Fici, A., Galanto, A., Falcone, M. G., y Russo, V. (2023). From Coaching to Neurocoaching: A Neuroscientific Approach during a Coaching Session to Assess the Relational Dynamics between Coach and Coachee—A Pilot Study. Behavioral Sciences, 13(7), 596. https://doi.org/10.3390/bs13070596
Van der Baan, N., Nuis, W., Beausaert, S., Gijselaers, W., y Gast, I. (2024). Developing employability competences through career coaching in higher education: supporting students’ learning process. Studies in Higher Education, 1-20. https://doi.org/10.1080/03075079.2024.2307976
Whitmore, J. (2018). El método para mejorar el rendimiento de las personas. Ediciones Paidós. https://n9.cl/i895p
Zablotska, L., Olendr, T., y Tsar, I. (2023). Influence of Language Coaching Techniques on Undergraduate Students’ Motivation in the Process of Foreign Languages Teaching at Non-linguistic Specialties. Arab World English Journal, 14(1), 394-408. https://doi.org/10.24093/awej/vol14no1.25