<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0120-3916</journal-id>
<journal-title><![CDATA[Revista Colombiana de Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. colomb. educ.]]></abbrev-journal-title>
<issn>0120-3916</issn>
<publisher>
<publisher-name><![CDATA[Universidad Pedagógica Nacional de Colombia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0120-39162024000400168</article-id>
<article-id pub-id-type="doi">10.17227/rce.num93-17774</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Resistencias al cambio en tres programas universitarios de Educación Física en Colombia]]></article-title>
<article-title xml:lang="en"><![CDATA[Resistance to Change in Three University Physical Education Programs in Colombia]]></article-title>
<article-title xml:lang="pt"><![CDATA[Resistência à mudança em três programas universitários de educação física na Colômbia]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cardona-Mejía]]></surname>
<given-names><![CDATA[Liliana María]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pardo-del-Val]]></surname>
<given-names><![CDATA[Manuela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Dasí]]></surname>
<given-names><![CDATA[Àngels]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Antioquia  ]]></institution>
<addr-line><![CDATA[Medellín ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universitat de València  ]]></institution>
<addr-line><![CDATA[Valencia ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universitat de València  ]]></institution>
<addr-line><![CDATA[Valencia ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2024</year>
</pub-date>
<numero>93</numero>
<fpage>168</fpage>
<lpage>192</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0120-39162024000400168&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0120-39162024000400168&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0120-39162024000400168&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El objeto de este estudio es analizar las resistencias individuales y organizacionales en procesos de cambio relacionados con la mejora de la calidad de la enseñanza superior en Educación Física en Colombia. Se efectuó un estudio de casos múltiple en tres instituciones de educación superior (IES) con programas de enseñanza superior en el campo de educación física y que se preparan, adelantan o institucionalizan cambios relacionados con la calidad de sus programas. Se parte de un modelo teórico que se contrasta luego con el análisis empírico a las tres instituciones, desde entrevistas a directivos, profesores y estudiantes pertenecientes a los programas de Licenciatura en Educación Física. Para las entrevistas se usó una guía de preguntas, diseñada a partir de la revisión de literatura, con una categoría específica de resistencias al cambio. Se aplicaron cinco entrevistas por cada caso para un total de quince. En cada caso se entrevistó un directivo (decano o director de programa), tres profesores (vinculados a tiempo completo) y un estudiante (representante estudiantil) que fueron seleccionados, en su calidad de informantes clave, por recomendación de directivos de las IES en la primera fase de la investigación. El análisis se hizo caso por caso desde la segmentación y reducción de datos en categorías y utilizando el programa Atlas.ti como estrategia de apoyo. Desde lo teórico se infiere que la inercia estructural, los factores político-culturales y la falta de información son las principales fuentes de resistencia en un proceso de cambio. Desde lo empírico, se confirma que las dos últimas son fuentes comunes de resistencia, mientras que la inercia estructural no es común en las instituciones analizadas. Se aporta una base teórica de interés para la comunidad académica y especialmente para directivos de programas de enseñanza superior, en torno a las resistencias al cambio organizativo, lo cual es útil para el diseño de planes de capacitación o formación en el interior de las unidades académicas1. Futuras líneas se desprenden desde la posibilidad de desarrollar la investigación en otros campos, o complementar el alcance descriptivo que se presenta con lo explicativo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The purpose of this study is to analyze individual and organizational resistance in change processes related to improving the quality of higher education in physical education in Colombia. A multiple case study was developed in three Higher Education Institutions (HEIs) with higher education programs in the field of physical education. They prepared, advanced or institutionalized changes related to the quality of their programs. A theoretical model is then contrasted with the empirical analysis of the three institutions, from interviews with managers, professors, and students of Bachelor of Physical Education programs. For the interviews, we designed a question guide from the literature review with a specific category of resistance to change. We applied five interviews for each case and fifthteen in total. We interviewed, in each case, a manager (dean or program director), three professors (full-time), and a student (representative). They were selected as key informants on the recommendation of HEI directors in the first research phase. For analysis we used segmentation and reduction of data into categories, case-by-case, using the Atlas.ti program as a support strategy. The theoretical inference is that structural inertia, political-cultural factors and lack of information are the main sources of resistance in a process of change. Empirically, it is confirmed that the last two are common sources of resistance. Structural inertia is not common in the analyzed institutions. This work provides a theoretical basis of interest for the academic community and especially for directors of higher education programs about resistance to organizational change. This base is useful for the design of training plans within the academic units. Future lines arise from the possibility of developing research in other fields or complementing the descriptive scope presented with explanatory aspects.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O objetivo deste estudo é analisar as resistências individuais e organizacionais em processos de mudança relacionados com a melhoria da qualidade do ensino superior em educação física na Colômbia. Foi desenvolvido um estudo de caso múltiplo em três Instituições de Ensino Superior (IES) com programas de ensino superior na área da educação física e que estão se preparando, passando ou institucionalizando mudanças relacionadas com a qualidade dos seus programas. Parte-se de um modelo teórico que é posteriormente contrastado com a análise empírica das três instituições, a partir de entrevistas com gestores, professores e alunos pertencentes aos cursos de Licenciatura em Educação Física. Para as entrevistas, designamos uma guia de perguntas da revisão da literatura com uma categoria específica de resistência à mudança. Aplicamos cinco entrevistas para cada caso e 15 no total. Entrevistamos, em cada caso, um gestor (decano ou diretor do programa), três professores (em tempo integral) e um aluno (representante estudantil). Eles foram selecionados como informantes-chave por recomendação dos diretores da IES na primeira fase da pesquisa. Para análise utilizou-se a segmentação e redução dos dados em categorias, caso a caso, utilizando o programa Atlas.ti como estratégia de apoio. A inferência teórico indica que a inércia estrutural, os fatores político-culturais e a falta de informação são as principais fontes de resistência em um processo de mudança. Empiricamente, confirma-se que os dois últimos são fontes comuns de resistência, enquanto a inércia estrutural não é comum nas instituições analisadas. Este estudo fornece fornecida uma base teórica de interesse para a comunidade académica e especialmente para os diretores de programas de ensino superior, no que diz respeito à resistência à mudança organizacional, que é útil para a conceção de planos de formação ou formação no interior das unidades acadêmicas. Futuras linhas de pesquisa podem incluir o desenvolvimento de estudo em outros campos ou a complementação do escopo descritivo apresentado com aspectos explicativos.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[resistencia al cambio]]></kwd>
<kwd lng="es"><![CDATA[calidad de la educación]]></kwd>
<kwd lng="es"><![CDATA[Educación Física]]></kwd>
<kwd lng="es"><![CDATA[enseñanza superior]]></kwd>
<kwd lng="es"><![CDATA[programa de formación]]></kwd>
<kwd lng="en"><![CDATA[resistance to change]]></kwd>
<kwd lng="en"><![CDATA[quality of education]]></kwd>
<kwd lng="en"><![CDATA[physical education]]></kwd>
<kwd lng="en"><![CDATA[higher education]]></kwd>
<kwd lng="en"><![CDATA[training programs]]></kwd>
<kwd lng="pt"><![CDATA[resistência à mudança]]></kwd>
<kwd lng="pt"><![CDATA[qualidade da educação]]></kwd>
<kwd lng="pt"><![CDATA[educação física]]></kwd>
<kwd lng="pt"><![CDATA[ensino superior]]></kwd>
<kwd lng="pt"><![CDATA[programas de formação]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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