Author

R. Toasa

View on Semantic Scholar

2 papers indexed here

We haven’t gathered this author’s papers yet. Follow them and we’ll fetch their work.

Not the right person? Other researchers publish under this name.

Open access Aug 2026

Design and Expert Validation of the MIGEAS Model: A Data Analytics-Driven Framework for Strategic Management and Functional Integration in Higher Education

Higher Education Institutions (HEIs) face increasing challenges in effectively integrating their core functions of Teaching, Research, and Community Engagement (TRCE) while responding to growing demands for quality, accountability, and data-informed governance. This study aimed to design and refine the Integrated Strategic Management and Functional Integration Model (MIGEAS, from its Spanish acronym: Modelo Integral de Gestión Estratégica y Articulación Sustantiva), a Data Analytics (DA)-driven conceptual framework intended to strengthen strategic management and the articulation of core university functions. The framework was developed through a design-oriented process combining theoretical synthesis with exploratory diagnostic evidence obtained from specialized institutional informants, semi-structured interviews, focus-group discussions, documentary analysis, and Force Field Analysis. The diagnostic evidence was used to identify institutional conditions and design requirements rather than to support population-level statistical inference. These findings informed the dimensions, components, relationships, and six implementation phases of MIGEAS. The resulting framework was subsequently refined and evaluated through a three-round modified Delphi procedure involving five purposively selected experts. Expert judgments showed moderate but statistically significant agreement during the first two rounds and strong convergence in the final round (Kendall’s W = 0.921, p < 0.001), following successive modifications based on expert feedback. The findings support MIGEAS as an expert-refined conceptual framework that integrates strategic management, Data Analytics, functional integration, organizational change, and continuous improvement within a unified institutional architecture. The framework provides a structured basis for future implementation and evaluation in diverse higher education contexts.

P. Baldeón-Egas, Giraldo de la Caridad León Rodríguez, R. Toasa · Education sciences · 0 citations

Review Open access Aug 2026

Strategies to improve organizational climate in higher education institutions: a systematized literature review using the SALSA framework

Organizational climate in higher education institutions (HEIs) is a strategic factor influencing academic sustainability, job satisfaction, and staff commitment. This study aimed to analyze, through a systematized literature review based on the SALSA framework, the organizational factors and management practices associated with a more favorable organizational climate in HEIs. Searches were conducted in Scopus using terms related to organizational climate, leadership, quality culture, and human resource management in higher education, covering 2015–2026. From 132 initial records, 22 studies were included after assessing relevance and methodological quality using criteria adapted from the MMAT. Information was organized into five dimensions: leadership and governance, organizational culture and quality, climate diagnosis, commitment and participation, and human resource management and sustainability. Findings show that a more favorable organizational climate was consistently associated with the integration of transformational leadership, effective institutional communication, participatory quality culture, role clarity, recognition, psychological well-being, and sustainable HRM practices. Destructive leadership by middle managers emerged as a frequently underestimated climate deterioration factor. The findings suggest that HEIs would benefit from adopting systemic strategies connecting structural and cultural elements, with special attention to middle management roles and research gaps in Latin American contexts. This study contributes an original synthesis by integrating, within a single framework, destructive middle-management leadership, participatory quality culture, and organizational sustainability, dimensions that have typically been addressed in isolation in the higher education climate literature.

E. Escobar, R. Toasa · Frontiers in Education · 0 citations