Palabras clave
Liderazgo en red
Planificación colaborativa
Teoría del cambio
Fidelidad de implementación
Cómo citar
Resumen
La educación de personas adultas enfrenta demandas complejas —trayectorias heterogéneas, prioridades comunitarias y restricciones de recursos— que requieren transformar la planificación directiva en una práctica colaborativa, trazable y evaluable. Este artículo conceptual/práctico propone un marco de doble capa para profesionalizar la coplaneación con liderazgo en red. La capa teórico-práctica estandariza el lenguaje y los artefactos (agenda anticipada, minutas con responsables/plazos, matriz RACI, registro de acciones, after-action review, protocolo de actores y registro de riesgos). La capa práctico-transformadora institucionaliza rutinas semanales de coplaneación y ciclos cortos de retroalimentación. Se formalizan una teoría del cambio y un modelo lógico que hacen evaluable la propuesta mediante indicadores ligeros (KPIs): calidad de la planificación (0–4), eficacia de reuniones (0–1), cumplimiento de acciones (%), vinculación con actores (0–100) y fidelidad de implementación (%). Se presentan principios de diseño para contextos de recursos limitados, una guía operativa y proposiciones verificables para investigación futura. La contribución reside en articular un marco accionable y transferible que integra liderazgo distribuido/en red, planificación colaborativa y evaluabilidad sin exigir sistemas de datos pesados, abriendo camino a pruebas empíricas posteriores.
Referencias
Azocar, F., Cuffel, B., Goldman, W., & McCarter, L. (2003). The impact of evidence-based guideline dissemination for the assessment and treatment of major depression in a managed behavioral health care organization. The journal of behavioral health services & research, 30(1), 109-118. https://doi.org/10.1007/BF02287816
Benavot, A., Hoppers, C. O., Lockhart, A. S., & Hinzen, H. (2022). Reimagining adult education and lifelong learning for all: Historical and critical perspectives. International Review of Education, 68(2), 165-194. https://doi.org/10.1007/s11159-022-09955-9
Buonocore, F., Annosi, M. C., de Gennaro, D., & Riemma, F. (2024). Digital transformation and social change: Leadership strategies for responsible innovation. Journal of Engineering and Technology Management, 74, 101843. https://doi.org/10.1016/j.jengtecman.2024.101843
Carvalho, A. M., Sampaio, P., Rebentisch, E., McManus, H., Carvalho, J. Á., & Saraiva, P. (2023). Operational excellence, organizational culture, and agility: bridging the gap between quality and adaptability. Total Quality Management & Business Excellence, 34(11-12), 1598-1628. https://doi.org/10.1080/14783363.2023.2191844
Dillard, N., Sisco, S., & Collins, J. C. (2024). Expanding Experiential Learning in Contemporary Adult Education: Embracing Technology, Interdisciplinarity, and Cultural Responsiveness. New Directions for Adult and Continuing Education, 2024(184), 30-38. https://doi.org/10.1002/ace.20539
Fixsen, D. L., Blase, K. A., Naoom, S. F., & Wallace, F. (2009). Core implementation components. Research on social work practice, 19(5), 531-540. https://doi.org/10.1177/1049731509335549
Ford, J., Ford, L., & Polin, B. (2021). Leadership in the implementation of change: Functions, sources, and requisite variety. Journal of Change Management, 21(1), 87-119. https://doi.org/10.1080/14697017.2021.1861697
Polanco, M. I. F., & Mayorga, C. A. E. (2025). Scientific Production in Central America (1996–2023): Bibliometric Analysis of Regional Trends, Collaboration, and Research Impact. Publications, 13(3), 44. https://doi.org/10.3390/publications13030044
Gouthro, P. A. (2022). Lifelong learning in a globalized world: The need for critical social theory in adult and lifelong education. International Journal of Lifelong Education, 41(1), 107-121. https://doi.org/10.1080/02601370.2022.2033863
Haber, L., & Carmeli, A. (2023). Leading the challenges of implementing new technologies in organizations. Technology in Society, 74, 102300. https://doi.org/10.1016/j.techsoc.2023.102300
Hall, K. L., Vogel, A. L., & Crowston, K. (2019). Comprehensive collaboration plans: Practical considerations spanning across individual collaborators to institutional supports. In K. L. Hall, A. L. Vogel, & K. Crowston (Eds.), Strategies for team science success: Handbook of evidence-based principles for cross-disciplinary science and practical lessons learned from health researchers (pp. 587–612). Springe. https://doi.org/10.1007/978-3-030-20992-6_45
Knowles, M. S., Holton III, E. F., & Swanson, R. A. (2014). The adult learner (8th ed.). Routledge.
Liden, R. C., Wang, X., & Wang, Y. (2025). The evolution of leadership: Past insights, present trends, and future directions. Journal of Business Research, 186, 115036. https://doi.org/10.1016/j.jbusres.2024.115036
Martin, J., Ellström, P. E., Wallo, A., & Elg, M. (2025). Bridging the policy-practice gap: a dual challenge of organizational learning. The Learning Organization, 32(7), 18-34. https://doi.org/10.1108/TLO-05-2023-0079
Mayorga, C. A. E., de Guardado, K. A. E., & Mendoza, N. O. O. (2023). Alfabetización tecnológica del docente universitario en El Salvador. Revista de Investigación, 2(14), 10-29. https://doi.org/10.5377/revunivo.v2i14.17012
Mayorga, C. A. E. (2024). Teaching Attitudes and the Participation of Individuals with Physical Motor Disabilities in Higher Education in El Salvador. Journal of Multidisciplinary Studies in Human Rights & Science (JMSHRS), (6). https://doi.org/10.5281/zenodo.13384325
Mazzetti, G., & Schaufeli, W. B. (2022). The impact of engaging leadership on employee engagement and team effectiveness: A longitudinal, multi-level study on the mediating role of personal-and team resources. Plos one, 17(6), e0269433. https://doi.org/10.1371/journal.pone.0269433
Rhodes, C. M., & Ó Tuama, S. (2025). A Global Framework for Adult Education: The Marrakech Framework for Action. New Directions for Adult and Continuing Education, 2025(185), 5-8. https://doi.org/10.1002/ace.20552
Roselli, N. D. (2016). Collaborative Learning: Theoretical Foundations and Applicable Strategies to University. Journal of Educational Psychology-Propositos y Representaciones, 4(1), 251-280. http://dx.doi.org/10.20511/pyr2016.v4n1.90
Singh, K., Alomari, A. M. A., Sayed, H. M. A., Mannethodi, K., Kunjavara, J., Joy, G. V., ... & Lenjawi, B. A. (2024). Barriers and solutions to the gap between theory and practice in nursing services: A systematic review of qualitative evidence. In Nursing Forum (Vol. 2024, No. 1, p. 7522900). Wiley. https://doi.org/10.1155/2024/7522900
Spillane, J. P., Halverson, R., & Diamond, J. B. (2001). Investigating school leadership practice: A distributed perspective. Educational researcher, 30(3), 23-28. https://doi.org/10.3102/0013189X030003023
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-CompartirIgual 4.0.
Derechos de autor 2026 Dayana Ramos Pantoja, Ermis González Pérez, José Alberto Rosabal (Autor/a)