The Entropy as an Invisible Barrier in University Management

Abstract

In university educational management, entropy emerges as a key concept for understanding organizational dynamics and its impact on educational quality. This qualitative research was conducted under grounded theory and phenomenology. The central objective was to analyze the perceptions of university authorities regarding the entropy generated in the licensing process. The key participants were ten individuals with experience in university management, teaching, and who had experienced the licensing process. The results indicated thirty-eight (38) emergent indicators from the eight categories proposed. Consistent points were identified, such as the need to adapt to quality indicators and develop action plans to improve educational quality, as well as discrepant points, such as varied perceptions of the university licensing process. The conclusions indicate that entropy plays a significant role in university educational management, influencing organization, functioning, and educational quality, particularly during the licensing process. Equal gender representation among key participants allowed for a balanced analysis of how men and women perceive and address entropy-related challenges in higher education. This balance offers valuable insights into potential gender differences in leadership approaches, decision making, and conflict resolution within the university context. While both men and women faced similar organizational challenges, their responses often reflected different perspectives, influenced by gendered experiences in professional settings. Further research on these gender-based distinctions could contribute to more nuanced strategies for managing entropy and improving educational quality in a manner inclusive of diverse leadership styles.

Received: 3 November 2024 / Accepted: 6 February 2025 / Published: 06 March 2025