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Competencias esenciales de los directores de bienestar en la educación superior
Anna Fitch Courie1, Oliver Tacto2
1Institutional Excellence, Office of the President, Clemson University, Clemson, South Carolina, USA.
Journal of American college health : J of ACH
|August 29, 2025
Resumen
La educación superior necesita oficiales principales de bienestar estratégicos (CWO) para fomentar la resiliencia del campus. Una evaluación nacional identificó brechas clave de competencia, proponiendo un marco para profesionalizar el liderazgo en bienestar e integrar la salud en las misiones universitarias.
Área de la Ciencia:
- Administración de la educación superior
- Liderazgo en salud pública
- Psicología organizacional
Sus antecedentes:
- La pandemia de COVID-19 destacó la necesidad de mejorar las estrategias de salud y bienestar del campus en la educación superior.
- Los roles de liderazgo estratégico, como los Chief Wellness Officers (CWO), son cada vez más críticos para promover la salud y la resiliencia holísticas.
- Las iniciativas de bienestar existentes requieren un liderazgo sofisticado para navegar por la complejidad e integrar la salud en las misiones centrales institucionales.
Objetivo del estudio:
- Realizar una evaluación nacional de las necesidades que identifique las competencias esenciales y las prioridades de desarrollo para los ejecutivos de bienestar en la educación superior.
- Para abordar la creciente demanda de liderazgo efectivo en iniciativas de salud y bienestar en todo el campus.
- Informar sobre el desarrollo de un marco de competencias para los directores de bienestar.
Principales métodos:
- Se distribuyó una encuesta nacional de evaluación de necesidades a los miembros de la Sección de Líderes Ejecutivos de Salud y Bienestar (HWEL, por sus siglas en inglés) de la American College Health Association.
- La recopilación de datos implicó el aporte de más del 60% de los miembros de la sección.
- El análisis se centró en identificar las principales brechas de competencia y las prioridades de desarrollo para los líderes de bienestar.
Principales resultados:
- Se identificaron brechas significativas en áreas críticas que incluyen el pensamiento sistémico, la planificación estratégica, la alfabetización de datos y la influencia organizativa entre los ejecutivos de bienestar.
- La evaluación reveló la necesidad de un marco de competencias formalizado para guiar el desarrollo profesional.
- Los encuestados indicaron una gran necesidad de apoyo estructurado en áreas cruciales para el impacto institucional.
Conclusiones:
- Se propone un marco de competencias fundamentales para satisfacer las demandas únicas del liderazgo en bienestar de la educación superior.
- Se proporcionan recomendaciones prácticas para el desarrollo profesional, la tutoría y la promoción institucional.
- La formalización de las expectativas de competencia apoyará la profesionalización de los líderes de bienestar y su integración en las operaciones universitarias.
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