Professionalization of Academic Management in Engineering: Institutional Systematic Review

Resumen

Abstract– Purpose: Professionalization of academic management in engineering faculties constitutes a strategic factor for educational quality; however, scientific evidence remains scattered with scarce Latin American representation. This research aimed to systematically analyze the literature on professionalization of academic management in engineering faculties, identifying roles, competencies, management models, and evidence of institutional impact. A systematic review was conducted following the PRISMA 2020 protocol, consulting Scopus, Web of Science, ERIC, and ScienceDirect databases, identifying 915 initial records. After applying inclusion and exclusion criteria, 60 studies were included in the qualitative synthesis. Results identify three predominant approaches: competency-based (n=24), professional development (n=19), and institutional-organizational (n=17). The best-documented impacts correspond to improvements in organizational climate (n=18) and accreditation processes (n=15). A persistent tension between academic legitimacy and managerial competencies is evidenced. Latin American representation reaches only 12% of studies. Findings support institutional decisions to strengthen university governance in engineering programs, contributing to SDG 4, SDG 9, and SDG 16.