Conflict Management in Costa Rican Higher Education: Critical Transfer of Business Tools for Institutional Transformation
DOI:
https://doi.org/10.47633/pk7s5295Keywords:
Assertive communication, conflict resolution (peaceful), educational facilitation, educational mediation, holistic educational modelAbstract
This essay explores conflict management in Costa Rican higher education as a strategic process grounded in a holistic and integrative educational model. Its primary objective is to examine the similarities and differences between conflict resolution practices in university and business settings, with particular attention to tools that empower faculty to serve as leaders and facilitators of peaceful processes. The methodology employed is qualitative and documentary in nature. Academic sources were collected, analyzed, and compared from repositories such as the National Council of Rectors (CONARE), Kérwá at the University of Costa Rica, and the repository of the Costa Rica Institute of Technology. Additionally, institutional regulations and guidelines from the Ministry of Public Education of Costa Rica were reviewed. As a research strategy, conceptual cartography was applied to organize the information derived from the documentary analysis, including the book Conflicto u oportunidad, which served as a key source for understanding the stages of mediation. Conflict is recognized as a routine aspect of university life; when managed effectively, it can become an opportunity for learning and growth. Conversely, poor conflict management may lead to deterioration in educational quality and institutional climate. In conclusion, faculty competencies in conflict management are essential pillars in the construction of a higher education system oriented toward quality, equity, and social peace.
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