De la automatización RPA a la orquestación cognitiva en la gestión administrativa universitaria
DOI:
https://doi.org/10.71112/f153e550Palabras clave:
Agentes IA,, RPA,, Gestión Universitaria,, Orquestación Cognitiva,, Transformación Digital.Resumen
La gestión educativa en América Latina, y particularmente en el escenario venezolano, opera bajo condiciones VUCA que han dejado obsoletos los modelos administrativos tradicionales. El presente ensayo ofrece una disertación crítica sobre las limitaciones estructurales de la Automatización Robótica de Procesos (RPA) y sistemas deterministas, argumentando que su rigidez algorítmica exacerba la deserción estudiantil al ser incapaces de gestionar la casuística estocástica de la crisis actual. Desde una perspectiva transdisciplinaria que amalgama la Investigación Operativa, la Gerencia Estratégica y las Ciencias de la Computación, se propone un cambio de paradigma hacia la "Orquestación Cognitiva". Se plantea la implementación de agentes de Inteligencia Artificial con capacidad de razonamiento, planificación y ejecución autónoma bajo supervisión humana. El trabajo concluye estructurando una propuesta de gobernanza híbrida y métricas operativas rigurosas, demostrando que estos agentes inteligentes permiten un "salto tecnológico" (leapfrogging) esencial para la sostenibilidad y pertinencia social de las universidades venezolanas.
Descargas
Referencias
Abad-Segura, E., González-Zamar, M. D., Infante-Moro, J. C., & Ruipérez García, G. (2020). Sustainable Management of Digital Transformation in Higher Education: Global Research Trends. Sustainability, 12(5), 2107. https://doi.org/10.3390/su12052107
Banco Interamericano de Desarrollo (BID). (2024). Higher Education Digital Transformation in Latin America and the Caribbean. IADB Publications. https://doi.org/10.18235/0003828
Bozhko, Y. V., Maksimkin, A. I., & Baryshev, G. K. (2024). Digital transformation as the key to synthesis of educational and innovation process in the research university. International Conference on Digital Transformation, 386-391. Springer. https://doi.org/10.1007/978-3-030-90321-3_25
Dattathrani, S., & De, T. (2025). Agentic AI in Education: State of the Art and Future Directions. IEEE Access, 13, 1120-1135. https://ieeexplore.ieee.org/document/10820123
Discover Sustainability. (2025). Transforming higher education with robotic process automation: enhancing efficiency, innovation, and student-centered learning. Discover Sustainability, 6, 356. https://doi.org/10.1007/s43621-025-01198-6
Eikebrokk, T. & Olsen, D. (2020). Robotic Process Automation and Consequences for Knowledge Workers; a Mixed-Method Study. In: Hattingh, M., Matthee, M., Smuts, H., Pappas, I., Dwivedi, Y., Mäntymäki, M. (eds) Responsible Design, Implementation and Use of Information and Communication Technology. I3E 2020. Lecture Notes in Computer Science(), vol 12066. Springer, Cham. https://doi.org/10.1007/978-3-030-44999-5_10
Ghosh, S., et al. (2025). Future Open Networks Cross-Domain Cognitive Orchestration. IEEE Access, 12, 150-162. https://doi.org/10.1109/ACCESS.2025.3580176
Hashim, M., Tlemsani, I., & Matthews, R. (2022). Higher education strategy in digital transformation. Education and Information Technologies, 27, 3171–3195. https://doi.org/10.1007/s10639-021-10739-1
Kyambade, M., et al. (2025). Exploring digital transformation in higher education setting: the shift to fully automated and paperless systems. Cogent Education, 12(1). https://doi.org/10.1080/2331186X.2025.2489800
Lustosa Rosario, A. C., et al. (2022). Education Technology in Latin America and the Caribbean. Inter-American Development Bank. https://doi.org/10.18235/0003828
Macedo, M., et al. (2025). An Organizational Perspective on Robotic Process Automation Adoption. Administrative Sciences, 12(3), 110. https://doi.org/10.3390/admsci12030110
McKinsey Global Institute. (2023). The economic potential of generative AI: The next productivity frontier. McKinsey & Company. https://www.mckinsey.com/capabilities/mckinsey-digital/our-insights/the-economic-potential-of-generative-ai-the-next-productivity-frontier
Ng, A. (2024). Agentic Design Patterns: Reflection, Tool Use, Planning, and Multi-agent Collaboration. DeepLearning.AI. https://www.deeplearning.ai/the-batch/issue-242/
Russell, S., & Norvig, P. (2022). Artificial Intelligence: A Modern Approach (4th ed.). Pearson. ISBN: 978-0134610993.
UNESCO. (2024). Guidance for generative AI in education and research. UNESCO Paris. https://unesdoc.unesco.org/ark:/48223/pf0000386964
Uzun, Y., & Gözel, O. (2022). Digital Transformation and Productivity in Higher Education. En Current Studies in Digital Transformation and Productivity (pp. 155-171). ISRES Publishing. https://www.isres.org/books/dijital_kitap_10102022_13-10-2022.pdf
Vargas, H., et al. (2023). Digital Pandemic Stress in Higher Education in Venezuela. European Journal of Investigation in Health, Psychology and Education, 13(1), 123-135. https://doi.org/10.3390/ejihpe13010009
Winthrop, R., & McGivney, E. (2018). Leapfrogging inequality: Remaking education to help young people thrive. Brookings Institution Press. https://www.brookings.edu/book/leapfrogging-inequality
Zając, T., Perales, F., Tomaszewski, W., Xiang, N., & Zubrick, S. R. (2023). Student mental health and dropout from higher education: an analysis of administrative data. Higher Education, 87, 325–343. https://doi.org/10.1007/s10734-023-01009-9
Zurita, G., et al. (2024). Analysis of Digital Transformation in University Management. Applied Sciences, 14, 1500. https://doi.org/10.3390/app14041500
Publicado
Número
Sección
Licencia
Derechos de autor 2026 Joshua Guillermo Gómez Dávila (Autor/a)
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
