Gestión del conocimiento y resistencia al cambio en instituciones de educación superior: Propuesta de intervención.

This study presents findings from 60 faculty members working in three Higher Education Institutions (HEIs) located in Salvatierra, Guanajuato, with the purpose of analyzing their perceptions regarding the implementation of knowledge management in the educational environment. The research adopts a qualitative approach with a descriptive scope and employs Oreg’s (2003) questionnaire as the primary data collection instrument. This questionnaire is structured into four categories: routine seeking, emotional reaction, short-term focus, and cognitive rigidity. It uses a five-point Likert scale ranging from "strongly disagree" to "strongly agree." The analysis reveals that resistance to change and lack of awareness among administrative staff about the existing knowledge within the institutions are the main barriers to effective knowledge management. Based on this diagnosis and supported by administrative theories, the MOGCIE (Knowledge Management Model for Educational Institutions) emerges as an intervention proposal. The model aims to enhance educational quality through structured knowledge management practices. Additional benefits of the proposed model include fostering collaborative work, reducing institutional costs, and improving indicators related to faculty training and development.