Core practices of people management for active learning in higher education

This article identified key core practices for people management to support active learning in university education. Interviews were conducted with 16 professionals using a narrative approach. The analysis combined semantic coding techniques from grounded theory. The sample consisted of organizational psychologists with at least two years’ experience in people management in Chilean organizations. The functions were dichotomized into traditional and strategic using a function identification matrix based on Dave Ulrich’s people management role model. Semantic content analysis was applied for category grouping using open coding, with the support of Atlas.ti software. The analysis revealed that paradox management is a distinctive component of the studied role, activating two sets of practices: sustaining strategy and managing resources. The first focuses on strategic positioning, flexibility, and energy for action. The second focuses on the effective management of resources, particularly those aimed at achieving objectives and fostering interpersonal relationships. These core practices bridge the gap between the educational and disciplinary functions and serve as the basis for active learning. Although core practices have been established in teaching and technology professions, their identification for people management functions is remains in its early stages.