Aim:

To conduct a theoretical discussion on the process of organizational management of the academic year staff in universities, and their educational influences on the teaching-learning process.

Methods and techniques:

Theoretical and empirical methods with a qualitative approach supported by the dialectical-materialist method, were used.

Main results:

The organizational management of the academic year staff in higher education was characterized through three processes: assessing the organizational context, projecting organizational structure, and making collective decisions; formative pertinence was defined as the essential quality, expressed in the promotion of higher development levels of their members, with increased shared and contextualized commitment, collective involvement, and collective-participatory responsibility, in order to improve educational influences in the teaching-learning process.

Conclusions:

The organizational management of the academic year staff was determined as a process of projection, implementation, and assessment that generates unity and integrity of the organization, relative stability, identity, and sustainability. Its essence is to improve educational influences in the teaching-learning process through functions, relations, and interactions established among its members, the society, and inherent processes, oriented to educational pertinence conditioned by the historical-social context.

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