Administrative-Financial Dimension.

It covers all student registration and information systems, the provision of complementary services and the guarantee of operational sustainability of the educational center. Its main functions include efficient management of human and material resources, budgetary and financial administration, maintenance of educational infrastructure, inventory management and institutional assets. This dimension requires guidance oriented towards the central problem of the school and its recipients, understanding that the institution can manage and administer its resources by building unique modes of organization appropriate to its specific needs.[11]​.

Organizational-Directive Dimension.

This dimension is aimed at promoting institutional improvement by coordinating the needs of the establishment to integrate its own training culture. Exercises leadership and administrative control of the campus, updates and reviews the recreational, social and psychological dynamics that accompany the educational act. It defines the organizational structure, the distribution of roles and responsibilities, establishes participatory decision-making mechanisms and promotes the institutional strategic vision. The pedagogical leadership of managers is strongly related to the effectiveness of educational management according to recent research (Dávalos et al., 2023).[11]​.

University management is made up of a set of factors (resources, processes and results) that must serve and contribute positively to the development of teaching, research and extension. This forms the way of directing and guiding the university and therefore knowledge. University management leads to the need to apply advanced management tools as a permanent, comprehensive and systematic solution to the deficiencies and insufficiencies of current management. This process presupposes an improved form of performance in the activity of Higher Education Institutions, in permanent evolution and transformation.

Regarding learning and quality, there are some case studies, such as "University Management and Learning Processes for Educational Quality: the case of CUCEA of the University of Guadalajara", in which it is reflected that for a long time, universities acted without consciously relying on management and organizational structure, and until before the 70's management was not part of the agenda of institutional problems and it is until this period that they see the need to revitalize and consider to the environment to be competitive.[12]​ Botero Chica, rescues the trends in university educational management that have been addressed in Latin America, in the century, among which university autonomy, democracy, university expansion, quality, comprehensive training and virtual university stand out.[13]​ In the work “University linkage: that obscure object of desire” a critique is made about the failed process of linking the institution with the university employees, while proposing that their functions They must complement each other:

The current demands of society, in response to the insertion of a globalized world, require adequate educational management[15]​ that allows the development of competencies based on the four pillars of education: learning to know, learning to do, learning to be and learning to live,[16]​ and to be closely linked to educational administration with its processes, from which a term that is also applied in this space is taken up: quality. Which is defined by the Organization for Economic Cooperation and Development (OECD) as that which "ensures all young people the acquisition of the knowledge, abilities, skills and attitudes necessary to equip them for adult life."[17] This view places emphasis on the socialization of people and their commitment to the community, considering the set of learning related to the personal, emotional, social and moral development of students, without leaving aside those aspects of the sociocultural and family context. Thus, together, educational administration and educational management seek to take advantage of resources to improve the educational process.[18]​.

A review of various studies, carried out in developing countries such as Bangladesh, Kenya, India or Ghana, showed that monitoring activities and economic incentives produce a significant impact on the rate of teacher absenteeism, although monitoring at the local level does not generate any impact. However, more research is required on the effect and cost-effectiveness of different measures that seek to reduce teacher absenteeism, such as parental supervision, incentives for teachers, and improvements to their homes.[19]​.

In the last decade, in light of technological transformations, educational management has demanded greater skills in communication management, which gave rise to specific fields of study in full development. [20]​.

Pedagogical-Curricular Dimension.

This dimension constitutes the central core of the training process. It focuses on how students learn and how the curriculum is designed and implemented. It involves developing, updating and rethinking the curricular offer considering the specialized knowledge of teachers, suggestions from the academic community and agreements on forms of evaluation. It includes innovative teaching-learning methodologies, teaching strategies, educational resources and formative evaluation systems. It is considered by many authors as the central axis that gives meaning to all the other dimensions of educational management.[10]​.

Administrative-Financial Dimension.

It covers all student registration and information systems, the provision of complementary services and the guarantee of operational sustainability of the educational center. Its main functions include efficient management of human and material resources, budgetary and financial administration, maintenance of educational infrastructure, inventory management and institutional assets. This dimension requires guidance oriented towards the central problem of the school and its recipients, understanding that the institution can manage and administer its resources by building unique modes of organization appropriate to its specific needs.[11]​.

Organizational-Directive Dimension.

This dimension is aimed at promoting institutional improvement by coordinating the needs of the establishment to integrate its own training culture. Exercises leadership and administrative control of the campus, updates and reviews the recreational, social and psychological dynamics that accompany the educational act. It defines the organizational structure, the distribution of roles and responsibilities, establishes participatory decision-making mechanisms and promotes the institutional strategic vision. The pedagogical leadership of managers is strongly related to the effectiveness of educational management according to recent research (Dávalos et al., 2023).[11]​.

University management is made up of a set of factors (resources, processes and results) that must serve and contribute positively to the development of teaching, research and extension. This forms the way of directing and guiding the university and therefore knowledge. University management leads to the need to apply advanced management tools as a permanent, comprehensive and systematic solution to the deficiencies and insufficiencies of current management. This process presupposes an improved form of performance in the activity of Higher Education Institutions, in permanent evolution and transformation.

Regarding learning and quality, there are some case studies, such as "University Management and Learning Processes for Educational Quality: the case of CUCEA of the University of Guadalajara", in which it is reflected that for a long time, universities acted without consciously relying on management and organizational structure, and until before the 70's management was not part of the agenda of institutional problems and it is until this period that they see the need to revitalize and consider to the environment to be competitive.[12]​ Botero Chica, rescues the trends in university educational management that have been addressed in Latin America, in the century, among which university autonomy, democracy, university expansion, quality, comprehensive training and virtual university stand out.[13]​ In the work “University linkage: that obscure object of desire” a critique is made about the failed process of linking the institution with the university employees, while proposing that their functions They must complement each other:

The current demands of society, in response to the insertion of a globalized world, require adequate educational management[15]​ that allows the development of competencies based on the four pillars of education: learning to know, learning to do, learning to be and learning to live,[16]​ and to be closely linked to educational administration with its processes, from which a term that is also applied in this space is taken up: quality. Which is defined by the Organization for Economic Cooperation and Development (OECD) as that which "ensures all young people the acquisition of the knowledge, abilities, skills and attitudes necessary to equip them for adult life."[17] This view places emphasis on the socialization of people and their commitment to the community, considering the set of learning related to the personal, emotional, social and moral development of students, without leaving aside those aspects of the sociocultural and family context. Thus, together, educational administration and educational management seek to take advantage of resources to improve the educational process.[18]​.

A review of various studies, carried out in developing countries such as Bangladesh, Kenya, India or Ghana, showed that monitoring activities and economic incentives produce a significant impact on the rate of teacher absenteeism, although monitoring at the local level does not generate any impact. However, more research is required on the effect and cost-effectiveness of different measures that seek to reduce teacher absenteeism, such as parental supervision, incentives for teachers, and improvements to their homes.[19]​.

In the last decade, in light of technological transformations, educational management has demanded greater skills in communication management, which gave rise to specific fields of study in full development. [20]​.