Research Group Dynamics and Strategies in Public Universities: Qualitative Evidence from the Global South

Abstract

Research groups in public universities across the Global South face persistent challenges in consolidating themselves and generating socially relevant knowledge, due to structural constraints, limited funding, and fragile institutional support. This study aimed to explore the internal dynamics, organisational strategies, and collaborative practices of multidisciplinary research groups within a public university in Lima, as well as their development of collective academic identity and absorptive capacity. A qualitative phenomenological design was adopted. Semi-structured interviews were conducted with 14 participants, including academic staff and students from three research groups selected for disciplinary diversity and varied roles. Data were analysed through thematic hermeneutic analysis, informed by theories of academic social capital, communicative interaction, and interdisciplinary integration. Findings revealed that the groups were structured around inclusive leadership, mentoring practices, academic affinity, and pre-existing trust, which facilitated adaptive responses to environmental constraints. Two main research lines were identified: applied computer science in education (personal safety, traffic, environmental issues) and computational analysis of social dynamics. While disparities in participation were noted, engaged participants sustained cohesion and innovation. The results underscore the importance of flexible organisational structures, effective commitment management, and fostering absorptive capacity to maintain productivity and resilience under resource limitations. It is concluded that strengthening institutional strategies aimed at inclusive participation, recognition of diverse contributions, and sustainable collaboration can enhance the contextualised scientific output of public universities in the Global South. Future research should integrate gender, diversity, and intersectionality perspectives to better understand participation dynamics and the co-construction of knowledge.