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Noshad S, Fadavi M S, Saadat M. Presenting a Model of Professional Empowerment of Managers by Systems Dynamics Approach in Higher Education. Iranian Journal of Medical Education 2024; 24 :63-74
URL: http://ijme.mui.ac.ir/article-1-5779-en.html
URL: http://ijme.mui.ac.ir/article-1-5779-en.html
Department of Educational Sciences, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran. , mahboube.fadavi@gmail.com
Abstract: (179 Views)
Introduction: Given the dynamic and complex nature of universities, the success of higher education institutions in professional development hinges on the quality and appropriateness of their planning, development, as well as the implementation of programs that align with the institution's internal and external contexts. The systems dynamics approach, owing to its flexibility and compatibility with the higher education system, can serve as a valuable tool for optimizing the higher education system. This study endeavors to present a model for professional development of administrators using the systems dynamics approach in higher education.
Methods: This bi-phasic qualitative study is applied in terms of objective and mixed-methods in terms of execution. In the first phase, grounded theory with the Strauss and Corbin approach was employed. In the second phase, given the holistic nature of the study and the emphasis on the interaction between system components, the systems dynamics method was employed, following Sterman's five-stage model. The context of study was medical universities and health services, as well as Islamic Azad Universities. Factors influencing the professional development of higher education administrators were explored through semi-structured interviews with 10 educational administrators. The causal relationships between these factors were determined in five group modeling sessions with stakeholders and experts. Content validity and expert review were used to confirm the reliability and validity of the data.
Results: The simulation results identified 16 causal categories and 31 consequential categories, with some categories serving dual roles. Utilizing the VENSIM software, a professional empowerment model for higher education managers was developed, considering the sequential impact of these categories.
Conclusion: Professional empowerment of higher education managers hinges on the cultivation of managerial, leadership, and individual skills. The skills ushered in fostering creativity and innovation, establishing a motivating environment, embracing meritocracy, enhancing communication, addressing emerging challenges, aligning job roles with individual capabilities, operating under an independent and guiding organizational structure, promoting collective thinking, and securing adequate financial resources.
Methods: This bi-phasic qualitative study is applied in terms of objective and mixed-methods in terms of execution. In the first phase, grounded theory with the Strauss and Corbin approach was employed. In the second phase, given the holistic nature of the study and the emphasis on the interaction between system components, the systems dynamics method was employed, following Sterman's five-stage model. The context of study was medical universities and health services, as well as Islamic Azad Universities. Factors influencing the professional development of higher education administrators were explored through semi-structured interviews with 10 educational administrators. The causal relationships between these factors were determined in five group modeling sessions with stakeholders and experts. Content validity and expert review were used to confirm the reliability and validity of the data.
Results: The simulation results identified 16 causal categories and 31 consequential categories, with some categories serving dual roles. Utilizing the VENSIM software, a professional empowerment model for higher education managers was developed, considering the sequential impact of these categories.
Conclusion: Professional empowerment of higher education managers hinges on the cultivation of managerial, leadership, and individual skills. The skills ushered in fostering creativity and innovation, establishing a motivating environment, embracing meritocracy, enhancing communication, addressing emerging challenges, aligning job roles with individual capabilities, operating under an independent and guiding organizational structure, promoting collective thinking, and securing adequate financial resources.
Type of Study: other |
Subject:
other
Received: 2024/06/15 | Accepted: 2024/07/31 | Published: 2024/05/30 | ePublished: 2024/05/30
Received: 2024/06/15 | Accepted: 2024/07/31 | Published: 2024/05/30 | ePublished: 2024/05/30
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