Showing 3 results for Fadavi
Elham ُُshakiba, Mahboobe Sadat Fadavi, Mohammad Ali Nadi,
Volume 23, Issue 0 (3-2023)
Abstract
Introduction: Hard power is a quantitative power with coercion and force. Economic and military powers of countries are the important components of hard power. This study endeavored to present a model of hard power in Iran's medical higher education.
Methods: This qualitative study was conducted in the year 2022 through the grounded theory method. An in-depth and semi-structured interview were conducted with 13 faculty members of Medical Sciences Universities of Iran who were selected through the purposeful and snowball sampling methods. We reached theoretical saturation with this number of researchers. Strauss and Corbin methods were used to analyze the qualitative findings.
Results: After open coding and compilation of initial concepts, 18 core codes were identified, which were placed in six selective codes. The results of this study indicated that the causal factors including the promotion of health economics, responsive education, fundamental research, managerial transformation, transformative education and health crisis management; contextual factors include situational management and scientific innovation; intervening factors including organizational monopolization and the void of standards; strategies include executive guarantee, constructive role-playing, community-oriented university and guiding strategy; and the consequences include the acceleration of health, workforce health, and economic stability.
Conclusion: Optimizing the provision of health services leads to economic stability and acceleration of health. Lack of access to health services can have a negative effect on economic growth. Knowledge, especially in the field of health, is one of the major factors of national power which plays a fundamental role in strengthening other aspects of power and improving the quality of health services.
Saeed Noshad, Mahboubeh Sadat Fadavi, Mohsen Saadat,
Volume 23, Issue 0 (3-2023)
Abstract
Introduction: Empowerment has been mostly considered a human resource strategy in recent decades, endeavoring to promote the effectiveness, productivity, and satisfaction of managers. Given the pivotal role of higher education authorities in adopting the rapid transformations in the global landscape, updating their knowledge and skills seems to be indispensable. This study endeavors to develop a professional empowerment model, specifically customized to needs of higher education authorities.
Methods: The present research is applied in terms of its purpose and qualitative grounded theory in terms of its implementation method. It was conducted using Strauss and Corbin's approach. A purposeful sampling method was adopted, and 10 educational directors from universities of medical sciences and Islamic Azad universities were selected as a sample from the population through the snowball technique based on the principle of theoretical saturation. To determine the validity and reliability of the data, the review of the participants and the review of non-participating experts were used.
Results: The findings during the three stages of open, central and selective coding indicate 12 main categories and 50 sub-categories, which in this study in the framework of the paradigm model are as follows: causal factors (organizational and individual factors), the central phenomenon, background factors (insightful leadership, talent management and organizational performance management), intervening factors (organizational and individual limitations, and managerial factors), strategies (educational transformation and empowerment of managers) and consequences (excellence and self-management).
Conclusion: The formulation of a professional empowerment framework for higher education managers across various organizational levels holds immense potential to significantly contribute to the advancement and development of higher education managers nationwide. By embracing this framework, higher education institutions and higher education managers can effectively navigate the complexities of the modern educational landscape and achieve their educational and research goals with greater efficiency and resource optimization.
Saeed Noshad, Mahboube Sadat Fadavi, Mohsen Saadat,
Volume 24, Issue 0 (5-2024)
Abstract
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.
