Document Type : Research Article
Authors
1
PhD student in Human Resource Management, Department of Leadership and Human Capital, Faculty of Public Administration and Organizational Sciences, Faculties of Management, University of Tehran, Tehran, Iran.
2
Professor, Department of Policy Making and Public Administration, School of Public Administration and Organizational Sciences, School of Management, University of Tehran, Tehran, Iran.
3
Assistant Professor, Department of Leadership and Human Capital, Faculty of Public Administration and Organizational Sciences, School of Management, University of Tehran, Tehran, Iran.
4
Associate Professor, Department of Leadership and Human Capital, Faculty of Public Administration and Organizational Sciences, Faculties of Management, University of Tehran, Tehran, Iran.
10.22059/jomc.2025.402080.1008877
Abstract
the present study aims to provide a macro-architecture for a higher education model with an emphasis on competent human capital. The research methodology is based on a meta-synthesis approach, utilizing library studies. In the first step, key factors were extracted as themes from prior studies conducted between 2015 and 2025 and from foreign databases. Subsequently, these factors were categorized into three main axes—structural, contextual, and behavioral—within a three-pronged model. Based on the research findings, the most significant factors in the structural dimension include "higher education policy based on competent human capital," "technological maturity for competent human capital," and "upgrading the human resources system based on competent human capital." The most important factors in the behavioral dimension are "knowledge mobility based on competent human capital," "participation based on competent human capital," and "competency development based on competent human capital." Finally, the key factors in the contextual dimension are "national educational development based on competent human capital" and "educational de-bordering based on competent human capital." These were identified as the core components of higher education with an emphasis on competent human capital. The main achievement of this research is its emphasis on the need to simultaneously consider structural, contextual, and behavioral components in the design of the higher education system, with a special focus on human capital. Accordingly, a model for the country's higher education system, based on competent human capital, was presented in line with the identified components.
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