Document Type : Research Article
Authors
1
Department of Educational Sciences, Farhangian University, Zanjan, Iran
2
Department of Public Administration, Faculty of Management and Accounting, Farabi Campus, University of Tehran, Tehran, Iran.
3
Department of Educational Administration, Farhangian University, Tehran, Iran.
4
Ph.D. in Educational Management, Faculty of Management and Accounting, University of Tehran, Tehran, Iran.
10.22059/jomc.2024.384633.1008727
Abstract
The present applied research, grounded in the interpretive paradigm and employing a qualitative approach, aimed to identify the organizational competencies of faculty members. The statistical population for this study comprised all faculty members and undergraduate student teachers enrolled in Farhangian University campuses during the academic year 2023-2024. The research sample was selected purposefully using the snowball sampling technique until data saturation was achieved, including 15 faculty members and 10 student teachers from Farhangian University campuses. The interviews were analyzed through thematic analysis in an inductive manner. To ensure the credibility of the research (validity), feedback from four experts in educational management and higher education management was incorporated. Additionally, the reliability of the coding process was confirmed through re-coding conducted by the researchers (with an agreement coefficient of 0.91) and a second reviewer (with an agreement coefficient of 0.85). The identified dimensions and components of the organizational competencies of faculty members include two main themes: professional competencies (comprising two dimensions: scientific and research competencies, and educational and teaching-learning competencies) and general competencies (consisting of six dimensions: management and leadership competencies, communication competencies, ethical and professional competencies, digital competencies, cultural and social competencies, and personal development competencies).
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