management
Fariba Abdi; Rasoul Davoodi; Naghi Kamali
Abstract
Abstract
The purpose of the current research is to design a crisis management model for administrators of Farhangian University. The research method is qualitative; and applicable research in terms of its purpose. The statistical population of the research includes 16 university experts, managers and ...
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Abstract
The purpose of the current research is to design a crisis management model for administrators of Farhangian University. The research method is qualitative; and applicable research in terms of its purpose. The statistical population of the research includes 16 university experts, managers and academic staff members who had experience in crisis management, and were individually interviewed and selected by theoretical (non-probability) and purposeful sampling. And semi-structured interviews were used with university experts. The components and quality requirements of crisis management were obtained through theme analysis during three stages of data coding. The results showed that the components of crisis management in Farhangian University include the degree of preparedness to deal with the crisis (individual factors, organizational factors, educational factors, economic factors); preparation of risk management plan (before the crisis, during the crisis); Organizational structure; participation of organizations; organization communication (internal communication plans, external communication plans); Continuous monitoring (crisis maneuver, possible crisis scenario, review and evaluation); organizational leadership (leadership and management, organizational culture); organizational agility; and university infrastructure.
Extended abstract
Introduction
As one of the main social institutions, the university has the important task of personnel training, scientific research, social services, cultural heritage, and innovation. In the period of rapid social transformation, the outer space of the university becomes more and more complex, which causes the university to face various tests in the process of reform and development. Critical incidents show a growing trend that is also reflected in the universities themselves. At all times, when the university faces a critical incident, the society, people, and media have paid great attention to it. In recent years, more researchers have studied university crisis management (Wenting, 2019). Crisis management is the process of quick decision and action, all-round flexibility to anticipate in order to be prepared to prevent its occurrence, deal with the crisis and repair the effects of the crisis on the environment and actors. Iran is at the top of the most damaged and vulnerable countries in the world (Darvishzadeh, 2018).
According to the mentioned materials, the main problem of the research is; what is the model of crisis management for Farhangian University administrators?
Theoretical Framework
Crisis Management
The crisis is clear to the general public, and they easily understand its meaning. People consider crisis as a bad event and a negative thing and define it as sudden and dangerous events that can have bad and negative effects (Nazemiyan, 2019). Crisis management is an art through which the government of elite men, actors on the stage, display their decisive role. Paying attention to the complexity of natural disasters in cities and the urgent need to use risk reduction funds in urban residential areas, risk management has been used in different ways in the world as a new and effective method in the stages of prevention and preparedness in crisis situations (Hoseini et al., 2018).
The concept of crisis management in the university
Crisis management is an applicable science that, through systematic observation of crises and their analysis, seeks to find a tool by which crises can be prevented, and in case of a crisis, it can be prepared, dealt with effectively, organized and coordinated, and planned action (Rahimi & Moradi, 2021).
Balachi et al, (2023) investigated the role of organizational structure in the ability of crisis management in the organization. The results of the research also show that flexible organizational structure and high coordination improves the ability of crisis management in the organization. In addition, strong communication and cooperation between organization members are also considered as essential factors in crisis management ability. This study brings important results to managers and policy makers of organizations and recommends that organizations improve crisis management ability by creating a flexible organizational structure and strengthening cooperation between members.
Sazmand et al, (2022) investigated the relationship between emotional intelligence and crisis management of the Corona pandemic at Mazandaran University of Medical Sciences. The findings of the research showed that among the dimensions of emotional intelligence, the average of interpersonal skills was higher than the other dimensions. Also, there is a positive and significant relationship between the three dimensions of interpersonal skills, adaptability, and general mood with crisis management. In addition, there is a significant positive relationship between the overall score of emotional intelligence and crisis management.
Research methodology
The present study was applicable in terms of its purpose, and qualitative in terms of data collection. The statistical population includes 16 university experts who were identified using theoretical (non-probability) and targeted sampling, and semi-structured interviews were used.
Research findings
Thematic analysis method was used to analyze the data obtained from the interview,. The results showed that the components of crisis management in Farhangian University include the level of preparedness to deal with the crisis (individual factors, organizational factors, educational factors, economic factors); preparation of risk management plan (before the crisis, during the crisis); Organizational structure, participation of organizations, organization communication (internal communication plans, external communication plans); Continuous monitoring (crisis maneuver, possible crisis scenario, review and evaluation); organizational leadership (leadership and management, organizational culture); organizational agility; and university infrastructure.
Conclusion
The present research was conducted with the aim of designing a crisis management model for Farhangian University administrators. The findings of the present research are in agreement with the findings of Rezaei & Nuri (2018), Jamaledini et al, (2016), AlQahtany & Abubakar (2020), Kwesi-Buor et al, (2019), Lin et al, (2018), Torani et al, (2019), Wasson & Wieman (2018), Lauriola et al, (2018), and Aghaei et al, (2018). In explaining this finding, it can be said that the dimensions that can be a reason for crisis in universities are divided into six categories. The first category is the dimensions of the crisis caused by natural or human factors, such as earthquakes, floods, gas leaks, and accidents caused by damage to vital arteries. The second category of crisis-making dimensions is in the political dimension. For example, the presence of unorthodox people in various forms and shapes in the university campus, politicization among students, the lack of transparency and lawfulness of political activities in the university territory, political dissatisfaction in universities and the migration of elites, politics mistrust of students and professors towards university management can be mentioned as examples of this dimension. The third category of crisis-making dimensions is in the management dimension; among which can be mentioned the inadequacy of managers' commitments to implement changes, the application of parallel management as a factor of conflict in university administration, the prevailing bureaucratic and inflexible management in universities, problems related to the centralized system of university management, and the lack of familiarity of managers with crisis management in universities. The fourth category is the dimensions of the crisis in the educational dimension. In this context, we can refer to things such as the large number of applicants to enter the university, the lack of physical space and student dormitories, the inappropriate quality of food and the physical space of the university, the lack of up-to-date information, and knowledge of university professors, the way of accepting students and the predominance of doctrinal thinking among the students. The fifth category of crisis-causing dimensions is the economic dimension. The severe financial dependence of the university on the approved budget, the low salaries and benefits of university faculty members, the personal and social agitations of students due to the pressure of increasing tuition fees, and the lack of suitable job opportunities to attract university graduates are clear examples of the crisis. The sixth category is the dimensions of the crisis in the cultural-social dimension, such as the increase in the tendency of students to migrate abroad, the alienation of students from the culture and national identity and the loss of self in front of foreign culture, the clash of student values with the cultural values of the university, and psychological aspects of unemployment among graduates, etc. Therefore, it can be concluded that in order to manage the crisis in Farhangian University and higher education, Special attention should be paid to these components.
According to the results, it is suggested that in order to achieve a more practical and effective model, the final model of the research should be implemented as an example in one of the provinces of the country and be tested and evaluated. Considering the importance of the quality of resources in the research results, such as the quality of educational resources, the persons involved should provide the necessary grounds for employing skilled and quality professors and training according to people's needs in order to make these trainings more effective.
management
mohammad bermeh; Mohammad Naghi Imani; Saeed Alizadeh; Babak Nasiri; Reza Sourani
Abstract
The purpose of the current research is to analyze the dimensions and components of organizational culture based on normative and individual variables in the managers of education headquarters in Tehran province. According to its purpose, the research method is applicable; and in terms of execution method, ...
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The purpose of the current research is to analyze the dimensions and components of organizational culture based on normative and individual variables in the managers of education headquarters in Tehran province. According to its purpose, the research method is applicable; and in terms of execution method, it is qualitative, descriptive-exploratory; and in terms of its nature, it is among foundation data research. The statistical population of this research includes 12 experts who are well-informed and proficient in the subject of research in the field of management and have a valid scientific background in this field. Sampling method used in this research was non-random purposeful. The method of data collection is referring to documents, semi-structured interviews and questionnaires. For data analysis, Atlas ti software was used to code the interviews. The results showed that in the normative dimension, there are 10 categories: organizational justice, work maturity, ambiguity avoidance, external supervision, decision-making, job promotion, masculinity or feminism, concentration (power distance), customer orientation, productivity with 57 indicators; and in the Individual dimension also has 10 categories: sense of belonging, responsibility, individual creativity, communication, participation (teamwork), identity, self-control, motivation, conflict, interaction in 61 indicators and in 6 categories that include causal conditions, communication conditions, background factors, intervener factors, strategies, consequences were identified.Extended abstractIntroductionJust as people in the society have certain beliefs, values and behaviors that represent their personality; organizations also have common assumptions and basic beliefs that shape their culture. Culture has been defined as the set of spiritual achievements of a nation. Culture is a human invention and made by human hands. This finding reflects the existence and identity of a society (Mirza Mohammadi, 2021). Organizational culture is the personality of the organization and it is considered as the basic infrastructure for transformation and change, and managers should understand its relationship with national culture and strive for organizational cohesion by taking advantage of its strategic role. Organizational culture is an interwoven set of basic assumptions, common inferences and collective wisdom that is formed in the context of previous experiences and findings in facing internal or external issues and serves as a guiding light and an invigorating source plays a role in shaping the behavior of employees and architecture of the present and future of the organization (Mohammadiyan & Shahsavari, 2019).Education is a continuous activity, comprehensive and for everyone, which leads to human growth and development, cultural enrichment and the excellence of society, and therefore, innovation should always be created in it. In other words, education is not specific to an exclusive period and time of life and has no time limit, so it must always be renewed and updated (Safaei et al, 2020). For organizational innovation, development and transformation, one of the important organizational conditions that must be considered in policies and implementation of programs is related organizational culture. The author's many years of experience in executive affairs shows that lack of paying attention to organizational culture has not always led to the desired results of innovation, development, organizational transformation and change in organizations (Hamzeh & Hamzeh, 2016). An organizational culture able to respond to environmental changes can lead to optimal organizational performance.According to the above materials, the researcher asked the main question: what are the dimensions and components of organizational culture based on normative and individual variables in the managers of education headquarters in Tehran province? Theoretical FrameworkOrganizational CultureCulture is a set of customs, standards and individual and social behaviors; therefore, while culture is the effect of many parts of religious views, it is also considered the cause of many conditions and situations. Due to the progress of communication tools and the ever-increasing expansion of their use in many social phenomena and developments, the role of culture has become far greater than in the past; in such a way that culture now plays a decisive role at the domestic, regional and international levels and is one of the tools that governments use to achieve their goals and objectives; in this way, cultural dominance is not a new phenomenon. Cultural policy in the general and customary sense includes a set of goals, principles, priorities and executive policies (Mirza Mohammadi, 2021).Normative and individual variablesIn the conceptual definition of norms, most sociologists are more or less unanimous that norms (forms) are the rules of social behavior that guide a person in social actions. Observing these patterns and rules of behavior expected by the society's culture, and avoiding them is punishable (Khabbaz Yazdiha et al, 2020).Zebardast et al, (2022) investigated the relationship between the transformational leadership factors of educational group managers on the effectiveness of university faculty members through organizational culture. The results showed that the relationship between transformational leadership style of managers and organizational culture was significant and the mediating variable of organizational culture has a significant effect on the relationship between transformational leadership style and the effectiveness of faculty members. It can be said that transformational leadership does not have a direct and significant effect on effectiveness in the final research model. However, transformational leadership affects the effectiveness of faculty members through organizational culture.Yusefi et al, (2022) investigated the impact of individual and normative variables on ethical leadership. The results of the research show that value, job satisfaction, motivation, personality, creativity, components were individual components, and organizational communication, organizational culture, organizational structure, decision-making styles, roles and expectations, goals and strategy were normative components that had a significant impact on ethical leadership.Research methodologyThis research is applicable in terms of purpose, qualitative in terms of execution method: descriptive-exploratory type, and data-based in terms of its nature. The statistical population includes 12 experts and specialists who are well-informed and proficient in the subject of research in the field of management, and have a valid scientific background in this field. Non-random purposeful sampling method is used to determine the samples and determine the experts.Research findingsThree types of coding were used to analyze the data obtained from the interview as well as theoretical foundations, which are: open coding, axial coding and selective coding. For analysis, Atlas ti software was used to code the interviews. The results showed that in the normative dimension, 10 categories were identified: organizational justice, work maturity, ambiguity avoidance, external supervision, decision-making, job promotion, masculinity or feminism, concentration (power distance), customer orientation, productivity with 57 indicators; and in the individual dimension also 10 categories: sense of belonging, responsibility, individual creativity, communication, participation, identity, self-control, motivation, conflict, interaction in 61 indicators, and in 6 categories that include causal conditions, communication conditions, background factors, intervener factors, strategies, consequences.ConclusionThe present research was conducted with the aim of analyzing the dimensions and components of organizational culture based on normative and individual variables in the managers of education headquarters in Tehran province. The results of this research are correspond with the results of Turki et al, (2021), Eimani et al, (2021), Van Dung HA (2020), Yusefi et al, (2020), Mohebbi et al, (2023), Zebardast et al, (2022). Mohebbi et al, (2023) showed that in educational organizations, organizational culture plays an important role in producing teamwork culture and achieving the benefits of the process of participation and collaboration. Educational systems have a special place according to their goals and mission, the most important of which is the training of efficient human resources for other institutions of society; and universities are the most important and key educational organizations that, in addition to training human resources, respond to the social needs for the acquisition and dissemination of knowledge and technology.According to the results obtained in three dimensions, the following suggestions are presented:- The motivation of managers to create team and collaborative activities should be improved. The opportunity to grow, develop and acquire new effective professional skills and knowledge for managers should be provided for the managers. The conditions of sustainable competitive advantage should be designed. The ground for continuous improvement of organizational intelligence in order to realize the learning organization should be prepared. Individual development and strengthening positive behaviors of managers should be considered. By creating a positive organizational atmosphere, the cooperative structure of the organization should be strengthened. Agility of the organization structure according to the suitability of the job and competence of the people and increasing the efficiency and effectiveness of the rules and regulations by simplifying matters should be considered. By supporting individual values and de-stressing people, internal motivation and sense of belonging to the organization should be improved. Influence in decision-making and implementation by delegating authority should be considered. The position of managers in the organization should be changed to facilitator and leader. Try to create an active, effective and sustainable teaching and learning environment. Macro vision, goal setting, strategic planning and management, foresight, future research and future-recording and problem solving ability should be taken into consideration as important points for choosing staff managers.
