Original Article (Quantified)
management
Mojtaba Sargazi; Masoud Ramrodi
Abstract
AbstractThe purpose of this study was to investigate the effect of organizational transparency on employee’s voice with the mediating role of social responsibility. The research method was descriptive-correlative. The statistical population was all school principals in Zahedan city in the academic ...
Read More
AbstractThe purpose of this study was to investigate the effect of organizational transparency on employee’s voice with the mediating role of social responsibility. The research method was descriptive-correlative. The statistical population was all school principals in Zahedan city in the academic year 2021-2022 (N=380: 191 male, 189 famale). By stratified random sampling (based on sex and education level) 191 school principals (96 male and 95 female) were selected according to Cochran sampling, and studied as the sample through questionnaires of organizational transparency, social responsibility and employee voice. The Pearson correlation coefficient and structural equation modeling were used for data analysis by SPSS21 and Smart PLS software. Based on the results, the direct effect of organizational transparency on employee voice, direct effect of organizational transparency on social responsibility, and direct effect social responsibility on employee voice was positive and significant. Also, the indirect effect of organizational transparency on employee voice mediated by social responsibility was positive and significant. Based of the results managers of educational organizations are advised to by sharing relevant, accurate, complete, valid information in a timely manner, involving employees in decision-making, receiving feedback, holding regular meetings of the teachers' council and being honest in expressing accurate and complete information and avoiding any secrecy, can increase organizational transparency, social responsibility and employee’s voice.Extended abstractIntroductionOne of the important examples of organizational participation is the voice of employees. The voice of employees includes discussing problems with supervisors, providing solutions, suggestions and criticisms to human resources units, expressing ideas for changing a work policy or consulting with unions and organizational experts, which is done with the aim of improving the current situation of the organization and changing unfavorable conditions (Travis, Gomez & Mor Barak, 2011). An ineffective employee voice system reduces the effectiveness of organizational decisions and change processes by limiting employees' comments and preventing them from providing negative feedback (Rees, Alfes & Gatenby, 2013). Therefore, it is necessary to seek to identify the factors affecting the voice of the employees, and in this study, the role of two factors, organizational transparency and social responsibility, has been examined. Although, from a theoretical point of view, there is a connection between organizational transparency and the voice of employees, but few studies have investigated these two variables with the mediation of social responsibility, and there is less empirical evidence in the field of their relationship with each other. The researcher found that such research has not been done in the field of school administration. Therefore, investigating the effect of organizational transparency on the organizational voice of employees through the mediation of social responsibility can lead to the expansion of knowledge in the field of predictive factors of employee voice; and from a practical point of view, it can also provide the possibility of improving the participation of employees in schools. Based on this, the main question of the current research is whether organizational transparency has a positive and significant effect on the voice of employees with the mediating role of social responsibility.Theoretical foundationsIn the first stage, the voice of the employees is an expression of organizational dissatisfaction, the purpose of which is to correct the existing problems in the organization. In the second stage, the participation and cooperation of employees is aimed at confronting the illegal and illegitimate power of managers. The third goal of employee voice is to help managers to make decisions in order to improve the quality of work and productivity in the organization. In the end, the voice of employees is a mutual comment and mutual cooperation in the direction of developing the organization and achieving appropriate results in the long term (Anyango, Ojera & Ochieng, 2015).Organizational transparency, which is the opposite of concealment, emphasizes the openness and accountability of organizations (Wehmeier & Raaz, 2012). Organizational transparency means public access to all information (either positive or negative) that can legally be published in an accurate, timely, balanced and unambiguous manner, in order to achieve the increase of the ability of reasoning, and public understanding, and accountability of organizations to their actions, policies, and approaches. A transparent organization is an organization where people inside and outside can obtain the information they need in order to form their opinions about the actions and processes within the organization (Lindstedt, C., & Naurin, 2010).Social responsibility is an ethical theory in which individuals are accountable for fulfilling their civic duty, and the actions of an individual must benefit the whole of society. In this way, there must be a balance between economic growth and the welfare of society and the environment. If this equilibrium is maintained, then social responsibility is accomplished (Hunton & Norman, 2010).Research MethodologyThe research method was descriptive-correlative. The statistical population was all three levels of school principals in Zahedan city in the academic year 2021-2022 (N=380: 191 male, 189 famale). By stratified random sampling (based on sex and education level) 191 school principals (96 male and 95 female) were selected according to Cochran sampling, and studied as the sample through questionnaires of organizational transparency (Rawlins, 2008), social responsibility (Carroll, 1991), and employee voice (Hames, 2012).The Pearson correlation coefficient and structural equation modeling were used for data analysis by SPSS21 and Smart PLS software.Research FindingsBased on the findings, the correlation coefficient of organizational transparency with social responsibility and employee voice was 0.596 and 0.812, respectively, and the correlation coefficient between social responsibility and employee voice was 0.701, which were all positive and significant (p<0.01). According to the obtained model, the direct effect of organizational transparency on employee voice (t=7.705, β =0.612), the direct effect of organizational transparency on social responsibility (t=6.716, β =0.597), and the direct effect of social accountability on the voice of employees (t=4.547, β=0.336) was positive and significant. Also, to investigate the indirect effect of organizational transparency on the voice of employees with the mediation of social responsibility, Sobel test was used, which according to the value of indicators: a) the value of the path coefficient of the independent variable on the mediator variable a = 0.597, b) the value of the path coefficient of the mediator variable on the dependent variable b=0.336, c) Standard error of path of independent and mediator variable Sa=0.064, d) Standard error of path of dependent and mediator variable Sb=0.053; Z value obtained was equal to 5.24. Since this Z value was greater than the value of 2.58, the indirect effect of organizational transparency on employee voice with the mediation of social responsibility (β=0.200) was also positive and significant at a level less than 0.01. Conclusion and DiscussionOverall, the findings of this study showed that organizational transparency has a positive and significant effect on employee voice both directly and indirectly through social responsibility. The results of studies of Ghanbari et al., (2015), Ghanbari & Moradi (2018), Nichols & Erakovich (2013), Walumbwa et al., (2011), Danaifard & Amirzadeh (2016), Armstrong (2006), Stojanovski et al., (2014), Keykha et al., (2020), Sepahvand & Ghorbani Oranji (2015), Bahmani & Farhanian (2019) supports this finding. According to the results of this research, it is suggested to the administers of the organizations that by sharing relevant, correct, complete and valid information in a timely manner, involving employees in decision-making, receiving feedback, holding regular teacher council meetings and being honest in expressing accurate and complete information and avoiding any kind of concealment, they can increase the organizational transparency of schools, social responsibility and, accordingly, the voice of the employees. Considering the implementation of the research on school principals in Zahedan city, caution should be taken in generalizing the results. Therefore, it is suggested to conduct such research in other educational regions of the country.
Original Article (Qualitative)
Education Management
Esmat Seifi; Amineh ahmadi; mojtaba moazzami
Abstract
Abstract
The purpose of the current research is to identify the dimensions and components of the use of new technologies in the fourth generation university. According to its purpose, the research method is applicable in terms of purpose, and qualitative in terms of implementation; type of descriptive ...
Read More
Abstract
The purpose of the current research is to identify the dimensions and components of the use of new technologies in the fourth generation university. According to its purpose, the research method is applicable in terms of purpose, and qualitative in terms of implementation; type of descriptive and thematic analysis. The statistical population of this research includes 10 higher education specialists; prominent professors familiar with research work in the studied field. A targeted non-random sampling method of the available type was used. Semi-structured interviews were used to collect information. Data analysis was done with open, axial and selective coding and using MAXQDA2020 software. According to the analysis carried out using thematic analysis method to determine the dimensions and components of the use of new technologies in the fourth generation university, 5 dimensions, 13 components, and 47 indicators have been identified and confirmed. The dimensions include educational requirements (interaction with other virtual educational groups, devoting more hours to entrepreneurship education in the university, flexibility, management components), aesthetic requirements (technological factors, online limitation reduction capabilities), content requirements (learning management system electronic, appropriate course content), process requirements (quality of behavior of virtual education supervisors, application of virtual education standards), requirements of extra-organizational participation (virtual education system infrastructure, service delivery system quality, perceived support quality).
Extended abstract
Introduction
The university plays a very important role in the progress or stagnation of a society by directly affecting the flow of production, adaptation and reproduction of social systems and market mechanisms (Tang, 2013). Applying a model in the development of graduate education that covers all these functions in a balanced way can make it possible to reach social goals (Raza et al, 2018). Ignoring the functions of the university may lead to emergent consequences that put graduate education development strategies at risk of futility (Clark & Jackson, 2018).
One of the main concerns of universities is to be among the top universities in the world and create the necessary conditions to become a fourth generation university. In our country, most universities are in the first generation and a limited number of them are in the second generation, and yet, the third and fourth generation of universities in Iran has not been seriously discussed. Accordingly, many graduates do not succeed in the market due to lack of entrepreneurial skills (Goudarzvand Chegini, 2018). In fact, the third and fourth generation universities are knowledge-based, teaching and research-oriented universities that seek to create wealth and value by developing knowledge and effective entrepreneurship (Barrioluengo & Benneworth, 2019). Based on this, the researcher asked the main question: what is the use of new technologies in the fourth generation university?
Theoretical Framework
Information technologies
The increasing development and progress of information and communication technology and its potential capacity in improving education have prompted researchers in the field of education to prioritize the use of technology as a competitive advantage in the education process. On the other hand, the need of developing societies for optimal use of time and facilities and flexible development of education has led to a greater tendency to use new technologies (Larchenko & Barynikova, 2021). These technologies have played a very important role in the scientific development and competitiveness of universities for reasons such as saving time and money, enabling distance learning, facilitating the educational evaluation system, direct access to digital educational resources, and creating equal educational opportunities (Kalbali, 2018).
Fourth generation universities
In the fourth generation of universities, value is defined on the basis of strategic partnership, entrepreneur training, and the degree of absorption of income from external sources and guidance and leadership, as well as the degree of influence on other factors in societies. Education is done based on the needs of society and students, and solving society's challenges is considered as the basis of research. International partnerships are an important part of the entrepreneurial university. Promoting risk-taking culture, creating a sense of belonging to entrepreneurship, academic freedom, valuing culture, talent management, creating a suitable entrepreneurial environment, teamwork culture, introducing entrepreneurial faculty members as role models and their participation in decision-making and policy-making, attention and Valuing entrepreneurial students are some the components of entrepreneurial culture (Khodabakhsh & Taghi Pur, 2023).
Khoshnejad et al, (2022) carried out a research entitled the presentation of the fourth generation university model (case study: Islamic Azad University). The axes have been identified through three stages of coding (example, main theme, sub-theme). Key relationships including university-society relationship, alignment of university mission and society goals, and university-industry relationship were identified based on the research results. In addition, background factors, influencing factors and outcomes were also identified. The outcomes were investigated including internal and external outcomes.
PourMohammadBagher et al, (2022) discussed in their research entitled review of the use of metaverse systems in education. In this article, by reviewing new technologies and referring to educational fields and some principles related to teaching methods, a better insight is provided to teachers in the field of education and training for technology-based educational design. According to the principles of metaverse, the virtual learning environment can simulate the law of dynamic evolution in natural phenomena and its processing process. Education of students in the virtual body occurs through sensory channels such as visual, auditory, tactile, olfactory, etc. Then they can explore and do individual activities or collaborate in a virtual environment. As a result, in the learning scenario based on the metaverse, learning is in a deeper form where insight occurs.
Research methodology
The research method is applicable in terms of its purpose, and qualitative in terms of implementation, a descriptive and thematic analysis type. The statistical population of this research includes 10 higher education specialists, prominent professors who are familiar with research work in the studied field. A targeted non-random sampling method of the available type was used. Semi-structured interviews were used to collect information.
Research findings
Data analysis was done with open, axial and selective coding; using MAXQDA2020 software. According to the analysis carried out using thematic analysis method to determine the dimensions and components of the use of new technologies in the fourth generation university, 5 dimensions, 13 components and 47 indicators have been identified and confirmed. The dimensions include educational requirements (interaction with other virtual educational groups, devoting more hours to entrepreneurship education in the university, flexibility, management components), aesthetic requirements (technological factors, online limitation reduction capabilities), content requirements (learning management system electronic, appropriate course content) process requirements (quality of behavior of virtual education supervisors, application of virtual education standards), and requirements of extra-organizational participation (virtual education system infrastructure, service delivery system quality, perceived support quality).
Conclusion
The current research was conducted with the aim of identifying the dimensions and components of the application of new technologies in the fourth generation university. The results of this research are in agreement with the results of Khoshnejad et al, (2022), PourMohammadBagher et al, (2022), Yadollahi Dehcheshmeh et al, (2021), Azar (2021), Larchenko & Barynikova (2021), Asgari et al, (2021), and Ahmadian Chashemi et al, (2020).
Yadollahi Dehcheshmeh et al, (2021) have discussed in their research under the title of compiling the fourth generation university model (social university) for Iranian universities. The findings showed that the component of value-creating responsibility-oriented university as a central phenomenon, transformability and adaptability as causal factors, responsible leadership, development of professional competencies of human capital and educational and curriculum development as action strategies, components of specialized and professional policymaking, responsible innovation culture and transformative structure were identified as background conditions and academic independence and developing financial models as intervention components of the fourth generation university. The main consequence of the interaction of all the mentioned components is the development of the region, which plays a vital role in the development and growth of the local and national society in three cultural-social, economic, and environmental fields.
According to the obtained results, it is suggested that:
According to the develope of developments in the field of new technologies, the universities of the country can provide the possibility of transferring new findings to the beneficiaries by creating a foundation for the development of technology, which leads to the development of technological businesses, turning knowledge into wealth and employment for graduates, and finally, it creates new sources of income. While examining the current and future global trends and identifying the strengths and weaknesses of the society, the fourth generation university should guide the country's political, economic, cultural and social paths in the direction that countries can gain their proper place in the region and the international system. Building and developing specialized service centers for the general public, providing technical; consulting; and equipment support services to knowledge-based businesses, creating a communication network with elites; intellectuals and entrepreneurs to participate in policy making is suggested, and also academic researchers are suggested to identify local and regional issues and problems, determine the research priorities of academic disciplines based on solving the problems of the society, and formulate the dimensions of the curriculum of the higher education centers of each region based on the components of the fourth generation university.
Original Article (Quantified)
Education Management
jamal abdolmaleki; Mohammad Ghafari Mejlej; Masoumeh Mahboubi Ebrahimi; Faezeh Asadi
Abstract
Abstract
The aim of the present study was to investigate the role of leadership behaviors of school principals in the team learning of teachers. The research population consisted of all primary school teachers of Qorve city, numbering 548 people, and a sample size of 225 people was selected from this ...
Read More
Abstract
The aim of the present study was to investigate the role of leadership behaviors of school principals in the team learning of teachers. The research population consisted of all primary school teachers of Qorve city, numbering 548 people, and a sample size of 225 people was selected from this population by simple random sampling based on Morgan's table. The research method was correlative and through structural equation modeling. To collect data, Strang.'s leadership behavior questionnaire (2005) and Bresó et al.'s team learning questionnaire (2008) were used. To determine the reliability and validity of the tool, Cronbach's alpha and confirmatory factor analysis techniques were used; the desired reliability and validity of the tool were indicated by the results. To analyze the data, structural equation modeling was used by Lisrel 10.20 software. The results indicated that: task-oriented leadership behavior of school principals had a positive, direct and significant effect (0.27) at the 0.05 level on teachers' team learning with a t value (4.98). Also, the Person -oriented leadership behavior of school principals had a positive, direct and significant effect (0.50) at the 0.05 level on teachers' team learning with a t value (9.34). The dual leadership behaviors of school principals are able to explain 38% of the variance of teachers' team learning, which has a t (8.41) and indicates the significance of the explained variance of teachers' team learning by the dual leadership behaviors of school principals.
Extended abstract
Introduction
Although team learning is one of the most effective and important processes in teams, through which teams are able to improve and develop their knowledge and skills (Shoukat et al., 2023), leadership plays a crucial role in the formulation, implementation, and development of team members' rules during teamwork to ensure successful team work (Hariharan & Anand, 2023). This is because team learning involves exchange, discussion, and development of knowledge, ideas, and structures, receiving feedback, and reflecting on teamwork, analyzing and learning from mistakes, and how to avoid them in the future (Lehmann-Willenbrock, 2017). Therefore, leadership behavior is considered as a necessary facilitator for creating conducive conditions for participation in team learning behaviors, such as creating a safe environment, and is considered a significant and fundamental enabler (Koeslag-Kreunen et al., 2018a). Leaders can indirectly facilitate workplace learning at these levels through their leadership behaviors (Wallo et al., 2022). However, team members do not automatically engage in team learning behaviors; as this can lead to problems. For example, differences in levels can result in non-constructive dominance by members with more authority, and members may experience excessive cognitive load when faced with unstructured tasks. Therefore, it is argued that participation in team learning behavior should be encouraged through leadership behavior (Van der Haar et al, 2017); as leadership behavior involves formulating a clear set of expectations for achieving organizational-individual goals through influencing and accompanying others, utilizing organizational resources, and facilitating individual and collective activities, in a structured guidance (Zhang et al, 2022). Or it is defined as "the process of influencing others to understand and agree on what needs to be done and how to do it, and facilitating individual and collective efforts to achieve common goals" (Yukl, 2010: 8).
School organizations, like other organizations, consist of various issues and goals, so they have the ability to adopt a team-oriented approach to the school workforce, mainly teachers, and explore team-related issues in schools with an emphasis on teachers in the form of work teams and school managers as team leaders for research. Various research has been conducted in diverse organizations, including the school organization, on how leadership behavior can support team learning behavior, for example.Hariharan & Anand(2023); Lundqvist et al(2023); Shoukat et al(2023); Abdolmalek & Ghanbari (2022); Koeslag-Kreunen et al(2020,2018a,2018b); Ghanbari et al (2017); Chatalalsingh & Reeves(2014); Imants et al(2013) & Nouwen et al (2012).
In analyzing the duties of teachers, it can be said that school teachers have two types of adaptive and developmental duties, which team learning facilitates these duties implicitly and explicitly. Therefore, team learning of teachers is influenced by the leadership behaviors of school administrators, in a way that the leadership behaviors of school administrators can be an effective factor in team learning of teachers and facilitate it. Therefore, by correctly recognizing leadership behaviors and employing them by school administrators, we can go beyond adaptive duties in teachers, especially innovative duties, in the context of team learning. As can be seen, studies and theories only indicate the relationship between leadership behavior and team learning, and it cannot be accurately said which type of leadership behavior has a greater impact on team learning. Therefore, in order to clarify this research gap, the researchers of this study considered the faculty of primary schools as a team and examined the effects of various leadership behaviors of school administrators on team learning of school teachers in order to clarify the exact role and effects of various leadership behaviors of school administrators on team learning of teachers. The information obtained from this research can assist school administrators in selecting and employing effective and useful leadership behavior in order to create, strengthen, and develop team learning of teachers. Therefore, our question is whether the various leadership behaviors of primary school administrators have a significant effect on the team learning of their teachers, and which type of leadership behavior has the greatest impact on the team learning of teachers? Therefore, the main question of this research is whether the dual task-focused and individual-focused leadership behaviors of school administrators have a significant impact on the team learning of teachers.
Theoretical framework:
Team learning behaviors are crucial, especially for team performance and effectiveness; therefore, it is essential for teams to strengthen team learning behaviors (Gerbeth et al, 2022). Team learning behaviors are defined as team activities in which team members engage to perform tasks effectively; therefore, teams that share and exchange knowledge among their members, create shared understanding and new knowledge, engage in constructive blending and discussion of opinions, and reflect on their teamwork are recognized as exhibiting team learning behaviors (Widmann & Mulder, 2020).To understand when leadership is effective in teams, research typically observes leadership from a behavioral perspective (Koeslag-Kreunen et al, 2018a). Burke et al (2006) distinguished two main behavioral styles: individual-oriented and task-oriented team leadership behaviors. Clearly, these behaviors can stem from vertical and shared team leadership resources.
Individual-oriented leadership behaviors: are behaviors that encourage communication, support self-governance, and motivate team members to move beyond their individual interests. Attention, empowerment, and transformational leadership have been recognized as specific accepted leadership behaviors with a focus on the individual (Burke et al, 2006). Since attention refers to creating a positive space for cooperation and open communication and emphasizing relationships and team members' well-being, it is supportive of team learning behavior (Carmeli, Tishler & Edmondson, 2012). Empowerment leadership means actively developing self-governance skills in team members (Burke et al, 2006). Transformational leadership attempts to assist team members in surpassing their individual interests and taking action towards problem-solving by creating challenges and fostering creativity (Bass & Avolio, 1994). Overall, it is argued that individual-focused leadership behaviors strengthen team learning behaviors through encouraging communication, supporting self-governance, and going beyond individual interests.-
Task-oriented leadership behaviors: These behaviors emphasize the task of team members by providing information on tasks, task structure, and monitoring team performance, and include 1) boundary-spanning, 2) structural facilitation, and 3) transactional leadership (Burke et al, 2006). Boundary-spanning involves examining the environment for new information, networking, and negotiating for team resources (Ancona & Caldwell, 1992). Additionally, Burke et al. (2006) argue that boundary-spanning activities guide teams towards task accomplishment based on available material resources and organizational strategies. Structural facilitation refers to defining team tasks, work methods, goals, and outcomes (Dong et al, 2017). Finally, Ashauer & Macan (2013) suggested that task-oriented leadership with a focus on team tasks and performance can encourage members to demonstrate their competence for the task, thus encouraging them to participate in team learning behaviors.
Methodology:
The research population consisted of all primary school teachers of Qorve city, numbering 548 people, and a sample size of 225 people was selected from this population by simple random sampling based on Morgan's table. The research method was correlative and through structural equation modeling. To collect data, Strang.'s leadership behavior questionnaire (2005) and Bresó et al.'s team learning questionnaire (2008) were used. To determine the reliability and validity of the tool, Cronbach's alpha and confirmatory factor analysis techniques were used; the results indicated the desired reliability and validity of the tool. To analyze the data, structural equation modeling was used by Lisrel 10.20 software.
Discussion and Results:
According to the results of structural equation modeling analysis, task-oriented leadership behavior of school managers has a significant, positive direct effect(0.27) on teacher team learning (p=0.05) with a t-value of 4.98. Similarly, individual-oriented leadership behavior of school managers has a significant, positive direct effect (0.50) on teacher team learning (p=0.05) with a t-value of 9.34. Dual leadership behaviors of school managers can explain 38% of the variance in teacher team learning, which is significant with a t-value of 8.41, indicating the significant variance explained in teacher team learning by dual leadership behaviors of school managers. The fit indices of the model are as follows: the ratio of chi-square to degrees of freedom (1.47), RMSEA (0.045), CFI (0.97), GFI (0.95), and AGFI (0.93). Based on the fit indices in the path analysis model, it can be concluded that the ratio of chi-square to degrees of freedom indicates a good fit between the conceptual model and the empirical model. The value of RMSEA is within an acceptable range. The values of CFI, GFI, and AGFI also indicate a good fit for the structural model. Therefore, it can be said that the structural model of the study has a good and acceptable fit.
Conclusion:
In explaining the results of the research, it can be said that Hoch (2014) argued that the distribution of leader behaviors among team members can help resolve their non-constructive conflicts and support members in providing unique information. Therefore, individual-centered leadership with encouragement, modeling, empowerment, and power control in teams that have adaptive and developmental tasks enhances learning. Bucic et al (2010) showed that for performing adaptive tasks, transformational leadership behaviors encourage participation and urge team members to maintain their boundaries. As a result, teams are able to collectively create new ideas. Additionally, Nouwen et al (2012) highlighted that integrating considerations and strengthening leadership behaviors enhances team learning for performing adaptive tasks, as these leaders maintain close social relationships, respect, trust, and group cohesion. They encourage speaking up through modeling and requesting feedback, and demonstrate how to provide feedback. Their actions encourage self-leadership and leadership skills.
However, task-centered leadership has limitations for learning in teams with adaptive tasks. Bucic et al (2010) showed that for teams with adaptive tasks, transactional leadership supports team learning behaviors as it provides structures and processes and subsequently reinforces structured routines. Nevertheless, McKeown (2012) and Nouwen et al (2012) discovered that in teams with adaptive tasks, team leaders can excessively control work processes, which hinders team learning. Moreover, they demonstrated that if team leaders do not involve team members in decision-making or share goals and actions with the team, team confidence (in each other and in the leader) decreases and team learning motivation decreases. Therefore, it can be said that individual-centered leadership behavior is essential for supporting team learning, and our findings contribute to understanding the timing and application of this behavior. Leadership behaviors strengthen team learning through individual and task-centered behaviors displayed by a unified leader and team members, including leadership behaviors such as building trust and relationships, empowering and challenging team members, and structuring tasks and goals.
Original Article (Quantified)
management
zeinolabedin darvishi; Farshid Ashrafi
Abstract
Abstract
The present study investigated the impact of talent management on organizational commitment with the mediating role of organizational justice among the employees of Farhangian University of West Azarbaijan Province. The present study is applied in terms of aim and descriptive of survey-causal ...
Read More
Abstract
The present study investigated the impact of talent management on organizational commitment with the mediating role of organizational justice among the employees of Farhangian University of West Azarbaijan Province. The present study is applied in terms of aim and descriptive of survey-causal type in terms of nature. The statistical population of the study included all 96 employees of Farhangian University of West Azarbaijan Province. They were selected using the census method. The field method was used for collecting data. Cunningham's standard talent management questionnaire (2007), Niehoff and Moorman's (1993) organizational justice questionnaire, and Dick and Metcalfe's (2001) organizational commitment questionnaire were used as research tools. The data were analyzed using partial least square structural equation modeling (SEM) in Smart PLS Software. The analysis of the collected data revealed that talent management affects organizational justice by 83% and employees' organizational commitment by 42% Organizational justice has a 48% effect on organizational commitment. Also, the Sobel test revealed that talent management with the mediating role of organizational justice affects employees' organizational commitment by 4.21. Thus, based on the statistical results, all research hypotheses were confirmed and it was concluded that organizational justice plays a mediating role in the relationship between talent management and the organizational commitment of employees.
Extended abstract
Introduction
Employees are considered the most significant human capital or property in achieving the goals of the organization. Investigating the behavior of employees in an organization is significant since retaining and developing employees is a difficult task. Increasing employees’ commitment to the organization is one of the organization's strategies to retain its employees (Handayani et al, 2022). Organizational commitment is considered a key principle in accepting the organization's values and preparation to make a significant effort in line with the interests of the organization and willingness to maintain organizational attachment (Alzeer et al, 2020). Talent management is one of the variables related to organizational commitment. Talent management involves attracting, retaining, and managing top talents. Talent finding in today organizations is one of the most difficult challenges of human resource directors. Therefore, it is crucial to attract and retain the talent in order to success in this "talent fight". (Lokhande, 2023).
Organizational justice is another issue that can be investigated regarding organizational commitment. Organizational justice reflects the perception of employees or members of the organization about the extent of fair and equal treatment based on the expected ethical standards in the workplace and the way these perceptions affect organizational outcomes such as commitment and satisfaction (Romi et al, 2022). An organization's growth and success depends on the commitment of its employees. A committed employee remains in the organization and contributes significantly to the development of the business. For this reason, training the sense of commitment and self-sacrifying among the employee is essential for develop, stability and life of the organization. Additionally, the talent management system is an organizational activity that is a part of the human resource management strategy to acquire, maintain, and develop the best talents needed by the organization. Talent management system implementation is considered as an organizational challenge in order to achieve the higher performance and justice and commitment of the organization, and organization without human resourse is of no sense. Therefore, the management and leadership of human resources are highly significant in any business. Treating employees fairly and providing opportunities for their growth helps the organization achieve its goals. Thus, the primary question of the present study is whether talent management affects organizational commitment with the mediating role of organizational justice among the employees of Farhangian University.
Theoretical Framework:
In today's organizations, some people may like their work but they may hate the organization they work in, or vice versa. Having positive and negative feelings about the job is only a part of the whole perspective of the person toward his or her job. Moreover, a person can have either positive or negative feeling towards the whole organization. Such an attitude is mostly called "organizational commitment". It reflects the extent to which a person identifies with his or her organization and belongs to it (Beiginia et al, 2013). A group of McKinsey consultants coined the term "war for talent" in 1998 and stated that talent is the key to organizational excellence. Since that time, talent management has been considered the key to organizational success and is essential for maintaining and sustaining organizations. Nowadays, talent management turned into an issue with increasing popularity and studied by the researchers (Guerra, 2023). For the first time, Greenberg defined the term organizational justice as an ethical and fair way of treating employees in their jobs (Krishnan, 2020). Organizational justice is a variable used to describe the justice connected directly to the job opportunities. It especially determines how employees should be treated so they feel that they have been treated fairly (Afrazi et al, 2022).
Majidi (2022) conducted a study entitled "Investigating the relationship between talent management and organizational commitment of education department employees in Sari". The results revealed a relationship between the of talent management and its four components (except reform component) i.e. attraction, selection, retaining, and envolving with the organizational commitment from the perspective of employees of the Sari education department. Ali et al. (2022) conducted a study entitled "Investigating the relationship between talent management and organizational justice, and employee performance" among 22 top managers of three leading Pakistani banks in Karachi by means of a semi-structured interview. The results revealed a positive and significant relationship between talent management, organizational justice, and employee performance. Jameel et al. (2020) conducted a study entitled "Organizational justice and organizational commitment among secondary school teachers" in Hit City, Anbar province, Iraq. The statistical community included 210 teachers in 8 government secondary school, among which 98 people were selected as the statistic sample by stratified random sampling. The results revealed a positive and significant relationship between organizational justice and organizational commitment.
Methodology:
The present study was conducted using a causal-descriptive method. The statistical population of the study included all 96 employees of Farhangian University of West Azarbaijan Province (both males and females). The census method was used given the small size of the statistical population. In this study, three standard questionnaires including Cunningham's (2007) talent management questionnaire, Niehoff & Moorman's (1993) organizational justice questionnaire, and Dick and Metcalfe's (2001) organizational commitment questionnaire were used to collect data. The content validity of the questionnaires was examined and confirmed based on the opinion of educational science professors. The reliability of the questionnaires was calculated using Cronbach's alpha coefficient and composite reliability. The results showed high and significant reliability for the questionnaires. The research data were analyzed using SmartPls3 and Spss22 statistical software at two descriptive and inferential levels. At the descriptive level, indices such as mean, standard deviation, and Kolmogorov-Smirnov test were used. At the inferential level, structural equations were used based on the research hypotheses.
Results:
At the level of descriptive statistics, the mean of all variables was higher than 3, indicating the desirability of these variables from the respondents' viewpoint. Also, the significance level of the Kolmogorov-Smirnov test for all studied variables was greater than 0.05. Thus, the distribution of all variables is normal. Therefore, parametric tests can be used to test research hypotheses. Also, at the inferential statistics level for the first sub-hypothesis of the study (talent management significantly and directly affects organizational commitment), based on the results of structural equation modeling; the T-value was obtained at 3.26, which is greater than 1.96,. The path coefficient was also obtained at β=0.42. Hence, talent management explains 42% of changes in organizational commitment. In the second sub-hypothesis of the study (talent management significantly and directly affects organizational justice), the T-value was obtained at 11.74, which is greater than 1.96. Also, the path coefficient was obtained at β=0.83. Thus, organizational justice explains 83% of changes in organizational commitment. In the third sub-hypothesis of the study (organizational justice significantly and directly affects organizational commitment), the T-value was obtained at 3.93, which is greater than 1.96. Also, the path coefficient was obtained at β=0.48. Thus, organizational justice explains 48% of changes in organizational commitment. Finally, in the primary hypothesis of the study (talent management significantly and indirectly affects organizational commitment with the mediating role of organizational justice); the Sobel test was used to determint the mediating role of organizatioinal justice variable in the context of the effect of talent management on the employees' organizational commitment, based which the Z-value was obtained at 4.21, which is greater than 1.96. Thus, it can be stated that talent management indirectly affects the organizational commitment of employees with the mediating role of organizational justice.
Discussion and Conclusion
Regarding the first sub-hypothesis of the study, the T-value was obtained at 3.26, which is greater than 1.96. The path coefficient was also obtained at 0.42. In explaining the results of the first sub-hypothesis of the present study, it can be stated that talent management is a constant process that involves attracting and retaining high-quality employees, developing their skills, and motivating them continuously to improve their performance. It can be stated that the results of this study are consistent with the results of studies by Taher Khani (2022) and Majidi (2022).
Regarding the second sub-hypothesis of the study, the T-value was obtained at 11.74, which is greater than 1.96. The path coefficient was also obtained at 0.83. In explaining the result of the second sub-hypothesis of the study, it can be stated that talent management is a purposeful approach to attract, develop, and retain people with skills necessary to meet the present and future goals or needs of the organization. It can be said that the results of this study are consistent with the results of the studies by Ali et al. (2021) and Cetin and Erbay (2021).
Regarding the third sub-hypothesis of the study, the T-value was obtained at 3.93, which is greater than 1.96. The path coefficient was also obtained at 0.48. In explaining these results, it can be stated that the fair treatment of employees by the organization results in their higher commitment toward the organization. Also, the results of the present study are consistent with the results of studies by Jameel et al. (2020) and Zarish et al. (2020).
Regarding the primary hypothesis of the study, the Sobel test was used to determine the effect of talent management on the organizational commitment of employees with the mediating role of organizational justice. Using the Sobel test, Z-value was obtained at 4.21, which is greater than 1.96. Thus, talent management significantly and indirectly affects organizational commitment with the mediating role of organizational justice.
Based on the results of the present study, the following recommendations are presented to the officials of Farhangian University and other universities:
- Attracting, identifying, and organizing a high-efficiency labor force and retaining them through appropriate training and developing skills and competence to increase the level of organizational commitment of employees
- The resources and benefits in the organization should be distributed fairly and everyone should be treated equally, and the promotion procedures in the organization should be based on predetermined standards and legal regulations and should be agreed upon by everyone.
- Increasing the emotional attachment of employees and involving them as much as possible with the goals of the organization, improving social communication networks at work, employee participation in decision-making, and eliminating discrimination and inappropriate relationships with people in the workplace.
Original Article (Quantified)
management
Sayyid Ali Banihashemi; Zahra Rajaei; Sayyid Hassan Banihashemi
Abstract
Abstract
The core goal of this research was to evaluate the impact of organizational support and perceived organizational justice on innovative work behavior with the mediating role of cultural intelligence in the vice presidency area of the library of Astan Quds Razavi libraries. This was a descriptive-correlation ...
Read More
Abstract
The core goal of this research was to evaluate the impact of organizational support and perceived organizational justice on innovative work behavior with the mediating role of cultural intelligence in the vice presidency area of the library of Astan Quds Razavi libraries. This was a descriptive-correlation study in terms of nature and methodology and an applied one regarding its objective. The research statistical population included 300 employees of the deputy area of Astan Quds Razavi libraries. The statistical sample was determined as 169 subjects using Morgan's table. The content-face validity and construct validity (confirmatory factor analysis) of the research tool were examined and confirmed. The research reliability rate was also obtained higher than 0.832 using Cronbach's alpha coefficient test. The study results demonstrated that perceived organizational support has a positive and significant impact on innovative work behavior and cultural intelligence of employees (t = 3.486, t = 2.456). The perceived organizational justice was also found to have a positive and significant effect on innovative work behavior and cultural (intelligence) quotient (t = 2.910, t = 3.147). Moreover, the cultural (intelligence) quotient showed a positive and significant effect on innovative work behavior (t = 2.704). It was concluded that the cultural (intelligence) quotient mediates the relationship between perceived organizational support and innovative work behavior (t = 2.124). Finally, the cultural (intelligence) quotient was found not to mediate the relationship between perceived organizational justice and innovative work behavior (t = 1.175).
Extended abstract
Introduction
The age of the digital and knowledge economy has made numerous changes in the world of organizations and caused organizations to encounter intense competition in this dynamic environment (Jimenez-Jimenez & Sanz-Valle, 2008). Thus, all enterprises are in immediate need of the ability to stand against the environment, the ability to introduce new ideas and products to achieve a competitive advantage, and even survival (Javed et al., 2017). Therefore, if an organization intends to survive in the new paradigm of competition in such circumstances, it needs to see innovation in the organization as an essential strategy. Innovation has a special and privileged position not only in the personal and individual dimensions but also in the social and organizational dimensions (Eshkor Vakili & Nojabaei, 2022). Various methods have been introduced to get an appropriate rate of innovation according to the life cycle of organizations and other environmental and industrial factors, one of which, is to recognize and value human resources as the highest valuable organizational capital. Creating innovative work behavior in employees is known as one of the best numerous methods of fostering and enhancing the innovation rate (Adibpour et al., 2016). The current conditions have compelled managers to define an intellectual framework to conduct and lead their organizations aimed at making strategic decisions faster and hiring and recruiting more flexible human resources. Thus, innovative work behaviors of employees seem to be capable of generating a basis for innovation and improvement of the organization's performance (Sanders et al., 2010). On the other hand, one may claim that employees have a leading role in achieving organizational success, high efficiency, and performance criteria. Perceived organizational support and organizational justice have become prominently popular over the past years due to their positive impacts on both human resources and capital, and thereby, studies related to these topics have increasingly continued. The conventional view and perception of an ideal workplace is an organization with an atmosphere of justice and a supportive environment (Sen et al., 2022). Human resources nowadays serve as the main factor in creating a competitive advantage for organizations. Today, given the diverse working environments, thinkers have identified a new dimension of intelligence known as “cultural intelligence (quotient)”, which allows individuals to recognize how others think and how they respond to behavioral patterns. Consequently, intercultural communication barriers are reduced, which brings people the power to manage cultural diversity (Fayazi & Jannisar Ahmadi, 2006). This kind of intelligence enhances a person's ability to interact effectively with new cultures. Fostering cultural intelligence in a world where crossing borders has become a normal thing seems like a vital need for all people (Kabuli, 2021).
This research was designed to examine and evaluate the impact of organizational justice and perceived organizational support on innovative work behavior with the mediating role of cultural intelligence among the employees of the deputy area of Astan Quds Razavi libraries to ultimately assess the relationship between these three variables. Since management is associated with the ability to continuously adapt to people from different cultures and organizational justice and support play a crucial role in generating ideas and creativity by employees, thus, organizations may utilize the results of this research to create ideas and innovation among employees according to the components of organizational support and justice with the mediation role of cultural intelligence.
Theoretical framework
Perceived organizational justice
Some of the earliest academic research on organizational justice can be attributed to Adams (1965) who used the previous studies of Homans (1961) to consider individual reactions to the allocation of outcomes (Kramer, 2021). However, organizational justice was first introduced by “Greenberg” in 1987. This subject has been the major topic of research in the area of organization in the last decade of the 20th century (Khorasani & Kanani Neiri, 2012; Jazani & Soltani, 2016).
Organizational justice is extensively accepted as a three-factor structure composed of distributive justice, procedural justice, and interactional justice. The formation of this three-factor structure may be traced back to the mid-1960s when research on justice perceptions took place in organizational behavior and industrial/organizational psychology literature (Kramer, 2021).
Perceived organizational support
The research on perceived organizational support has been expanded due to its clear antecedents and major consequences, including the attitude, performance, and desired welfare of employees. The research has followed an increasing pace with more than 1200 conducted studies so far since the early work on perceived organizational support in the 1980s (Eisenberger et al., 2020).
Perceived organizational support is effective in motivating employees. It also enhances the employees’ expectations, which on the other side obliges the organization to pay more rewards and benefits for doing more work according to the organizational goals (Poursoltani Zarandi & Irji Naqander, 2012).
Innovative work behaviors (IWBs)
The literature on the use of innovative work behavior has grown steadily since the introduction of the concept of “innovative work behavior” in 1994 and 1998 by Scott and Bruce (1994, 1998). Innovative work behavior refers to all behaviors of employees that are related to finding, developing, proposing, and implementing innovative ideas in the organization to improve innovative performance. Innovative work behaviors are a type of voluntary citizenship behavior that employees are not necessarily expected to do in their roles and official job descriptions (Rezaei & Zamani, 2019). Innovative work behavior is defined as the conscious development, introduction, and use of new ideas within a job role, group, or organization to properly improve the role of the group or organizational performance (Akram et al. 2020).
Cultural Intelligence (CI)
Cultural intelligence or cultural quotient is a very old sharpness that was utilized whenever business or intercultural meetings were held (Abi Abdallah, 2020).
Cultural intelligence is defined as the ability to adapt to different cultural environments and contexts and the capability of performing effectively in different cultural environments. Cultural intelligence refers to the ability to effectively adapt to new cultural contexts. Beyond the simple adaptation of behavior, cultural intelligence also encompasses the development of a set of abilities or set of behaviors that facilitate effective intercultural functioning. It should be noted that cultural intelligence is not related to effectiveness in a specific culture. Rather, it is associated with effectiveness in certain situations of cultural pluralism (Sharma & Hussain 2017).
Methodology
The current research is an applied study. It can be classified as a quantitative study regarding the nature of the data used and a descriptive-correlational one in terms of the nature and method of cognition, which is one of the descriptive research methods. It is also known as a field study since the research data was collected by attending the statistical population and sample using the questionnaire tool. The research statistical population included all the employees of the vice-chancellor of Astan Quds Razavi libraries, accounting for 300 people. The statistical sample was determined according to Morgan's table as 169 subjects. The sampling method used was a simple random sampling approach. A closed-type questionnaire tool was used to collect the required data for testing the research hypotheses. The perceived organizational justice questionnaire has 18 items and 3 components of distributive justice (5 items), procedural justice (10 items), and interactional justice (8 items) (Colquitt, 2001). The innovative work behavior questionnaire with 10 items and a single component (De Jong & Den Hartog, 2010), the perceived organizational support questionnaire with 6 items and a single component (one item is reverse scored) (Eisenberger et al., 2001), and finally, the cultural intelligence questionnaire, including 20 items and 4 metacognitive (4 items), cognitive (6 items), motivational (5 items), and behavioral (5 items) components were also used for data collection (Earley & Ang, 2003). The questions were scored in the form of a five-point Likert scale with the options ranging from quite agree to quite disagree.
Findings
According to the demographic results, more than 90% of the research sample had bachelor's and master's degrees. Also, more than 65% of the sample had a range of age between 40 and 50 years with 11 to 20 years of work experience. On the other hand, about 76% of the examined human capital in the statistical sample had a perfect congruence (fit) between their field of study and their job. These factors indicated a proper statistical sample to test the statistical hypotheses of the research.
The factor analysis results revealed that the factor loading of all components is greater than 0.4 and the value of the statistic (t) is higher than 1.96. Therefore, the components had good validity. The significance coefficients (t) were used to examine the fitness of the research structural model, which were higher than 1.96 and their significance was confirmed with a confidence level of 95%. According to the fitted model, the value of the coefficient of determination (R2) demonstrates how many percentages of the dependent variable changes are explained by the independent variable. This value was obtained as 0.420 and 0.388 for the dependent variable of innovative work behavior and the cultural intelligence variable, respectively, indicating a moderate-strong intensity. Also, the Q2 predictive relevance criterion, which determines the model's prediction power, was achieved for the dependent variable of innovative work behavior and the cultural intelligence variable as was 0.191 and 0.261, respectively, indicating a moderate-strong intensity. Finally, the goodness of fit index value of GOF, as a general measure of model fit, was obtained as 0.514 in the fitted model, suggesting a strong fitness model.
Discussion and Conclusion
This research was designed to evaluate the effect of organizational support and perceived organizational justice on innovative work behavior with the mediating role of cultural intelligence. The research findings demonstrated that “perceived organizational support has a significant impact on innovative work behavior with the mediating role of cultural intelligence”. Thus, organizations need managers with a high cultural intelligence given the importance of the cultural intelligence role as a mediator since organizations recognize culturally competent managers as a source of competitive advantage and strategic capability. Hence, organizations increasingly show the need for managers “who can quickly adapt to multiple cultures and work well in multinational teams” (Jyoti & Kour, 2017).
Thus, managers are recommended to increase their knowledge in the field of culture and intelligence and also think about the behaviors of their employees and determine what intellectual and behavioral biases their employees have and what unique behavioral characteristics they have compared to others in the workplace. Having information about such things enables the managers to intelligently foster and cultivate the employees' behavioral and motivational manifestations intellectually and provide the ground for innovation by supporting them and expanding interaction with these individuals. The second main hypothesis was rejected in this research; i.e., according to the results, the “perceived organizational justice with the mediating role of cultural intelligence has no positive and significant effect on innovative work behavior”.
Since this hypothesis was rejected, one can conclude that the components of cultural intelligence, including cultural knowledge, cultural care, and cultural behavior do not positively and optimally exist regarding the employees in the studied organization and such a behavior can be seen in some managers and employees. Creating inappropriate behavior in a cultural environment, failure to employ the capacity of employees as well as employees with high cultural intelligence, and also failure to understand intercultural issues and intercultural differences among employees would reduce positive interaction and communication among employees. In such circumstances, employees may not have the motivation and sense of participation and they will not be able to identify the issues and problems of the organization and provide creative solutions and innovative work behavior to solve these problems intelligently. Thus, it is suggested that the managers of the organization try to create appropriate behaviors in the environment of the organization and identify individuals with higher cultural intelligence based on their knowledge and awareness. They are also recommended to enhance interest, self-confidence, and cultural compatibility in the organization by cultivating the cultural intelligence of their employees.
Original Article (Quantified)
Education Management
Sahar Oghbaee; Maryam Golbabaee; Mohammadreza Shahabadi
Abstract
Abstract
The purpose of this research is to investigate the effect of mock-based training on the performance of Tehran Municipality employees. The current research is applicable in terms of its purpose, and survey-cross-sectional in terms of the research implementation method. The statistical population ...
Read More
Abstract
The purpose of this research is to investigate the effect of mock-based training on the performance of Tehran Municipality employees. The current research is applicable in terms of its purpose, and survey-cross-sectional in terms of the research implementation method. The statistical population included 70 employees in the Line and Headquarters units of Tehran Municipality, and in total, by Morgan's table, and using stratified random sampling, 60 employees from three units (General Administration of Welfare and Veteran Affairs, Center Administrative renovation and transformation of Tehran Municipality and Tehran City Planning and Studies Center) were identified and selected from the field of Municipal Planning Deputy. The sampling method is stratified-relative. The collection tool in this research is a researcher-made questionnaire and a standard employee performance questionnaire (Stephen, 2005). In order to confirm the final research model, confirmatory factor analysis was performed. SPSS and PLS software were used for data analysis. The constituent components of Mock education model included goals, audience determination, needs assessment, feasibility, title selection, title type, platform selection, content, support, interactive platform, audience involvement, evaluation strategy; and the findings of the research showed that education based on Mock has a positive and significant effect on the performance of municipal employees and showed that the overall fit of the model is appropriate.
Extended abstract
Introduction
The most important and fundamental issue of any organization is the job performance of its human resources. The necessity and increasing role of performance evaluation in the success of organizations and its use in the current environment has become inevitable in the field of professional management. The municipality, as a large and effective organization, is required to respond to the citizens and stakeholders in urban affairs, and therefore, examining the results and evaluating the performance is considered an important strategic process in it, and this process in the form of a two-way relationship will result the increase of quality and effectiveness of management and performance (Sabziyan & Foadchi, 2019).
In order to take advantage of the proper performance of the employees in the municipality, help should be taken from the category of training. In fact, employee training is the most effective tool for managers to deal with environmental changes and guarantees proper service delivery, especially in service and government organizations. If these trainings are compiled and implemented regularly and purposefully for the real needs of employees, it will not only improve the performance of employees and the organization, but also improve the skills of managers and increase the satisfaction of employees and clients (Rahimi Kia et al., 2022).
Research shows that not using mock courses affects the teaching and learning of employees and their performance, job satisfaction and educational justice. This is despite the fact that the use of mock courses can improve the level of technological literacy among employees and make them strong in every way so that they can perform optimally. It can also cause a transformation in the work system and ultimately the job satisfaction of employees (Nong et al, 2022).
Therefore, the researcher is trying to answer the question: what effect does MOCK-based training have on the performance of Tehran Municipality employees?
Literature
Mock is an online course that is offered freely through the web to an unlimited number of participants. These courses are usually similar to university courses. Most of them have a specific start and end time. In addition to common content such as videos, texts, and a collection of these tools, Mocks creates an interactive space for employees and managers to participate in. These courses were able to attract different groups of people from many countries of the world. The qualitative courses that were taught by professors from many prominent universities in the world took an important step to use equal educational opportunities. The only prerequisite for participating in many of these courses is only a computer and an internet connection (Li & Baker, 2017).
Performance has been defined as activities that are usually part of a person's job and activities and must be performed. In another definition, job performance is defined as the organizational value of the employee's job behaviors in different times and job situations. The meaning of organizational value is an estimate that the organization performs on the activities and services of its employees, such as performing a job task or having a suitable working relationship with other employees (Sony et al, 2016).
Abedini Baltork et al, (2022) investigated the construction and validation of the Mock-based curriculum scale in higher education. The result of the confirmatory factor analysis showed that the curriculum based on Mock includes managerial, technological, human resource, goal, content, teaching strategies, learning and evaluation issues. The values of TLI and CFI indices are at the optimal level and more than the cut-off point of 90. Therefore, the model has a good fit with the data.
Ramzani et al, (2021) investigated human resource management and the relationship between in-service training and empowerment with the performance of Bojnord Municipality employees. The results of their research showed that there is a positive and significant relationship between in-service training and employee empowerment components and the employees' performance.
Research methodology
The current research is applicable in terms of its purpose, and survey-cross-sectional in terms of the research implementation method. The statistical population included 70 employees in the Line and Headquarters units of Tehran Municipality, and in total, by Morgan's table and using stratified random sampling, there were 60 employees from three units (General Administration of Welfare and Veteran Affairs, Center Administrative renovation and transformation of Tehran Municipality and Tehran City Planning and Studies Center) were identified and selected from the field of Municipal Planning Deputy. The sampling method is stratified-relative. The collection tool in this research is a researcher-made questionnaire and a standard employee performance questionnaire (Stephen, 2005). In order to confirm the final research model, confirmatory factor analysis was performed.
A researcher-made questionnaire was used to collect data related to Mock-based education. A questionnaire (Stephen, 2005) was used to collect data related to employee performance.
Research findings
SPSS and PLS software were used for data analysis. The constituent components of Mock training model included goals, audience determination, needs assessment, feasibility, title selection, title type, platform selection, content, support, interactive platform, audience involvement, and evaluation strategy; and the findings of the research showed that education based on It has a positive and significant effect on the performance of municipal employees and showed that the overall fit of the model is appropriate.
Conclusion
The present study was conducted with the aim of investigating the effect of Mock-based training on the performance of Tehran Municipality employees. The results of this research corresponds with the results of Abedini Baltork et al, (2022), Ramzani et al, (2021), Meneses et al, (2020), Xing (2019), Farzan et al, (2020), Haron et al, (2019), and Vasudev (2020). In the research of Fathi Hafshejani et al, (2022), three components were obtained based on the findings. The first category is the educational process with 6 sub-components (educational goals of courses, the contents of educational courses, various professional learning methods, professional educational activities, educational resources, performance evaluation courses); the second category is the support part with 5 sub-components (educational coverage of staff, educational support, educational costs, educational motivators, educational method capabilities); and the third category of the operational section with 3 sub-components (educational areas, additional skill training, creating professional soft skills).
Also, the result of this study has shown the possible consequences of MOCK's educational functions in the workplace, that stakeholders including organizations, companies and employees can use it in their educational system with confidence and with more attention to these functions, because it can dare be said that most organizations in Iran are still unaware of its potential educational benefits. In a world where with the rapid development of technology, being online is considered a necessity both personally and professionally in organizations, including our country, and it is expected that today's workforces are highly skilled and continuously improve their skills with the world's current standards, and they can acquire these new skills through lifelong learning, i.e. Mocks, in an advanced digital environment.According to the results of the research, it is suggested that the objectives of the implementation of MOCK be formulated according to the needs of the beneficiaries. Therefore, a working group consisting of educational planners, course instructors, and administrators of Tehran Municipality should be formed and decide on this matter. It is suggested that the target audience of Mock be determined by the educational planners of the municipality so that a curriculum related to them can be developed. For this purpose, supervisors of job units in the municipality should give the required information to training planners during meetings. At first, evaluators from Tehran Municipality will be assigned to evaluate the municipality's need to have a Mock. These evaluators are employees of the educational management department of the municipality. The possibility of implementing Mock in the municipality can be monitored by internal evaluators and managers.
Original Article (Quantified)
Education Management
Fatemeh Hamidi; Nadjla Hariri; Fahimeh Babalhavaeji; Hossein Abbasian
Abstract
Abstract
The purpose of this research is to provide a training model with knowledge management approach in the National Bank of Iran. Therefore, it is an applied-developmental research that can use in other banks and financial institutions. The quantitative research method is survey-analytical. The ...
Read More
Abstract
The purpose of this research is to provide a training model with knowledge management approach in the National Bank of Iran. Therefore, it is an applied-developmental research that can use in other banks and financial institutions. The quantitative research method is survey-analytical. The statistical population of 1156 people included experts and middle managers of National Bank headquarters in Tehran province. Cochran's formula was used to calculate the sample size, and 288 people were determined and selected by stratified random sampling method. The tool of data collection is a researcher-made questionnaire. For the validity of the questionnaire, face or content validity methods were used, and for reliability, Cronbach's alpha method was used, which was confirmed with an alpha value of 0.9. The data were processed with the help of SPSS26 statistical software and PLS4 structural equation software. To analyze the gap, the non-parametric Wilcoxon test was used to identify the current and desired status of training indicators with the knowledge management approach in National Bank, and also Friedman test was used to determine the priority between categories, and structural equations were used to analyze the confirmatory factor and build the model. According to the findings, there is a significant difference between the average of the current and desired status of the indicators in the target community. Finally, the models were examined in two sections: the current, and the desired status; and a combined model was presented. Based on the results, the managers of National Bank should make extra efforts in all the components of the model, which in the current status have less factor loading than the desired status, in order to implement employee training with knowledge management approach.
Extended abstract
Introduction
Today, the development of the world economy is focused on creating knowledge and competency-based economy. In this process a key role belongs to the skilled workforce that meets the needs of the labor market, and is a driver of economic and social progress, as well as improving competitiveness of the country in general (Sekerin et al., 2018). Therefore, training and development of employees with the aim of increasing the productivity in the organization has become very important (Ismael et al., 2021). Organizations make huge investments on employee training and development each year. However, transfer of knowledge acquired through training programs to company stakeholders is not as easily achieved. A learning environment needs to be produced in organizations such that employees are motivated to actively learn new things and then share their knowledge with their peer (Banerjee, Gupta & Bates, 2017). Knowledge management processes implemented at the organizational level can play a vital role in the transfer of knowledge thereby, increasing the effectiveness of training (Abd Rahman et al., 2013): because human resources training is the primary approach to elicit and reinforce employees' knowledge and proficiency. Certainly, both knowledge and human resources are being increasingly regarded as key levers of improving of organizational performance in today’s global, dynamic and complex organization environment (Khaksar et al., 2011). Organizations striving in today’s fast changing marketplace are facing the need to have employees who know how to learn and who can quickly retool and be ready for new challenges (Ho, 2008). In this regards, the adoption of appropriate Knowledge Management approaches which is recognized to be a way to achieve sustainability goals (Kassaneh, Bolisani & Cegarra-Navarro, 2021) has become an important tool for enhancing and supporting education (Alosaimi, 2016).
So far, various models have been presented for the training systems of the employees of the organizations. But considering the importance and promotion of knowledge and the importance of increasing the efficiency and competitive environment among organizations, especially in banks and financial institutions due to being exposed to changes,, a suitable model is needed to achieve this important. It can be institutionalized the teaching and learning process which is the goal of effective education. Therefore, the current research aims to provide a model of training with a knowledge management approach in the National Bank of Iran, in which the following questions are examined and answered:
What is the current status and the desired status of training indicators with knowledge management approach in National Bank of Iran According to the experts and managers of this bank?
What is the ranking of training indicators with knowledge management approach in National Bank of Iran?
What is training model with the knowledge management approach in National Bank of Iran?
Theoretical framework
According to Goldstein (1986), training is defined as “the systematic acquisition of skills, rules, concepts, or attitudes that result in improved performance” (Abd Rahman et al., 2013). The main purpose of employee training is to increase efficiency. Individuals rely on training to improve their current skills and to learn new skills (Renukappa, Suresh & Alosaimi, 2021).
Davidson and Philip Voss (2003) state that knowledge management is the way based on which the organizations manage their employees, identify and store existing knowledge, and share it with teams to improve the quality and value of that knowledge to create knowledge-based innovations (Kurniawan et al, 2023). The real focus of knowledge management is on “doing the right thing” instead of “doing things right”. It provides a framework within which the organization views business processes as knowledge processes which involves creation, dissemination and application of knowledge towards organizational sustenance and survival (Dhamdhere, 2015).
The benefit and application of new methods and approaches of training and learning of employees is accompanied by a change in the paradigm of education towards learning opportunities (Mogharab Elahi & Jafari, 2022). Knowledge management will lead educational organizations to identify all the needed processes that add value to learning experience (Alosaimi, 2016).
Methodology
The research method is quantitative, survey-analytical, and an applied-developmental research in terms of its purpose. The statistical population was 1156 people, including experts and middle managers of National Bank headquarters in Tehran province. Cochran's formula was used to calculate the sample size, and 288 people were determined and selected by stratified random sampling method. The tool of data collection is a researcher-made questionnaire. This questionnaire has 42 items and 9 components: scientific ability of human resources (5 items), behavioral competence of human resources (3 items), policy and legislation (4 items), social factors (3 items), educational leadership (6 items), Knowledge management approach (8 items), evaluation and control of educational quality (3 items), learning culture (4 items), and human resources training (6 items). For the validity of the questionnaire, face or content validity methods were used, and for reliability, Cronbach's alpha method was used, which was confirmed with an alpha value of 0.9. The data were processed with the help of SPSS26 statistical software and PLS4 structural equation software. To analyze the gap, Wilcoxon's non-parametric test was used to identify the current and desired status of training indicators with the knowledge management approach in the studied bank. The non-normality of the data distribution is the reason for choosing this test, which was calculated through the Kolmogorov-Smirnov Test. Friedman's test was used to determine the priority between categories and criteria, and structural equations were used for confirmatory factor analysis and model building.
Discussion and Results
The findings showed that for all variables, the significance level value of the Wilcoxon test is equal to 0.000; which is less than 0.05, so the null hypothesis is rejected with%99 confidence, and there is a significant difference between the average of current status and the desired status in the target society. According to the results of the descriptive section, the average of the current status is lower than the average of the desired status. Also, the significance level of Friedman's test for the current and desired status is equal to 0.000, which is less than the value of 0.05; so with%99 confidence, there is a significant difference between the ranks of each variable. According to the average values of the ranks, the policy and legislation variable in the current status has the highest rank with a value of 6.73 and the learning culture variable has the lowest rank with a value of 3.25. Also, the variable of human resources training in desired status has the highest rank with a value of 5.82 and the variable of knowledge management approach has the lowest rank with a value of 4.29. In order to provide a model of education with knowledge management approach, the models have been examined in two parts; the current status and the desired status. In these models, the indicators whose factor loading was less than 0.7 were excluded from the model. Finally, the combined model is presented based on the factor loading report of each index.
Conclusion
The present research was conducted with the aim of presenting a training model with knowledge management approach in the National Bank of Iran. According to the findings of this research, in order to bring about change and achieve the desired status of the identified indicators, the managers of National Bank must be able to quickly adapt to the current changing and unpredictable conditions, and their efforts to change should be in the direction where teaching and learning processes are at the center of their work. The current research is consistent with the findings of Ramazanzade et al, (2019), which emphasize the use of group teaching methods and active learning and practical communities in order to produce more knowledge, and also with the results of Reyhani (2022), which states the role of the knowledge management approach in improving the performance of education and its effectiveness, and with the studies of Utete (2017) and Fadel (2022) in connection with the promotion of knowledge transfer culture.
In line with the findings of this research, it can be acknowledged that providing training with knowledge management approach covers all the objectives of in-service training for employees from the aspects of induction, retraining, compensatory and knowledge enhancement, and it is effective in achieving these goals, such as helping people to carry out assigned tasks, compensating and completing the training of employees, improving the knowledge and ability of employees, and providing them with new scientific information.
On one hand, the high ranking of the policy and legislation index in the current status shows the importance of this issue and its related components from the point of view of the managers and experts of the studied bank. In line with the findings of this part of the research, the studies of Moharramzadeh, Talebi & Daneshvar (2020), NNKO & TIENG'O (2022), and Holakupour & Hamidizadeh (2016) have been emphasized the importance of human resource training policies and the fact that training and development programs should be part of the organization's strategic plan and the need to match knowledge business strategies with knowledge development strategies to increase organizational effectiveness.
On the other hand, the low ranking of the knowledge management approach in the desired status and the learning culture in the current status indicates that the managers and experts of the studied bank are not aware of the concept of knowledge management and knowledge sharing culture. In this context, researchers such as Babai Farsani, Hassani Moghadam & Farhadi (2021), Malik & Danish (2020), Omar & Mahmood (2020), and Kurniawan et al, (2023) have discussed the importance of learning culture and knowledge management in organizations in improving individual and organizational performance.
In general, the model designed in this research shows a comprehensive picture of human resource training indicators with knowledge management approach that can be used in other banks and financial institutions. In order to implement employees training with knowledge management approach, National Bank managers should make extra efforts in all the components of the model, which in the current status have less factor loading than the desired status. It is necessary for managers of banks and financial institutions, including the National Bank, to improve the level of knowledge and the quality of the behavior and performance of employees by recognition and prioritization the indicators of employees training with knowledge management approach.
Based on the obtained results, it is suggested: emphasis and support of managers of banks and financial institutions on the implementation and institutionalization of knowledge management, providing a suitable motivational package for knowledge workers, complete integration between training strategies and macro knowledge strategies, educational planning and content development according to knowledge gaps, creativity in choosing new educational methods and using knowledge management tools, providing flexible and combined learning opportunities and paying more attention to virtual education, developing informal relationships, experiential and collaborative learning, considering talent training as a main responsibility for managers of banks and financial institutions and developing a program to record and transfer knowledge of employees.
Original Article (Qualitative)
Education Management
Sirus Mansoori; Mahdieh Rezaei; Davood Ramazani
Abstract
AbstractThe current research was conducted with the aim of providing a model of factors affecting the development of scientific tourism in Iran's higher education system. The research method was a modeling case study. The statistical population of the research was the experts familiar with the field ...
Read More
AbstractThe current research was conducted with the aim of providing a model of factors affecting the development of scientific tourism in Iran's higher education system. The research method was a modeling case study. The statistical population of the research was the experts familiar with the field of scientific tourism, including the faculty members of Iranian universities, who were selected by purposive sampling of 37 people. The data collection tools included documents, interviews, and researcher-made questionnaires, and the interpretive structural modeling technique was used to analyze the data. In the first step, the factors affecting scientific tourism in higher education were extracted by reviewing the research literature using a systematic review method and also through interviews with experts and using the elicitation approach; and in the second step, using the 6-step Structural-interpretive modeling, the intended model was extracted. The obtained results showed that the 9 main factors affecting the formation of higher education tourism in Iran in influence order are: dynamic political exchanges with the world at the national level, the existence of macro-national policies in the field of academic interaction, facilitating the admission process in the political and administrative dimensions, the existence of economic and technical infrastructures for foreign students, the international language level of faculty and staff members and the structure of dynamic and accepting higher education, the existence of a sense of security in the social, security and political dimensions for foreign students and brand-making factors of universities, and presenting historical, cultural and religious attractions to the world.Extended abstractIntroductionThe field of tourism, like other scientific fields, is becoming more dynamic day by day, and its form is changing in such a way that the concepts and forms of tourism have changed significantly compared to previous decades (Raikkonen et al, 2023). In fact, the view of tourism has shifted from paying attention to its economic consequences as a scientific and cultural opportunity (Parvin et al, 2021). One of these areas that have received serious attention in recent years is scientific tourism. For this reason, some experts consider scientific tourism as an alternative to other types of tourism (Buzindee et al, 2020). Therefore, considering that scientific tourism has significant benefits for both individuals and social institutions, including universities, in the cultural and economic fields; many governments are trying to attract foreign students, student-teacher exchanges, and international interactions. The upstream documents also show that the issue of attracting foreign students and exchange of professors and students as a policy are accepted by the higher education system. Based on this, the current research seeks to answer the question: how is the structural-interpretive model of factors affecting the formation of scientific tourism in higher education leveled?Theoretical frameworkFrom the perspective of formal and informal learning, tourists participate in a wide range of activities that might be generally considered from two aspects of active and passive learning environments (Gossling, 2018). McKercher, reviewing the fields of tourism, has presented them in adventure tourism, agricultural tourism, attraction tourism, battlefield tourism, business tourism, culinary tourism, cultural tourism, educational tourism, event tourism, marine tourism, Medical tourism, nature-based tourism, recreational tourism, sexual tourism, sports tourism, urban tourism, and wellness tourism. However, in all types of tourism, learning and acquiring knowledge; whether formally or informally, is prominent. McKercher points out that in all the mentioned types of tourism, "personal search" contains a learning aspect that includes aspects of cultural exchange, something that is directly related to learning (McKercher, 2016). Learning is the process of acquiring knowledge or skills, either through active processes such as study or practice, or through passive processes such as experience or comparison. Based on this, what is raised in the tourism process is mostly passive or implicit learning (Navio-Marco et al, 2022). In fact, learning from experiences is an important outcome of tourism that has been considered by the authors. However, learning in tourism can be both formal and informal, but what is important is that it is now widely accepted that learning goes beyond formal education, and learning that occurs in less structured contexts such as tourism might, at the same extent, have an important contribution to the growth of people (Falk et al, 2012; Gossling, 2018; Mansoori et al, 2018). In fact, the complexity and importance of scientific tourism is due to the fact that the knowledge gained during the trip, its impact on personal values, consumption norms and its consequences for the stability of the life style after returning home can be stable. Tourists should learn about sustainability, i.e., aspects of ecosystem functioning, climate change, resource scarcity, and the consequences of the global economic system to use sustainable resources (Gossling, 2018). This concept is known as implicit curriculum in the field of education. Specialists in this field believe that informal learning that a person acquires through observation and in an informal educational structure and outside of the direct educational content can have a deeper impact on the learner (Mansoori et al., 2018). With this view, a wide range of authors have come to the conclusion that learning is an essential aspect of tourism and can bring positive and significant learning results (Ballantyne et al, 2011; Lemelin et al, 2013).MethodologyThe current research is both fundamental and applicable in terms of its purpose; and in terms of approach, it is in the category of mixed (qualitative-quantitative) research; and in terms of methodology, it is of the modeling. The potential participants of the research included the faculty members of Iranian universities, among whom 37 people were selected purposefully the type of desirable cases. Finding the participants was through the snowball method. The reason for choosing the sampling method was that the researcher was looking for the most favorable sample for collecting information. The research tool was the self-interactive questionnaire (ISM). In order to build and validate the tool, in the first step, through the review of research documents and literature as well as interviews with experts, the factors affecting scientific tourism in Iran's higher education system were extracted, then by combining and putting the factors together and removing duplicate factors, the final factors were extracted. In order to validate the final factors, the Lawshe content validity index was used. For this purpose, experts were asked to determine the degree of comprehensiveness and hindrance of the final factors based on the extracted factors. The CVR value was 94%, which showed the high reliability of the tool. Also, the interpretive structural modeling technique was used to analyze and present the model of factors affecting scientific tourism in Iran's higher education system. The steps of structural modeling analysis are as follows: In the first step, the structural self-interaction matrix (SSIM) is formed, which means that the identified factors enter the structural self-interaction matrix. In this matrix, if the element of row I leads to column J, letter V; If the element of column J leads to row I, the letter A is placed, and if this relationship is two-way, the letter X is placed, and if there is no relationship, the letter O is placed. Because in this research, several experts were used to fill out the questionnaires, the mode method based on the maximum frequency in each region has been used to form the structural self-interaction matrix. In the second step, the primary availability matrix (RM) is formed. This matrix is formed by changing the relationship symbols of the SSIM matrix to 0 and 1, so that instead of (i,j=1, j,i=0) V; and instead of (i,j=0, j,i=1) A; and instead of (i,j,j,i=1) X;and instead of (i,j,j,i=0) O is placed. In the third step, the final achievement matrix is formed; after the initial acquisition matrix is obtained, its internal consistency must be established. For example, if factor 1 leads to factor 2 and factor 2 leads to factor 3, then factor 1 should also lead to factor 3, and if this state was not established in the achievement matrix, the matrix should be modified and the relationships that were missed be replaced In the fourth step, the level and priority of the variables are determined. In the fifth step, the interpretive structural model is drawn; in other words, the model is drawn based on the determined levels and the final achievement matrix; and in the sixth step, the MICMAC diagram is provided.Discussion and ResultsIn order to answer the question; what the factors influencing scientific tourism in Iran's higher education system are, by reviewing the research literature as well as interviewing experts, and combining the extracted codes; 9 final factors were extracted as factors and indicators affecting scientific tourism in the higher education system, as follows: international language level of Faculty members and staff of universities and international curricula, being a brand of the university, introducing and presenting historical, religious and cultural attractions to the world, the existence of economic infrastructure for foreign students, facilitating the admission process in political and administrative dimensions, the existence of macro-national policy making in the field of academic interaction, the structure of dynamic and accepting higher education, and the existence of a sense of security in social, security and political dimensions for foreign students. Also, the results of the research showed that among these factors, respectively according to influence; dynamic political exchanges with the world at the national level as the seventh level (the most basic factor), the existence of macro-national policies in the field of academic interaction at the sixth level, facilitating the admission process in political and administrative dimensions at the fifth level, the existence of economic and technical infrastructures for foreign students at the fourth level, international language level of faculty members and staff and the structure of dynamic and receptive higher education at the third level, the existence of a sense of security in the social, security and political dimensions for foreign students in the second level, and the factors of being a brand of universities and introducing and presenting historical, cultural and religious attractions to the world in the first level of the model are effective on the formation of scientific tourism in education.ConclusionThe results of the literature review and polling of experts showed that factors such as strong and dynamic political exchanges with the world, international language level of faculty members and university staff and international curricula, the brand of the university, introduction and presentation of historical, religious and cultural attractions to the world, the existence of economic infrastructure for foreign students, the facilitation of the admission process in political and administrative dimensions, the existence of macro-national policies in the field of university interaction, the structure of dynamic and receptive higher education, the existence of a feeling security in social, security and political dimensions for foreign students are considered as the main factors affecting the formation of scientific tourism in Iran's higher education. The results of the research are in line with the results by Parvin et al. (2021), Fathi Vajargah et al. (2021), mehravar et al. (2022), Barahouei & Bagherimajd, (2020), Poursaeed et al, (2019), Khorasani & Zamani Manesh (2012). The research results show that the factors affecting scientific tourism might be a wide range of extra-university factors such as political, economic and cultural issues outside the university, meanwhile university structures and university policy-making procedures play a significant role. Based on this, considering that the results showed that the most basic factors affecting scientific tourism in higher education are related to the macro level, therefore, it is recommended to develop a strategic policy program at the national level to attract international students. Also, considering that a significant part of the factors affecting scientific tourism is related to cultural and political issues, it is expected that the interaction between the International Affairs Office of the Ministry of Science and Universities and the Ministries of Cultural Heritage, Tourism and Handicraft Industries increase for the purpose of national agreements.
Original Article (Qualitative)
management
mahdi khodaparast; Davood Kiakojouri; seyyed javad mortazavi amiri; Syed Ahmad Jafari Kalarijani
Abstract
Abstract
The purpose of this research is to analyze the dimensions and components of the developed model of successor training based on competence in education-oriented organizations with a meta-composite approach. This research is applicable in terms of purpose, qualitative in terms of the method of ...
Read More
Abstract
The purpose of this research is to analyze the dimensions and components of the developed model of successor training based on competence in education-oriented organizations with a meta-composite approach. This research is applicable in terms of purpose, qualitative in terms of the method of data collection, and with a meta-composite approach in terms of the research implementation method. The statistical population of the research includes all studies conducted in the period of time for Latin research from 1990 to 2022, and for Persian research from 2005 to 2022. In this regard, 282 researches were evaluated in the field of the subject and ultimately 41 articles were selected purposefully. Extraction of components and indicators was obtained from background investigation and theoretical foundations, and then coding was used for analysis. To analyze the data, the meta-composite method was used, and then through open, axial, and selective coding; and MAXQDA 2020 software was used. The results showed that 7 codes, 53 concepts, and 24 categories were determined and identified, which codes include key competences and abilities, determination of successor training policy, value foundation, organizational support, strategic planning in the field of successor training, identification of talents and forming a fund of talents, training and improvement of talents.
Extended abstract
Introduction
Today, all organizations compete with each other to attract qualified human resources, and as soon as these people feel that their merits are not recognized and appreciated in an organization, they choose another organization to work; therefore, identifying, recruiting, cultivating, promoting and maintaining competent human resources with the aim of optimizing the organization's ability to face new changes is undoubtedly the main concern of today's organizations (Aref & Moradi Shirazi, 2017). Successor training as a system in the field of human resources management creates the confidence in the organization that the circulation of human resources does not have an erosive and destructive effect on the organization. In simpler terms, succession management and planning assures the organization that it will have the right and competent employees to take on the jobs they deserve and at the right time. Also, successor training planning can be seen as an attempt to design a plan for an appropriate and competent number of managers and employees with key skills in such a way that they will be suitable successors at the time of retirement, death, illness, and promotion of other employees and even new positions that are created in the future plan of the organization (Azar & Khorrami, 2020). Therefore, considering the importance of competencies in formulating the successor training system, the aim of this research is to identify the dimensions and components of the developed model of successor training based on competence in education-oriented organizations in the field of human resources management, which can cause mutual reinforcement between each of the human resource management sub-systems of education-oriented organizations based on merit, which will improve the performance of the organization and establish succession management. Therefore, according to the issues raised, the current research intends to answer the question: what are the dimensions and components of the developed model of competency-based successor training in education-oriented organizations with a meta-composite approach?
Theoretical Framework
Succession
Successor training is not a secret strategy to quickly replace people in specific positions; it is a systematic process whereby professional and personal development is aligned with the strategic plan to ensure that there are people, with the skills and the right attitudes at the right time, ready to fill any vacant position. Organizational successor training means the transfer of an organization due to the owner's desire to retire or leave the organization for numerous reasons. Succession can include the transfer of position to family members, employees, or outside buyers. Successor training is a flexible, long-term and growing approach in future recruitment. Organizational successor training planning is a type of planning that regularly nurtures both leadership successors and the next generation (Amini Dehaghi et al, 2023).
Amini Dehaghi et al, (2023) conducted a research with the aim of analyzing the phenomenon of managerial successor training in women's championship sports. The model obtained in total included 16 components as the phenomenon of managerial successor training in women's championship sports in two stages of interactionism and structuralism. Therefore, in order to institutionalize successor training in women's sports management, the interests and mindset of women towards managerial positions should be evaluated, the managerial activities of women in sports should be monitored, people inclined to managerial positions should be identified, and finally the performance mrthod of women in managerial positions to provide positive feedback and strengthen positive image of women's management should be reviewed and reflected.
Rahimi & Sadeqiarani (2023) conducted a research with the aim of designing and explaining the successor training management system in Kashan water and sewage industry. The type of research was applicable in terms of purpose, and qualitative-quantitative in terms of measurement. This research was done in several phases; the first two of which were qualitative, and the rest were quantitative. The first phase included the identification of competencies from university scientific sources as well as water and sewage company resources, and eighty competencies were identified in this phase. In the second phase, the identified indicators were evaluated by the managers and elites of the water and sewage company, and the competency model of the managers of the water and sewage company was designed by using the Delphi research method; with 33 competency indicators, which includes individual, managerial and occupational. In the third phase, according to forty management positions in the company, the competencies identified for prioritization were polled, and prioritization was done for each position by using the TOPSIS multi-criteria technique. Also, the general situation of Kashan Abfa Company based on individual competencies and management-organizational competencies shows that Kashan Abfa has the highest score in the competencies of belonging and organizational loyalty, moral intelligence, and work commitment; and the lowest score in the competency of successor training and people management, performance management and project management.
Research Methodology
This research is applicable in terms of purpose, qualitative in terms of the method of data collection, and with a meta-composite approach in terms of the research implementation method. The statistical population of the research includes all studies conducted in the period of time for Latin research from 1990 to 2022, and for Persian research from 2005 to 2022. In this regard, 282 researches were evaluated in the field of the subject and ultimately 41 articles were selected purposefully. Extraction of components and indicators was obtained from background investigation and theoretical foundations, and then coding was used for analysis.
Research findings
To analyze the data, the meta-composite method was used, and then through open, axial, and selective coding; and MAXQDA 2020 software was used. The results showed that 7 codes, 53 concepts, and 24 categories were determined and identified, which codes include key competences and abilities, determination of successor training policy, value foundation, organizational support, strategic planning in the field of successor training, identification of talents and forming a fund of talents, training and improvement of talents.
Conclusion
The present research was conducted with the aim of analyzing the dimensions and components of the developed model of competency-based successor training in education-oriented organizations with a meta-composite approach. According to the obtained results, the present research is aligned with the results of Amini Dehaghi et al, (2023), Rahimi & Sadeqiarani (2023), Ismailzadeh et al, (2023), Mohammadi Dayani et al, (2022), Milaninejad & Jalalundi (2023), Janahmadigol et al, (2022), Teimouri et al, (2022), Bano et al, (2022), Ghazali et al, (2021), and Dahlan Gunawan et al, (2021). Ghazali et al, (2021) showed that the cultivation of talent along with competence in higher education institution is an important part of successor training planning. Even if an institution has a well-organized plan, successor training planning will not progress smoothly unless the institution has a willing, able, and fully prepared successor. Competency-based successor training planning models provide a blueprint for building the necessary competencies now and in the future, as well as a benchmark for assessing academic leadership requirements.
According to the obtained results, the following suggestions are provided:
Clarity and transparency of the organization's strategy regarding the successor training plan in such a way that the capabilities, skills and competence of the managers who must realize the goals of the programs can be extracted and determined, which of course requires a positive and optimistic view and understanding by the senior managers of the organization about this matter.
Using the positive and successful records and experiences of other organizations in implementing new ideas and techniques of successor training management in recent years, such as the proposal system of Kaizen problem solving teams and the appointment of middle and senior managers within the organization.
Original Article (Mixed)
management
baballh nemati; Reza Tavakkoli-Moghaddam
Abstract
AbstractThe purpose of this research is to present the model of training strategic managers of the country based on the data-based theory approach in the Ministry of Economy and Finance. According to its purpose, the research method is applicable, and qualitative in terms of implementation; content analysis ...
Read More
AbstractThe purpose of this research is to present the model of training strategic managers of the country based on the data-based theory approach in the Ministry of Economy and Finance. According to its purpose, the research method is applicable, and qualitative in terms of implementation; content analysis type, and, exploratory in terms of nature. The statistical population of the research includes 12 university professors in the field of management and senior managers of the Ministry of Economy and Finance, and the sampling was done in a purposeful and snowball manner, and the interviews continued until the theoretical saturation. Grounded theory was used for data analysis, and MAXQDA 2020 software was used for coding the interviews. The results indicated that a total of 8 categories and 50 indicators were identified and extracted, and in the results of the leveling of the final model of the country's strategic managers training model, the consequences are the most effective factors in the country's strategic managers training model using the data-based method and, phenomenon-based and strategies are in the next priority. Contextual conditions and intervening conditions are placed in the third level of influence on the final model of training strategic managers of the country according to the data-based method, and causal conditions have the least impact on the final model of training strategic managers of the country.Extended abstractIntroductionStrategic management is a set of management decisions and actions that determine the long-term performance of a company. Strategic management is environmental review (both internal and external environment); formulation of strategy (long-term or strategic planning); and strategy implementation and evaluation and control. Therefore, strategic management emphasizes on monitoring and evaluating external opportunities and threats in the light of paying attention to the strengths and weaknesses of a company. In general, strategic management includes: planning, implementation, and control of strategic planning. Flexibility in planning means the capacity of a company's strategic plan to change based on environmental opportunities/threats. The idea of flexibility in planning was presented for the first time to investigate how the company's environmental characteristics affect the design of strategic planning systems. By presenting this theory, Kokalis helped organizations to maximize their performance in complex environments by applying flexible scheduling systems (Taleghani & Taleghani Nezhad, 2016).One of the most important factors that lead the organization to hire or develop strategic managers is to observe signs that the organization has poor performance (Villagrasa, et al, 2018). The decision to change the organization's current activities program can affect the organization's competitive advantage (Roundy et al, 2016; Pangarkar, 2015). Current organizational environments require a high level of management responses and strategic changes more than ever before (Ben-Menahem et al, 2012).Based on this, the current research is looking for an answer to this question: What is the pattern of training strategic managers of the country based on the data-based theory approach in the Ministry of Economy and Finance?Theoretical FrameworkToday, the performance of organizations is considered according to the strategic plan of its managers. Strong strategies build organizations and weak strategies destroy organizations. Therefore, it is necessary to identify the basic skills to create effective strategies (Soleimani et al, 2018). Strategic thinking is an insight and understanding of the current situation and exploitation of opportunities. This insight helps to know the realities of the market and its rules correctly and on time. It can be said that the philosophy of strategic thinking is the development and promotion of the spirit of opportunism, and it is of particular importance in today's world because without this thinking, the system's efforts to achieve the developed strategies will not be effective (rigi et al, 2021).Vakili et al, (2022) investigated the presentation of the personal development model of the strategic managers of the Underprivileged Foundation of the Islamic Revolution. Based on the findings, six dimensions were identified for individual development, which are: knowledge, attitude, communication, professional, leadership and spiritual competence. Also, two categories of actions for the individual development of strategic managers were identified, one of which is knowledge-based methods and the other is skill-based methods. In addition, a set of individual, organizational and environmental antecedents and individual and organizational consequences for the individual development of strategic managers were identified, and the set of these variables is presented in the form of a model. The results of the research showed that the strategic managers of the Underprivileged Foundation of the Islamic Revolution, by using knowledge-based and skill-based measures of personal development, can improve their competencies and achieve desirable results at the individual and organizational level.Wang et al, (2021) investigated the role of information technology in the combination of human resources strategy and organizational resources. They concluded that organizational leadership plays an important role in the strategic alignment of human resources and organizational resources, and organizational culture also has a moderating effect.Research MethodologyAccording to its purpose, the research method is applicable; and qualitative in terms of implementation, type of content analysis; and, exploratory in terms of nature. The statistical population of the research includes 12 university professors in the field of management and senior managers of the Ministry of Economy and Finance, and sampling was done theoretically. Ground theory was used for data analysis.Research FindingsFor data analysis, MAXQDA 2020 software was used to code the interviews, and the results showed that a total of 8 categories (main category) and 50 subcategories were identified and extracted; and in the results of the leveling of the final model of the country's strategic managers training model, the consequences are the most effective factor in the country's final model of training strategic managers using the data-based method; and the central phenomenon and strategies are in the next priority. Contextual conditions and intervening conditions are placed in the third level of influence on the final model of training strategic managers of the country according to the data-based method, and causal conditions have the least impact on the final model of training strategic managers of the country.ConclusionThe current research was conducted with the aim of providing a model for training strategic managers of the country based on the data-based theory approach in the Ministry of Economy and Finance. The results of this research are in agreement with the results of Vakili et al, (2022), Rigi et al, (2021), Dehghani et al, (2021), Jafariniya et al, (2021), Kim et al, (2020), and Haque (2021) ). (Vakili et al, 2022) showed that the strategic managers of the Underprivileged Foundation of the Islamic Revolution can improve their competencies and achieve desirable results at the individual and organizational level by using knowledge-based and skill-based measures of individual development. Kim et al, (2020) suggested in a study that strategic goals and results include a comprehensive approach to the organization and are considered by different departments. Almost every strategic priority is cross-functional; as a result, the alignment of the organization is very necessary and it causes communication between the goal of the organization and the individual, reducing time wastage and reducing work waste (increasing efficiency). Since the results showed that the main categories of the model of training strategic managers in the Ministry of Economy and Finance include strategic issues, training, efficient management, supervisory and control functions, internal organizational activities, individual competencies, external components and professional principles, it is suggested that issues such as training and control and monitoring activities should be paid more attention by organizations and also transfers based on competencies should be less involved in external components. Considering that the results showed that strategic issues, training, efficient management, supervisory and control functions, intra-organizational activities, and extra-organizational components and professional principles had a favorable status; and the component of individual competencies had an average status, it is suggested that the components which has an average status should be taken more seriously and more work should be done on individual competencies, and also desirable components should not be ignored so that they decline.
Original Article (Quantified)
Education Management
alireza zanganeh; reza vala; ala etemad
Abstract
Abstract
The purpose of this research is to design the curriculum model of virtual schools in the second period of high school in Khaf city. The current research is applicable in terms of its purpose; and survey in terms of the research implementation method; and it is specifically based on structural ...
Read More
Abstract
The purpose of this research is to design the curriculum model of virtual schools in the second period of high school in Khaf city. The current research is applicable in terms of its purpose; and survey in terms of the research implementation method; and it is specifically based on structural equation modeling. The statistical population was made up of all the teachers working in the second period of high schools of Khaf city (Razavi Khorasan), numbering 260 people, of which 152 people were selected as a sample based on the Morgan-Kresji table; the sampling method is simple random due to having the names of the respondents available. The collection tool in this research is a researcher-made questionnaire. SPSS software was used to analyze data; and PLS software was used to design the final research model. The results showed that school curriculum design includes 6 components of curriculum goals, curriculum content, curriculum evaluation, curriculum learning-teaching flows, curriculum strategies, degree of curriculum fitness; and the results of model fit statistics show that the values obtained for each of the indicators suggest a very good fit of the model.
Extended abstract
Introduction
The main concern in today's education is not access to more information. In fact, one of the challenges of the students is to give meaning to the amount of content they are faced with and to absorb all the information in a targeted manner. Due to the explosion of information and the accompanying developments in communication, we need new approaches (Movahed Nasr & Jalili, 2018). In the classroom, teachers try to participate and interact with students and create an interactive environment with activities such as question and answer, encouraging students to think, feedback information to students, research and individual and group projects, creating an environment for discussion and exchange of opinions, seminars, and so forth. In the e-learning environment, there is also a need to create an interactive environment between students and teachers, and this will not be achieved unless social network services are used in the e-learning management system of schools. These services will effectively increase the interaction between students, teachers and administrators of schools across the country (Ahn et al, 2011; Ali et al, 2012).
Therefore, the researcher is trying to answer the main question: what is the design of the curriculum model of virtual schools in the second period of high school in Khaf city?
Theoretical Framework
Virtual education is an education sector that has allocated the most growth in the education industry today. Meanwhile, with the increasing use of new communication technologies, the importance of attention and discussion regarding the quality of educational services also increases. Although virtual education has created tremendous changes in the field of education, the nature of virtual education is such that it leads to the creation of new issues in the field of educational service quality (Samadi & Ashori, 2019).
Rezapor & Moharramzadeh (2021) investigated the formulation of the model of the effectiveness of the virtual educational program of physical education in schools (case study: the epidemic of Covid-19). The results showed that considering managerial requirements (planning, creativity, motivation, monitoring, feedback, evaluation), attitudinal requirements (society's attitude, families' attitude, students' attitude), support requirements (teachers' support, schools' support, family support, support of education and training, support of experts and heads of groups) and the requirements of the virtual teaching process (virtual training, virtual teaching tools, sports activities and proper nutrition at home, virtual sports competitions, virtual classroom management, principles of virtual teaching, plan sports) it is possible to develop an effective model for the virtual training program of the physical education lesson of schools in critical conditions such as the epidemic of covid 19. The findings of this research can be used as a model for the effective development of the virtual training program of the physical education lesson of schools.
Alipor et al, (2021) investigated the design of the components affecting the quality of electronic learning environments. Using content analysis, 29 subcategories were identified, and the components of the e-learning environment that were extracted in 7 dimensions using content analysis are: learner, teacher, curriculum approaches, teaching-learning process, content of education. physics of electronic learning environment and evaluation. Dependability was used to check the validity and reliability of the coding, which includes four criteria of believability (the degree of belief in the research findings), ability of certitude (the ability to identify where the data of a certain study came from), verifiability (the findings are actually and really data-based) and transferability (the results of a qualitative study can be transferred to another different environment).
Research methodology
This research is applicable in terms of purpose, and descriptive-survey type in terms of research implementation method. The statistical population was considered to be all male and female teachers of the second period of high schools in Khaf city. Therefore, first by referring to the Department of Education in Khaf city, it was determined that 260 male and female teachers were working in second period of high schools, of which 143 were male and 117 were female; due to having the names of the respondents available, the sampling method is simple random. According to Cochran's formula, a questionnaire prepared from the qualitative part of the research was distributed among 260 people in order to design the curriculum model of virtual schools in the second period of high schools of Khawf city. The data collection method is a combination of field and library methods. The data related to the theoretical foundations and literature review of this research were gathered through the study of documentary and library sources including articles, Persian and English related books. The questionnaire acquired from the qualitative part is used to gather the data related the research variable.
Research findings
SPSS software was used to check the research hypothesis, and then PLS software was used to design the final research model. The findings related to the design of the curriculum model of virtual schools in the second period of high school in Khaf city showed that the components of the flexibility of goals, the use of exploratory learning methods, need-orientation, diverse roles of the teacher, creating an interactive environment, content diversity of Curriculum, improvement of learning opportunity, and use of information technology all had a factor load above 0.50 and a significance level above 1.96, through which items exactly measured the variables predicted in the virtual school curriculum model design questionnaire in the second period of high school, so they had a high level of validity and the value of R2 (coefficient of determination) was equal to 0.999, the value of Q2 (predictive power of the model) was equal to 0.728 and the value of GOF (goodness of fit) was equal to 0.893. The design of the curriculum model of virtual schools in the second period of high school seemed appropriate and desirable.
Conclusion
The current research was conducted with the aim of designing the curriculum of virtual schools in the second period of high school in Khaf city. This finding is consistent with the research findings of Samadi & Ashouri (2018), Remroudi (2018), Nam et al (2020), Kathleen Huth et al (2020), and Detina and Kadiri (2018). In fact, it should be said that in the curriculum, the goals of the main pillar of teaching are the orientation of teaching and the presentation of appropriate content, and in a way, dividing the chart and the process of learning-teaching flows. In the virtual space, the design of the curriculum model of virtual schools is more diverse because multimedia content prevails in these schools. In these schools, the use of multimedia content such as PowerPoint, video, audio file provides the best basis for learning development. However, the goals of the school curriculum should be attractive for the learner, on the basis of attractiveness in the design of the curriculum model, more emphasis is put on diversity and flexibility; the variety of curriculum content can provide content with entertainment and attractive content. According to the results of the research, it is suggested that the goals of the curriculum be developed based on the updated learning resources and the students' needs; for example, the sources that have the most attractiveness, success and application in the field of students' learning should be paid attention. Considering the flexibility of the education environment in virtual schools, it is suggested that before formulating the goals, a general monitoring of the needs and interests of the students of the second period of high school should be done in each subject, so that the goals of the curriculum be determined according to the needs, interests, and abilities of the learner. The content of the courses in the curriculum should be designed and compiled in a combined manner, focusing on skill-oriented courses and appropriate to the native culture of the target region. It is suggested to use video files, audio files and PowerPoint as the basis of evaluation in the lessons that have a practical mode in the curriculum goals.
Original Article (Quantified)
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 ...
Read More
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.
Original Article (Qualitative)
management
mitra rastegar; nader shahamat; moslem salehi; reza zarei
Abstract
AbstractThe purpose of the present study is an analysis of dimensions and components of sustainable human resources management in Fars province Azad universities. The research method is qualitative, and applicative in terms of its purpose. The statistical population includes 18 members of the faculty, ...
Read More
AbstractThe purpose of the present study is an analysis of dimensions and components of sustainable human resources management in Fars province Azad universities. The research method is qualitative, and applicative in terms of its purpose. The statistical population includes 18 members of the faculty, staff and experts of the Islamic Azad University of Fars province, who were selected by purposive sampling and criteria-based technique. The data collection tool includes two parts; a semi-structured interview in the field part, and the review and exploration of upstream documents and higher education documents in the library part. To analyze the data; open, central and selective coding was used based on the theory of the foundation data, and the Atlas ti software was used to code the interviews. The results indicated that the dimensions and components of sustainable human resource management in the Azad universities of Fars province, a total of 151 concepts and 31 categories or core codes were identified and extracted. 31 categories identified in 6 groups which include causal conditions, governing context, intervening conditions, strategies, consequences, and central category or phenomenon.Extended abstractIntroductionScientific discussions along with the need of organizations to refocus and determine the role of human resource management in the sustainability of organizations have led to the development of a new approach to human resource management, which is known as sustainable human resource management (Anlesinya & Susomrith, 2020). Sustainable human resource management research is a topic that has become increasingly important in the last decade. Human resource management has meant the efficient and effective use of people to achieve short-term financial results. But currently, according to the concept of sustainability, it means using human resources tools to establish a sustainable strategy and create a human resources management system that helps the sustainable performance of the business (Montiel & Delgado-Ceballos, 2014). This new perspective of human resource management includes identifying broader goals for human resource management through recognizing the complexities of the dynamics of the work environment and clearly recognizing the need to prevent the negative effects of human resource management actions (Lopez-Cabrales & Valle-Cabrera, 2020).Accordingly, the current research is looking for an answer to this question: What are the dimensions and components of sustainable human resource management in the Azad universities of Fars province?Theoretical frameworkHuman resource management improves organizational performance and efficiency and then brings efficiency and profitability. Undoubtedly, famous and powerful organizations are aware of the effective role of human resources in increasing growth and development, and cautious and far-sighted managers consider the organization as a combination of employees with different thoughts and moods, knowledge, and different physical conditions; and organizations cannot find actual existence without them (Koshki Jahromi & Rezaei Mir Ghaed, 2018).Sustainable human resource management refers to all activities related to the development, implementation, and continuous maintenance of a system that is carried out with the aim of creating employees of a sustainable organization. In fact, this concept is that aspect of human resource management that is interested in transforming regular employees into sustainable employees so that it can reach the organization's environmental goals and ultimately make a significant contribution to environmental sustainability. It refers to the policies, practices and systems that encourage the organization's employees to sustain and protect the environment for the benefit of the individual, society, the natural environment, and the job. Based on the studies conducted in the past, the need for human resources management support for sustainable issues was reinforced by studies that discussed the positive effects of human resources for the efficiency of companies in a wider way (Norozi Fard & Zamani, 2016).Parsazadeh, (2022) investigated the impact of human resource management strategies on sustainable competitive advantage through job satisfaction and the moderating role of servant leadership (case study: Islamic Azad University, Ahvaz branch). The results showed that human resource management strategies have an effect on sustainable competitive advantage. Also, job satisfaction mediates this relationship and servant leadership moderates the relationship between job satisfaction and sustainable competitive advantage. Fazalali & Moazzami (2022) investigated the effect of organizational leadership style on human resource management while emphasizing the mediating role of competitive work environment. The results of the research show that organizational leadership style has no significant effect on human resource management and it has been rejected, but organizational leadership style has an effect on competitive work environment; competitive work environment on human resource management; and organizational leadership style on human resource management with a mediating role of competitive work environment. They are meaningful and have been confirmed.Research methodologyThe present study was conducted qualitatively in terms of data collection, and was applicable in terms of purpose. The research method is a case study. The statistical population of the research includes 18 faculty members, staff and experts of the Islamic Azad University of Fars province. The purposeful sampling method was done with criteria-based technique. In the library section, 16 documents were studied, examined and researched. In this research, the data-based theory method was used in order to identify and analyze the dimensions and components of sustainable human resources management. The implementation of the Foundation's data theory method began with conducting interviews, collecting and coding data.Research findingsIn order to analyze the data; open, central and selective coding was used, and Atlas ti software was used to code the interviews; and the results showed that the identified and extracted dimensions and components of sustainable human resource management in the Azad universities of Fars province were a total of 151 concept and 31 core categories or codes. 31 identified categories were placed in 6 main categories that include causal conditions (sustainable job analysis and design - sustainable human resource planning - sustainable performance evaluation - safety and health management - sustainable reward and discipline management - social conditions and economic conditions); the dominant context conditions (manpower training - sustainable attitude - change and strategic management - technological infrastructure - effective laws and documents - supportive atmosphere in the organization - and competitive advantages), intervening conditions (management system - organizational atmosphere - individual culture in the organizational position - conflicts - demographic effects - supportive law), strategies (conceptualization of a sustainable university - sustainable management - sustainable education program - sustainability policy - sustainability monitoring - alignment with micro and macro missions of the university - sustainable research), and consequences (individual consequences - consequences organizational - social consequences). ConclusionThe current research was conducted with the aim of analyzing the dimensions and components of sustainable human resource management in the Azad universities of Fars province. The results of this research are in agreement with the results of Baum et al, (2016), Baum (2018), Lin & Sanders (2017), Lin (2013), Elahi & Mahmudi Shenas (2019), Chams & García-Blandón (2019), Abdolalipor (2017), Macke & Genari (2019), Indiparambil (2019), and Sharifi (2016). Causal conditions of events are events and happenings that lead to the occurrence or expansion of the desired phenomenon, or events that precede the desired phenomenon in terms of time. It should be considered that sustainable human resource management is defined to meet the current needs of the organization and society without jeopardizing the ability of the future generation to meet these needs, and simultaneously pays attention to economic, environmental, and social needs; provided that series of specific conditions in which strategies and mutual actions are taken to manage, control and respond to the phenomenon should be considered as background conditions; and intervening conditions are factors that facilitate the causal conditions, or interferes as a result of these conditions and prevents it. In other words, intervening conditions alone do not lead to behavior, but they can affect behavior due to causal conditions. Strategies or actions are purposeful actions that provide solutions for the desired phenomenon. Strategies are a set of actions that individuals, teams, and organizations take in response to causal conditions and context and considering intervening factors in order to realize the core category of sustainable human resource management in Fars province free universities; and the consequences, results, and outputs of strategies or actions and reactions. In other words, wherever a person or persons choose to perform or not perform a certain action/reaction in response to a matter or problem or in order to manage or maintain a situation, consequences arise.According to the results of the research, the following suggestions are presented:Creating superior organizational capabilities to achieve high quality standards and integrity;Having a sustainable organizational culture in human resources activities;Cultivation at the community level to understand the importance of sustainable education;The need to pay attention to the management of green human resources in order to move towards competence;balance of economic, social and environmental performance;Forming special training groups to teach the basics of sustainability
)
