Iranian Higher Education
Volume 17, Issue 4 (2026)
ihej 2026, 17(4): 91-115 |
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Mahdi S, Zeinabadi H, Arasteh H, Abbasian H. Designing a Context-Specific Model for Academic Coaching (AC) in Iranian Higher Education System. ihej 2026; 17 (4) :91-115
URL: http://ihej.ir/article-1-2180-en.html
URL: http://ihej.ir/article-1-2180-en.html
1- PhD in Higher Education Management, Educational Management Dept., Faculty of Psychology and Education, Kharazmi University, Tehran, Iran.
2- Professor, Educational Management Dept., Faculty of Psychology and Education, Kharazmi University, Tehran, Iran. ,hzeinabadi@yahoo.com
3- Professor, Educational Management Dept., Faculty of Psychology and Education, Kharazmi University, Tehran, Iran.
4- Associate Professor, Educational Management Dept., Faculty of Psychology and Education, Kharazmi University, Tehran, Iran.
2- Professor, Educational Management Dept., Faculty of Psychology and Education, Kharazmi University, Tehran, Iran. ,
3- Professor, Educational Management Dept., Faculty of Psychology and Education, Kharazmi University, Tehran, Iran.
4- Associate Professor, Educational Management Dept., Faculty of Psychology and Education, Kharazmi University, Tehran, Iran.
Abstract: (36 Views)
Objective: The aim of this study was to design a context-specific model for academic coaching within the Iranian higher education system, based on scientific evidence and expert insights.
Method: A qualitative, multi-stage design was employed in two phases. In the first phase, a systematic review of relevant national and international literature was conducted following the PRISMA guidelines, and selected studies were analyzed using qualitative content analysis. In the second phase, in order to gather the data, semi-structured interviews were carried out with 22 experts, faculty members, and university students. The data were analyzed using qualitative analysis techniques.
Results: The study led to the development of a multidimensional and dynamic model for academic coaching, incorporating four core dimensions: goals, content, processes, and outcomes. The model includes components and indicators from individual–psychological, educational, research, professional, and socio-cultural domains, conceptualizing academic coaching as a developmental intervention aimed at supporting students' academic growth.
Conclusion: The implementation of this model has the potential to improve academic performance, enhance self-efficacy, reduce academic anxiety, increase satisfaction with the university experience, and improve student retention. Given the unique structural and cultural characteristics of Iranian higher education system, this model can be used as a strategic framework for designing, implementing, and institutionalizing academic coaching programs in universities, as well as for developing student support policies and programs.
Method: A qualitative, multi-stage design was employed in two phases. In the first phase, a systematic review of relevant national and international literature was conducted following the PRISMA guidelines, and selected studies were analyzed using qualitative content analysis. In the second phase, in order to gather the data, semi-structured interviews were carried out with 22 experts, faculty members, and university students. The data were analyzed using qualitative analysis techniques.
Results: The study led to the development of a multidimensional and dynamic model for academic coaching, incorporating four core dimensions: goals, content, processes, and outcomes. The model includes components and indicators from individual–psychological, educational, research, professional, and socio-cultural domains, conceptualizing academic coaching as a developmental intervention aimed at supporting students' academic growth.
Conclusion: The implementation of this model has the potential to improve academic performance, enhance self-efficacy, reduce academic anxiety, increase satisfaction with the university experience, and improve student retention. Given the unique structural and cultural characteristics of Iranian higher education system, this model can be used as a strategic framework for designing, implementing, and institutionalizing academic coaching programs in universities, as well as for developing student support policies and programs.
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