Iranian Higher Education
Volume 18, Issue 1 (2026)
ihej 2026, 18(1): 113-133 |
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Yousefi H. Identifying the Dimensions and Components of the Leadership Competency Model in organizational Universities. ihej 2026; 18 (1) :113-133
URL: http://ihej.ir/article-1-2193-en.html
URL: http://ihej.ir/article-1-2193-en.html
Assistant Professor, Higher Education Governance Studies Department, Institute for Cultural and Social Studies, Tehran, Iran , Yousefi.iscs@gmail.com
Abstract: (327 Views)
Objective: Today, universities as complex organizations with the mission of training specialized human resources require competent and efficient leaders. This need is doubly emphasized in organizational universities, particularly in armed forces-affiliated universities, due to their specific missions and strategic sensitivities. Therefore, the present study aims to identify the dimensions and components of the leadership competency model in armed forces-affiliated universities.
Method: This research is developmental-applied in nature with a mixed-methods (qualitative-quantitative) approach. In the qualitative phase, after documentary studies, semi-structured interviews were conducted with 18 academic and executive experts who had scientific or managerial experience relevant to the research topic and were selected through purposive sampling. Theoretical saturation was achieved after the 16th interview. The data obtained from this phase were analyzed using conventional content analysis. In the quantitative phase, a researcher-made questionnaire was distributed among 269 individuals selected through cluster sampling from four military universities, and the data were analyzed using exploratory and confirmatory factor analysis.
Results: In the qualitative phase, 64 sub-competencies/components were identified within eight main dimensions: strategic thinking, managerial, scientific, communication, cognitive, personal, value-based and ethical, and influence. In the quantitative phase, all dimensions were confirmed, and the dimensions of "influence," "value-based and ethical," and "personal" showed the highest correlation with leadership competency, respectively.
Conclusion: The final model of leadership competencies in armed forces-affiliated organizational universities consists of eight dimensions and 64 components, with influence, personal, and value-based-ethical competencies having the highest priority. This model can serve as a basis for selecting, training, and evaluating leaders in these universities. It is recommended that in the selection and development of leaders, priority be given to influence, personal, and value-based-ethical competencies, in that order.
Method: This research is developmental-applied in nature with a mixed-methods (qualitative-quantitative) approach. In the qualitative phase, after documentary studies, semi-structured interviews were conducted with 18 academic and executive experts who had scientific or managerial experience relevant to the research topic and were selected through purposive sampling. Theoretical saturation was achieved after the 16th interview. The data obtained from this phase were analyzed using conventional content analysis. In the quantitative phase, a researcher-made questionnaire was distributed among 269 individuals selected through cluster sampling from four military universities, and the data were analyzed using exploratory and confirmatory factor analysis.
Results: In the qualitative phase, 64 sub-competencies/components were identified within eight main dimensions: strategic thinking, managerial, scientific, communication, cognitive, personal, value-based and ethical, and influence. In the quantitative phase, all dimensions were confirmed, and the dimensions of "influence," "value-based and ethical," and "personal" showed the highest correlation with leadership competency, respectively.
Conclusion: The final model of leadership competencies in armed forces-affiliated organizational universities consists of eight dimensions and 64 components, with influence, personal, and value-based-ethical competencies having the highest priority. This model can serve as a basis for selecting, training, and evaluating leaders in these universities. It is recommended that in the selection and development of leaders, priority be given to influence, personal, and value-based-ethical competencies, in that order.
Type of article: Research |
Subject:
Special
Received: 2026/04/21 | Accepted: 2026/05/31 | ePublished ahead of print: 2026/06/16
Received: 2026/04/21 | Accepted: 2026/05/31 | ePublished ahead of print: 2026/06/16
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