Iranian Higher Education
Institute for cultural and social studies , Yousefi.iscs@gmail.com
Abstract: (43 Views)
Objective: The present study aims to identify the dimensions and components of a leadership competency model in organizational universities (with an emphasis on universities affiliated with the armed forces). This research seeks to determine the competencies required by leaders of such universities, which, due to the specific missions of military institutions, differ from those in public universities. The distinctive feature of this study is its simultaneous focus on "leadership competency" and "military-affiliated organizational universities."
Method: This is a developmental-applied study with a mixed-method (qualitative-quantitative) approach. In the qualitative phase, after a documentary literature review, semi-structured interviews were conducted with 18 academic and executive experts selected through purposive sampling, and the data were analyzed using conventional content analysis. In the quantitative phase, a researcher-made questionnaire was distributed among a cluster sample from four military universities, and the data were examined using exploratory and confirmatory factor analysis.
Findings: In the qualitative phase, 64 sub-competencies were identified within eight main dimensions: strategic thinking, managerial, scientific, communication, cognitive, personal, value-based & ethical, and influence. In the quantitative phase, all dimensions were confirmed, and the dimensions of "influence," "value-based & ethical," and "personal" showed the highest correlations with leadership competency, respectively. Factor loadings ranged from 0.91 to 0.98, and fit indices indicated a good model fit.
Conclusion: The final model of leadership competencies in military-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 such 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 is a developmental-applied study with a mixed-method (qualitative-quantitative) approach. In the qualitative phase, after a documentary literature review, semi-structured interviews were conducted with 18 academic and executive experts selected through purposive sampling, and the data were analyzed using conventional content analysis. In the quantitative phase, a researcher-made questionnaire was distributed among a cluster sample from four military universities, and the data were examined using exploratory and confirmatory factor analysis.
Findings: In the qualitative phase, 64 sub-competencies were identified within eight main dimensions: strategic thinking, managerial, scientific, communication, cognitive, personal, value-based & ethical, and influence. In the quantitative phase, all dimensions were confirmed, and the dimensions of "influence," "value-based & ethical," and "personal" showed the highest correlations with leadership competency, respectively. Factor loadings ranged from 0.91 to 0.98, and fit indices indicated a good model fit.
Conclusion: The final model of leadership competencies in military-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 such 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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