Document Type : Original Article


1 Phd. student, in Educational Management, Central Tehran Branch, Islamic Azad University, Tehran, Iran.

2 Assistant Professor, Department of Educational Management and Higher Education, Central Tehran Branch, Islamic Azad University, Tehran, Iran

3 Associate Professor, Department of Educational Sciences, Central Tehran Branch, Islamic Azad University, Tehran, Iran



Purpose: The present research was conducted with the aim of presenting a model of creative leadership in higher education.
Methodology: This study was applied in terms of purpose and descriptive in terms of qualitative type. The research community was experts and experts of creative leadership in Islamic Azad University of higher education, and according to the principle of theoretical saturation, 12 of them were selected as a sample using available and snowball sampling methods. The research tool was a semi-structured interview with experts, whose validity was confirmed by triangulation and face validity methods, and their reliability was calculated by the agreement coefficient method between two coders at 0.85. The data obtained from semi-structured interviews were analyzed with open, central and selective coding method based on data base theory in MAXQDA software.
Findings: The findings showed that 29 components were identified in 16 dimensions for the model of creative leadership in higher education based on data base theory; So that in the category of causal conditions, there are 4 components in 2 dimensions of the requirements of academic management and culture building (respectively, each with 2 components of organizational innovation, knowledge enhancement, collaborative management, and ethical atmosphere), in the category of contextual conditions, there are 2 components in 2 dimensions of managerial maturity and creativity cultivation system. (respectively, each with 1 component of evaluating and applying policies for creative leadership and strategic attitude and expanding interpersonal and academic relations), in the category of intervening conditions, 2 components in 1 dimension of appropriate response to internal and external needs and structural reform (with 2 components of social artistry and development of infrastructures and attention to economic resources), in the category of the central phenomenon of 14 components in 7 dimensions of entrepreneurial leadership, transformational leadership, effective leadership, intelligent leadership, organizational intelligence, educational leadership and emotional intelligence (respectively, each with 2 components of entrepreneurship, development of strategies , participation, cognitive and emotional trust, insight and insight, cultural innovation, strategic thinking and joint goal-setting, using new technologies and using competent and capable managers, raising awareness, motivation and attitude change, self-motivation and self-management), in the strategies of 4 components in 2 dimensions Paying attention to the conditions and requirements and self-awareness and responsibility (respectively each with 2 components of flexible and creative policy making and using new management methods, self-management and having a specific plan to implement creative leadership) and in the results 3 components in 2 dimensions of internal and external organizational requirements and social development (dimension First with 2 components of individual competence development and development and growth of the university and the second dimension with 1 component of social character formation and guardian of development and transformation. According to the dimensions identified in the current research, the model of creative leadership in higher education was drawn based on the data base theory.
Conclusion: Considering the dimensions and components identified for creative leadership in higher education, planning is necessary to realize creative leadership in the higher education system.


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