نویسندگان
1 دانشجوی دکتری مدیریت آموزش عالی، گروه علوم تربیتی، واحد کرج، دانشگاه آزاد اسلامی، کرج، ایران.
2 استادیار، گروه علوم تربیتی، واحد کرج، دانشگاه آزاد اسلامی کرج، ایران.
3 دانشیار، گروه علوم تربیتی، واحد کرج، دانشگاه آزاد اسلامی، کرج، ایران.
4 استادیار، گروه علوم تربیتی، واحد کرج، دانشگاه آزاد اسلامی، کرج، ایران.
چکیده
هدف: خودرهبری در بهبود عملکرد اعضای هیات علمی نقش مهم و موثری ایفا می کند. بنابراین، پژوهش حاضر با هدف شناسایی ابعاد و مولفه‌های خودرهبری در اعضای هیات علمی با رویکرد اسلامی انجام شد.
روش شناسی: این مطالعه از نظر هدف کاربردی و از نظر شیوه اجرا کیفی بود. جامعه پژوهش اعضای هیات علمی دانشگاه‌های آزاد و دولتی شهر کرج بودند. نمونه پژوهش طبق اصل اشباع نظری 12 نفر محاسبه که با روش نمونه‌گیری هدفمند انتخاب شدند. ابزار پژوهش مصاحبه نیمه‌ساختاریافته با 11 سوال بود که مصاحبه‌ها به صورت انفرادی انجام و روایی آن با روش مثلث‌سازی تایید و پایایی آن با روش ضریب توافق بین دو کدگذار 86/0 محاسبه شد. داده‌ها با روش کدگذاری باز، محوری و انتخابی در نرم‌افزار MAXQDA تحلیل شدند.
یافته‌ها: یافته‌ها نشان داد که خودرهبری در اعضای هیات علمی با رویکرد اسلامی دارای 53 کد باز یا شاخص، 14 کد محوری یا مولفه و 8 کد انتخابی یا بعد بود. ابعاد خودرهبری در اعضای هیات علمی با رویکرد اسلامی شامل توسعه شخصی (با دو مولفه خودمدیریتی و خودهدایتی)، توسعه حرفه‌ای (با دو مولفه استراتژی حرفه‌ای و مهارت‌های حرفه‌ای و اجتماعی)، اخلاق‌مداری (با سه مولفه اخلاق‌مداری حرفه‌ای، اخلاق‌مداری روابطی و مهارت‌های تفکر انتقادی)، بهبود عملکرد (با دو مولفه اثربخشی و کارآمدی)، تحول‌گرا (با دو مولفه راهبرد رفتارمحور و خودانگیزی)، برنامه‌گرا (با یک مولفه هدفمند)، خودآگاهی (با یک مولفه شناخت انگیزه و رفتار خود) و اصلاح‌گر و هم‌افزا (با یک مولفه خودنظارتی و خودکنترلی) بودند. در نهایت، برای خودرهبری در اعضای هیات علمی با رویکرد اسلامی 29 مقوله فرعی در 8 مقوله اصلی شامل شناخت خود، خودانگیزشی، خودکنترلی، اثربخشی، هدف‌گذاری، اصلاح و تحول، اخلاق‌مداری و خودشکوفایی شناسایی شد.
بحث و نتیجه گیری: با توجه به ابعاد و مولفه‌های شناسایی‌شده برای خودرهبری در اعضای هیات علمی با رویکرد اسلامی، برای بهبود خودرهبری در اعضای هیات علمی می‌توان زمینه را برای تحقق ابعاد، مولفه‌ها و مقوله‌های شناسایی‌شده فراهم کرد.
کلیدواژه‌ها
عنوان مقاله [English]
Identifying the Dimensions and Components of Self-Leadership in Faculty Members with an Islamic Approach
نویسندگان [English]
- Ashraf Al-Sadat Mousavi 1
- Mahtab Salimi 2
- Ramezan Jahanian 3
- Fatemeh Parasteh Qombwani 4
1 PhD student in Higher Education Management, Educational Sciences Department, Karaj Branch, Islamic Azad University, Karaj, Iran.
2 Assistant Professor, Department of Educational Sciences, Karaj Branch, Islamic Azad University of Karaj, Iran.
3 Associate Professor, Department of Educational Sciences, Karaj Branch, Islamic Azad University, Karaj, Iran.
4 Assistant Professor, Department of Educational Sciences, Karaj Branch, Islamic Azad University, Karaj, Iran.
چکیده [English]
Purpose: Self-leadership plays an important and effective role in improving the performance of faculty members. Therefore, the current research was conducted with the aim of identifying the dimensions and components of self-leadership in faculty members with an Islamic approach.
Methodology: This study in terms of purpose was applied and in terms of implementation method was qualitative. The research population was the faculty members of Azad and Governmental universities of Karaj city. The research sample according to the principle of theoretical saturation was calculated 12 people who were selected by purposive sampling method. The research tool was a semi-structured interview with 11 questions, which the interviews were conducted individually and its validity was confirmed by the triangulation method and its reliability was calculated by the agreement coefficient method between two coders 0.86. Data were analyzed by open, axial and selective coding method in MAXQDA software.
Findings: The findings showed that self-leadership in faculty members with an Islamic approach had 53 open codes or indicator, 14 axial codes or component, and 8 selective codes or dimension. The dimensions of self-leadership in faculty members with an Islamic approach were included personal development (with two components of self-management and self-guidance), professional development (with two components of professional strategy and professional and social skills), ethics (with three components of professional ethics, relational ethics and critical thinking skills) ), performance improvement (with two components of effectiveness and efficiency), transformational (with two components of behavior-oriented strategy and self-motivation), program-oriented (with one component of purposeful), self-awareness (with one component of recognizing own motivation and behavior) and corrective and synergistic (with one components of self-monitoring and self-control. Finally, for self-leadership in faculty members with an Islamic approach were identified 29 sub-categories in 8 main categories including self-knowledge, self-motivation, self-control, effectiveness, goal-setting, reform and transformation, ethics and self-actualization.
Conclusion: According to the identified dimensions and components for self-leadership in faculty members with an Islamic approach to improve self-leadership in faculty members can be provide the ground for realizing the identified dimensions, components and categories.
کلیدواژه‌ها [English]
- Self-leadership
- faculty members
- Islamic approach
Aleixo AM, Leal S, Azeiteiro UM. (2018). Conceptualization of sustainable higher education institutions, roles, barriers, and challenges for sustainability: An exploratory study in Portugal. Journal of Cleaner Production, 172: 1664-1673.
Ataei AM, Allameh SM, Safri A, Tayyebnia MS. (2020). Designing a self-leadership model on the basis of the teachings of the Holy Quran. Scientific Journal of Islamic Management, 28(1): 97-123. (In Persian)
Ay FA, Karakaya A, Yilmaz K. (2015). Relations between self-leadership and critical thinking skills. Procedia – Social and Behavioral Sciences, 207: 29-41.
Bayansalduz M, Afyon YA, Kepoglu A, et al. (2014). Examination of self-leadership characteristics of football coaches. Procedia – Social and Behavioral Scences, 157: 500-502.
Castellano S, Chandavimol K, Khelladi I, Orhan MA. (2021). Impact of self-leadership and shared leadership on the performance of virtual R&D teams. Journal of Business Research, 128: 578-586.
Fardellone C, Click ER. (2013). Self-perceived leadership behaviors of clinical ladder nurses. Nurse Leader, 11(6): 51-53.
Furtner MR, Rauthmann JF, Sachse P. (2015). Unique self-leadership: A bifactor model approach. Leadership, 11(1): 105-125.
Hassanzadeh A, Mohammadi M. (2019). The study of the status of teacher’s self-leadership behaviors in schools of Tehran. Journl of School Administration, 7(1): 275-297. (In Persian)
Huang B, Tani M, Zhu Y. (2021). Does higher education make you more entrepreneurial? Causal evidence from China. Journal of Business Research, 135, 543-558.
Klosel K. (2022). Self-leadership: The power behind empowerment. Journal of the International Council for Small Business, 3(4): 262-269.
Milton S. (2019). Syrian higher education during conflict: Survival, protection, and regime security. International Journal of Educational Development, 64: 38-47.
Mousavi L, Kashef SM, Khodadadi MR, Khabiri M. (2021). Designing the self-leadership model of elite athletes (Based on grounded theory approach). Research in Educational Sport, 8(21): 115-138. (In Persian)
Naeimi Majd A, Arsteh HR, Ghourchian NGh, Mohammadkhani K. (2018). Analyzing student self-leadership strategies. Journal of Iranian Higher Education, 10(2): 67-87. (In Persian)
Nermend M, Singh S, Singh US. (2022). An evaluation of decision on paradigm shift in higher education by digital transformation. Procedia Computer Science, 207: 1959-1969.
O’Grady ET. (2021). Self-leadership for nurse practitioners in complex times. The Journal for Nurse Practitioners, 17(2): 197-201.
Pan TP, Trakulmututa J, Youravong N. (2020). Self-perception of leadership style of dentists: heads of dental departments in community hospitals, Southern Thailand. International Dental Journal, 70(3): 193-200.
Panagopoulos NG, Ogilvie J. (2015). Can salespeople lead themselves? Thought self-leadership strategies and their influence on sales performance. Industrial Marketing Management, 47: 190-203.
Pearce CL. (2007). The future of leadership development: The importance of identity, multi-level approaches, self-leadership, physical fitness, shared leadership, networking, creativity, emotions, spirituality and on-boarding processes. Human Resource Management Review, 17(4): 355-359.
Pourkarimi J, Mazari E, Khabare K, Frhadi F. (2017). Explanation of the role of academic achievement motivation in using self-leadership strategies (Case study: Birjand university students). Research in Curriculum Planning, 13(24): 107-117. (In Persian)
Sanchez A, Singh A. (2018). Accessing higher education in developing countries: Panel data analysis from India, Peru, and Vietnam. World Development, 109: 261-278.
Su L, Houghton JD, Chen SY, Zou WC. (2022). Does organizational empowerment promote self-leadership in hotel management? An analysis based on employees' cultural value orientation. Journal of Hospitality and Tourism Management, 53: 165-175.
Tastan SB. (2013). The influences of participative organizational climate and self-leadership on innovative behavior and the roles of job involvement and proactive personality: A survey in the context of SMEs in Izmir. Procedia – Social and ehavioral Sciences, 75: 407-419.
Yu S, Ko YK. (2017). Communication competency as a mediator in the self-leadership to job performance relationship. Collegian, 24(5): 421-425.
Zhang H, Xu H. (2021). Improving internal branding outcomes through employees’ self-leadership. Journal of Hospitality and Tourism Management, 46: 257-266.
)