Volume 6, Issue 3 (Autumn 2023)
Iranian Journal of Educational Sociology 2023, 6(3): 169-181 |
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Mahdiyar A, Moafimadani S K, Kazempour E. (2023). Designing a Paradigmatic Model of Organizational Ecology Management in Education: A Qualitative Study. Iranian Journal of Educational Sociology. 6(3), 169-181. doi:10.61186/ijes.6.3.169
URL: http://iase-idje.ir/article-1-1341-en.html
URL: http://iase-idje.ir/article-1-1341-en.html
1- PhD Student, Department of Educational Sciences, Tonekabon Branch, Islamic Azad University, Tonekabon, Iran.
2- Department of Educational Sciences, Tonekabon Branch, Islamic Azad University, Tonekabon, Iran (Corresponding Author))
3- Department of Educational Sciences, Tonekabon Branch, Islamic Azad University, Tonekabon, Iran.
2- Department of Educational Sciences, Tonekabon Branch, Islamic Azad University, Tonekabon, Iran (Corresponding Author))
3- Department of Educational Sciences, Tonekabon Branch, Islamic Azad University, Tonekabon, Iran.
Abstract: (245 Views)
Purpose: Organizational ecology helps to managers so that can look at the organization from a different perspective and take steps towards its growth and improvement. Therefore, the current research was carried out with the aim of designing a paradigmatic model of organizational ecology management in education.
Methodology: The current research was qualitative which carried out on specialist and expert professors in the field of population ecology and organization in the field of education and similar organizations in 2022 year. The research sample was 15 people, which whose number was determined according to the principle of theoretical saturation, and they were selected by purposive sampling method. The tool of the current research was a depth semi-structured interview, which its validity and reliability were confirmed, and its data were analyzed with the coding method based on grounded theory of Strauss and Corbin (2000).
Findings: The findings of the present research showed that the organizational ecology management in education had 85 concepts, 36 sub components and 12 main components. In this study, the main components in the category of causal conditions were included problems related to macro policy making and abandonment and in the circle of the lack of importance of the organizational ecology discussion, in the category of intervening conditions were included weakness in completing the criteria of positive and progressive organizational indicators and managerial and institutional gaps, in the category of background conditions were included factors related to the macro system, in the category of strategies were included culture and organizational management strategies, attitudinal and discourse strategies, interactive strategies and social influence strategies and in the category of consequences were included social and cultural development, institutional and educational development and political development.
Conclusion: According to the identified concepts and sub and main components for the organizational ecology management in education, organizational specialists and planners can accordingly take an effective step towards improving organizational ecology in education.
Methodology: The current research was qualitative which carried out on specialist and expert professors in the field of population ecology and organization in the field of education and similar organizations in 2022 year. The research sample was 15 people, which whose number was determined according to the principle of theoretical saturation, and they were selected by purposive sampling method. The tool of the current research was a depth semi-structured interview, which its validity and reliability were confirmed, and its data were analyzed with the coding method based on grounded theory of Strauss and Corbin (2000).
Findings: The findings of the present research showed that the organizational ecology management in education had 85 concepts, 36 sub components and 12 main components. In this study, the main components in the category of causal conditions were included problems related to macro policy making and abandonment and in the circle of the lack of importance of the organizational ecology discussion, in the category of intervening conditions were included weakness in completing the criteria of positive and progressive organizational indicators and managerial and institutional gaps, in the category of background conditions were included factors related to the macro system, in the category of strategies were included culture and organizational management strategies, attitudinal and discourse strategies, interactive strategies and social influence strategies and in the category of consequences were included social and cultural development, institutional and educational development and political development.
Conclusion: According to the identified concepts and sub and main components for the organizational ecology management in education, organizational specialists and planners can accordingly take an effective step towards improving organizational ecology in education.
Keywords: Ecology management, organizational ecology, education, social and cultural development, institutional and educational development.
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