Volume 7, Issue 2 (8-2024)
Iranian Journal of Educational Sociology 2024, 7(2): 132-139 |
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Mehrara R, Khorshidi A, Bakhtiari A, Barzegar N. (2024). Identifying the Competency Model Dimensions of Faculty Members (Case Study: Farhangian Universities in Tehran). Iranian Journal of Educational Sociology. 7(2), 132-139. doi:10.61838/kman.ijes.7.2.16
URL: http://iase-idje.ir/article-1-1424-en.html
URL: http://iase-idje.ir/article-1-1424-en.html
1- PhD student, Department of Educational Management, Islamshahr Branch, Islamic Azad University, Tehran, Iran.
2- Professor, Department of Educational Management, Islamshahr Branch, Islamic Azad University, Tehran, Iran.
3- Assistant professor, Department of Educational Management, Farhangian University, Tehran, Iran.
4- Assistant Professor, Department of Educational Management, Islamshahr Branch, Islamic Azad University, Tehran, Iran.
2- Professor, Department of Educational Management, Islamshahr Branch, Islamic Azad University, Tehran, Iran.
3- Assistant professor, Department of Educational Management, Farhangian University, Tehran, Iran.
4- Assistant Professor, Department of Educational Management, Islamshahr Branch, Islamic Azad University, Tehran, Iran.
Abstract: (773 Views)
Purpose: The objective of this study was to identify and delineate the competency model dimensions essential for faculty members at Farhangian Universities in Tehran. This research aimed to explore the specific competencies necessary to enhance the effectiveness and professional development of faculty in an educational setting.
Methodology: This qualitative study employed semi-structured interviews to gather data from 29 faculty members across various departments at Farhangian Universities in Tehran. Participants were selected using purposive sampling to ensure a diverse representation of experiences and perspectives. Theoretical saturation was achieved to ensure the comprehensiveness of the data collected. Thematic analysis was used to analyse the interview transcripts and identify key themes and categories representing faculty competencies.
Findings: Five main themes representing essential faculty competencies were identified: ethical competencies, scientific competencies, research competencies, communication competencies, and information technology competencies. Each theme comprised several categories detailing specific competencies, such as individual integrity, pedagogical expertise, research skills, interpersonal communication, and technological proficiency.
Conclusion: The study highlighted a comprehensive set of competencies required by faculty members at Farhangian Universities in Tehran to effectively fulfill their educational roles. These competencies span across ethical considerations, scientific knowledge, research capabilities, communication skills, and technological adeptness. Addressing these competencies through targeted development programs could significantly enhance faculty performance and, consequently, student learning outcomes.
Methodology: This qualitative study employed semi-structured interviews to gather data from 29 faculty members across various departments at Farhangian Universities in Tehran. Participants were selected using purposive sampling to ensure a diverse representation of experiences and perspectives. Theoretical saturation was achieved to ensure the comprehensiveness of the data collected. Thematic analysis was used to analyse the interview transcripts and identify key themes and categories representing faculty competencies.
Findings: Five main themes representing essential faculty competencies were identified: ethical competencies, scientific competencies, research competencies, communication competencies, and information technology competencies. Each theme comprised several categories detailing specific competencies, such as individual integrity, pedagogical expertise, research skills, interpersonal communication, and technological proficiency.
Conclusion: The study highlighted a comprehensive set of competencies required by faculty members at Farhangian Universities in Tehran to effectively fulfill their educational roles. These competencies span across ethical considerations, scientific knowledge, research capabilities, communication skills, and technological adeptness. Addressing these competencies through targeted development programs could significantly enhance faculty performance and, consequently, student learning outcomes.
Keywords: Faculty Competencies, Farhangian, Qualitative Research, Higher Education, Faculty Development, Educational Technology, Ethical Competencies, Scientific Competencies
Type of Study: Research Article |
Subject:
Special
Received: 2024/03/24 | Accepted: 2024/05/1 | Published: 2024/05/25
Received: 2024/03/24 | Accepted: 2024/05/1 | Published: 2024/05/25
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