Identifying and Prioritizing the Main Components of Public Competencies of Faculty Members (Phenomenological Study)

Document Type : Scientific - Research

Author

Instructor, Department of Educational Sciences, University of Farhangian, Tehran, Iran

Abstract

Objectives: The development of competencies of faculty members in the framework of empowerment programs has been the subject of research by higher education researchers for many years. However, one of the research gaps in this field is the focus of studies on the development of professional competencies and the failure to systematically study the development of general competencies of faculty members. The purpose of this study is to identify and prioritize the components of general human capital development of university faculty members.
Materials and Methods: In the current study, a qualitative method of descriptive phenomenology was used, and a thematic analysis method was used to analyze the data. The statistical population included all faculty members of universities and research institutes in Tehran, 13 of whom were selected through purposive sampling. Data obtained from semi-structured interviews with experts were analyzed by inductive content analysis and three-stage coding. Participant members' control method and peer feedback were used to ensure credibility. Also, to ensure reliability, the agreement method between the coders and Cohen's Kappa test was used. In the quantitative part, the Shannon entropy method was used to determine the importance and priority of the obtained dimensions and components.
Discussion and Conclusions: The results of the qualitative part of the research show 106 key indicators, and 17 axial dimensions in the form of five main components of general human capital development of faculty members, including improvement in the extent and appropriateness of cognitive competencies, improvement in the extent and appropriateness of metacognitive competencies, improvement in the extent and appropriateness of bio-emotional competencies, improvement in the extent and appropriateness of communication-social competencies and improvement in the extent and appropriateness of cultural and spiritual education competencies were categorized and presented. Based on the results of the Shannon entropy test, respectively, the main components of improvement in the amount and appropriateness of cognitive competencies, improvement in the extent and appropriateness of communication-social competencies, improvement in the extent and appropriateness of metacognitive competencies, improvement in the extent and appropriateness of bio-emotional competencies, and improvement in the extent and appropriateness of cultural and spiritual education competencies were the first to fifth priorities in the development of the general human capital of the faculty members. Also, the component of cognitive human capital development had the highest priority and the component of cultural and spiritual education human capital development had the lowest priority. The theoretical framework of general human capital development of faculty members in the present study provides a suitable scientific tool for planning the human capital development of faculty members. In the end, based on the research achievements, appropriate suggestions were presented.

Keywords

References

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