جستجوی مقالات مرتبط با کلیدواژه « رهبران دانشگاهی » در نشریات گروه « مدیریت »

The present study was conducted with the aim to analysis neuro-cognitive self-development of leaders from the perspective of academic leaders and neuro-cognitive specialists. The research method was qualitative and for this purpose semi-structured interviews were used to collect data. The study population was academic leaders and neuro-cognitive specialists of public universities in Tehran, 15 of whom were selected by snowball sampling method as a sample based on the theoretical saturation rule. Findings led to the identification of seven dimensions and 44 components. The first dimension is neurological self-development competencies and the second dimension is cognitive self-development competencies that academic leaders are expected to develop. The third dimension is the cognitive profile and the fourth dimension is the brain network, which is considered to be the basis of cognitive and neural competencies. The fifth dimension is the new strategies and the sixth dimension is the classical strategies of neuro-cognitive self-development with the help of which leaders can engage in neuro-cognitive self-development. Finally, the seventh dimension includes the neuro-cognitive context that will provide a suitable basis for the neuro-cognitive self-development of academic leaders.

The purpose of this study was to develop a self-development model for academic leaders. The research method was qualitative and meta-synthesis and to confirm the model interviews were used. The research population consisted of 2670 scientific papers (including articles, books, dissertations and work reports), from which 70 were selected as sample. The research population in the interview section were experts in academic leadership at public universities in Tehran, 13 of whom were selected through purposeful sampling. A meta-synthesis questionnaire and a structured interview were used to collect data. In order to validate the research findings, the critical tool of Glynn (2006) and the structured process of writing and analyzing the findings were used. The meta-synthesis findings led to the identification of five key dimensions of self-development of academic leaders including individual and organizational contextual factors of self-development, self-development process and strategies, and ultimately self-development achievements, which were also confirmed in the interviews. Finally, self-development models of academic leaders were designed in five key dimensions, 24 components and 49 sub-components.