Mehdi Amani; mohammad Mirkamali; Javad Poorkarimi; mahmood abolghasemi; Marziyeh Aali
Abstract
Considering the nascentness of the topic of authentic leadership in the literature of leadership and the existence of ambiguity about its structure and components in the research that has been conducted, as well as there is an increasing trend seen in the last two decades toward authentic behaviors of ...
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Considering the nascentness of the topic of authentic leadership in the literature of leadership and the existence of ambiguity about its structure and components in the research that has been conducted, as well as there is an increasing trend seen in the last two decades toward authentic behaviors of leadership in the organizations, there is a need to a more and better understanding of the concepts and structure of authentic leadership among researchers in the field of management and leadership has intensified; the current research aims to reduce the structural ambiguity by more comprehensively identifying the concepts and components of authentic leadership, and by providing a systematic and focused study on the field of academic leaders, by providing an integrated model, answer the general question of what is the academic authentic leadership and what dimensions it consists of. This research has been done using a qualitative method of meta-synthesis. The research community includes 61 cases (articles, books/book chapters, and treatises) that were selected from among 2186 reviewed documents. The meta-synthesis findings led to the identification of 305 primary concepts, 59 subcategories, and finally 4 dimensions of authentic academic leadership including becoming oneself, positivity, relational authenticity, and ethical orientation. By describing the process and reasons for calculating the obtained components and comparing authentic leadership with other leadership styles, it has been tried to reduce the structural ambiguities and make it more transparent.
jafar amiri farahabadi; mahmood abolghasemi; mohammad ghahramani
Abstract
In recent years, Iran's higher education policies have lacked features such as defensible theoretical tradition, creative adaptation to global and international environmental developments, predictive capacity of actors' behavior, cohesion, integration, applicability, efficiency, effectiveness, ethical ...
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In recent years, Iran's higher education policies have lacked features such as defensible theoretical tradition, creative adaptation to global and international environmental developments, predictive capacity of actors' behavior, cohesion, integration, applicability, efficiency, effectiveness, ethical elements, Satisfactory conflict resolution, agreement production, favorable social impact. This situation has generally reduced the capacity of policy making in this area. On the other hand, policy research, as a research process focused on presenting policy solutions, can play a significant role in optimizing and enhancing the capacity of Iran's higher education policies. In this regard, the main purpose of the present study was causal explanation of capacity of Iranian higher education policies based on the synergy of policy research institutions. The present study has a mixed research method. In the qualitative phase, in the qualitative phase, by conducting semi-structured interviews with 15 Iranian higher education policy experts and applying the thematic analysis approach, a list of interactive and communicative factors influencing the efficiency and synergy of the policy research process in the Iranian higher education system was developed. According to the literature review, policy capacity was considered as the optimal policy in terms of rationality. The quantitative findings indicated 40% of variable capacity of Iran's higher education policies explained by the Synergistic variable of policy research institutions.