چکیده:
Effective academic leadership is a complicated issue to investigate because of its intangibility and potentialconsequences. In addition, it plays an essential role in the success of institutions as well as being an important factor in improving quality performance of faculty members, administrators and qualified alumni. In this study mixed methods was used to develop a model of Islamic Azad University (IAU) effective academic leadership in Iran. Qualitative approach involved content analysis through identifying, categorizing and verifying the constructs of effective academic leadership dimensions, its barriers and its challenges. Open-ended questions and in-depth interviews with IAU academic leaders in managerial positions were performed. Quantitative approach was conducted in form of a nationwide survey and analyzing the quantitative data by using descriptive statistics to determine the perceptions and preferences of faculty members regarding organizational culture at IAU branches in Iran. Then, a draft model in the multilevel pie diagram was developed by merging the results through developing procedures. After that, the model was proposed to IAU and international experts for validation.The key results of this study based on theoretical framework and analyzing the qualitative and quantitative data, showed that IAU effective academic leadership dimensions could be categorized into three scopes of setting direction, developing organization and developing people in three levels of administration (central office level, branch level and faculty level) while, the barriers to effective academic leadership were proved to be centralization and bureaucratic hierarchy structure, budget deficiency in some branches, ineffective networking in communication, and social, political and cultural intervention, insufficient high qualified and merit human resource
خلاصه ماشینی:
The key results of this study based on theoretical framework and analyzing the qualitative and quantitative data, showed that IAU effective academic leadership dimensions could be categorized into three scopes of setting direction, developing organization and developing people in three levels of administration (central office level, branch level and faculty level) while, the barriers to effective academic leadership were proved to be centralization and bureaucratic hierarchy structure, budget deficiency in some branches, ineffective networking in communication, and social, political and cultural intervention, insufficient high qualified and merit human resource .
This model could be applied as a practical guideline by academic leaders in managerial positions and encourage them to reconsider their current academic leadership practice toward effective administration and management with necessary leadership traits, values, skills, and strategies (Leithwood, 1994; Ramsden, 1998; Boyd, 2002; Bass and Avolio, 2004; Kouzes and Posner, 2007; Bass, 2008) with respect to organizational culture, internal and external environmental challenges (Cameron and Quinn, 2006; Hoy et al.
Similarly, developing IAU branch level was subcategorized into the practicing collaborative leadership, managing the resources, facilitating research and teaching process, modifying organizational strategies and structure, encouraging creative and entrepreneurship culture, monitoring QA, and networking with national and international universities.
This model was developed based on IAU effective academic leaders in managerial positions and it could be formulated and implemented in any higher education institutions through supervision, monitoring the quality assurance, setting clear standards and performance criteria, regulations, supportive and motivational mechanisms, understanding and identifying the organizational culture and external and internal environmental challenges.