This study aimed to identify the components of the professional development model for university department heads based on individual coaching approaches. The study employed a qualitative approach using grounded theory methodology. The statistical population included department heads of universities and higher education institutions in Iran in non-medical fields. Participants were purposefully selected based on criteria such as faculty membership, associate professorship, and a minimum of two years of experience as a department head. Sampling continued until theoretical saturation was achieved. Data were collected through semi-structured interviews and analyzed using Maxqda software. The coding process involved three stages: open coding, axial coding, and selective coding, leading to the identification of key components. The results indicated that changes in higher education policies, the need for managerial skill development, technological advancements, and competition among universities were the causal factors influencing the professional development of department heads. Organizational structure, institutional culture, and university policies served as contextual conditions impacting individual coaching programs. Intervening conditions included the personal characteristics of department heads, organizational support, and resource constraints. Identified strategies included allocating sufficient funding, establishing professional networks, implementing coaching-based training programs, and creating experiential learning opportunities. The recognized outcomes comprised enhanced managerial skills, improved quality of teaching and research, increased academic collaboration, and the promotion of a learning-oriented organizational culture. The findings suggest that individual coaching can be an effective approach to the professional development of university department heads. Implementing structured coaching programs, supported by organizational backing and the integration of modern technologies, can enhance the effectiveness of this approach, ultimately leading to improved managerial and academic performance in universities.