Providing an Educational Service Quality Model with a Human Resource Approach in Iraqi Public Universities Using a Grounded Theory Approach

Abstract

Universities must adhere to the principles of educational quality in order to serve society and bring about significant improvements in countries. Therefore, the aim of this study is to present an educational service quality model in Iraq’s public universities. To this end, an interpretive philosophy, a qualitative approach, a grounded theory strategy with an emergent approach, and thematic analysis using Glaser’s coding method (Glaser, 1978) were employed. The study population comprised experts at Iraq’s public universities. The qualitative pool of this research included managers and experts from selected universities who possessed theoretical and practical knowledge on the subject under investigation, had sufficient command of service quality processes, and had experienced them in various departments. The sample consisted of 21 individuals who had at least eight years of relevant work experience and full awareness of educational service quality processes. Theoretical sampling was used for sample selection. Trustworthiness (validity and reliability) of the findings was established through Guba and Lincoln’s (1989) four criteria, namely credibility, transferability, dependability, and confirmability. For coding, real and theoretical coding stages were employed. For theoretical coding, Glaser’s “six Cs” family (Glaser, 1978) was used. Accordingly, the causal factors creating educational service quality included human resource management, improvement and development management, financial management, leadership, compensation, goal-orientation, trust, environment, and behavioral factors. The correlational factors included knowledge, cooperation, staff training, long-term planning, quality orientation, and regulations. The intervening conditions included team orientation, evaluation, motivation, communication, support, elite development, value creation, productivity, facilitators, and science orientation. The moderating factors included enrichment, culture and climate, empathy, continuous improvement, transparency, and justice. Outcomes included improvement, development, creation, and innovation. The results showed that implementing the components of this model could elevate Iraqi public universities to higher levels of educational quality, leading to better future progress in universities and advancing the society’s scientific standing.