Identifying Dimensions and Multidimensional Explanation of Managerial Competencies among Heads of Academic Departments in Higher Education: A Grounded Theory Approach with Empirical Confirmation through Q Analysis

Abstract

The present study was conducted with the aim of identifying and explaining the multidimensional competencies of department heads in universities and higher education institutions in Iran. The necessity of this research arises from the fact that in many universities, the appointment of department heads is often based more on academic seniority or teaching experience than on managerial and leadership competencies. This issue highlights the need to develop an evidence-based framework for the selection and professional development of academic department heads. The study is exploratory in nature and follows a qualitative grounded theory approach using the Glaserian method. Data were collected through in-depth semi-structured interviews with 20 experts, department heads, faculty members, and higher education specialists. Theoretical saturation was achieved after the fifteenth interview, but data collection continued up to the twentieth participant to ensure accuracy. Sampling was conducted purposefully and relatively stratified among public universities in Tehran. Data analysis was carried out in three stages—open, theoretical, and selective coding—according to Glaser’s model. To validate and stabilize the extracted concepts, the Delphi method was applied, followed by Q analysis in the final step. Findings revealed that the managerial competencies of academic department heads can be explained within six main dimensions: ethical, interpersonal, technical, professional, organizational, and executive–managerial competencies. Each dimension includes components such as professional commitment and integrity, self-awareness, continuous learning, research ability, strategic decision-making and planning, resource management, educational leadership, effective communication, and conflict management. The integration of the Glaserian qualitative approach with the Delphi process and Q analysis in this study led to conceptual coherence and ensured the theoretical robustness of the developed model—a methodological combination rarely employed in higher education leadership competency research. The results indicated that the final model enjoys desirable content validity and composite reliability, and can serve as an evidence-based framework for merit-based selection, professional development of academic department heads, and the enhancement of educational and research quality in universities.