Identification of Indicators, Components, and Dimensions of Empowerment of Heads of Comprehensive Applied Science University Centers

Abstract

The present study aimed to identify the indicators, components, and dimensions of empowerment of the heads of centers of the Comprehensive Applied Science University. The research, in terms of purpose, was applied, and in terms of data type, it was a meta-synthesis and content analysis of interview texts. The study population included theoretical foundations and related literature from domestic databases (2012-2022) and international databases (2013-2023), as well as experts and specialists from the Comprehensive Applied Science University. The sample size was determined by systematic elimination based on the PRISMA model flowchart, and the content analysis section included 13 interviewees selected through purposive sampling and based on the principle of saturation. The data collection tools were library documents and semi-structured interviews with experts. To calculate the validity, a 27-item checklist based on the PRISMA model was used, and for reliability, Cohen's kappa coefficient method was applied for the meta-synthesis section, along with content validity, retest reliability, and inter-coder agreement. The data analysis method was thematic analysis (basic, comprehensive, and organizing themes) using Maxqda2020 software. The findings revealed that the dimensions of empowerment for heads of centers in higher education include managerial abilities (with components such as human resource management ability with 5 indicators, financial management ability with 5 indicators, research and development management ability with 4 indicators, and information technology management ability with 4 indicators), communication abilities (with components such as active listening ability with 6 indicators, effective speaking ability with 5 indicators, ability to communicate with others with 4 indicators, ability to use various communication methods with 5 indicators, and negotiation and conflict resolution ability with 4 indicators), professional abilities (with components such as mastery of current knowledge and technologies with 5 indicators, ability to plan and manage educational courses with 4 indicators, ability to develop relationships with industry with 4 indicators, ability to enhance organizational culture with 5 indicators, and ability to manage transformations with 5 indicators), and personal abilities (with components such as communication ability with 4 indicators, technical ability with 5 indicators, leadership ability with 5 indicators, and educational ability with 6 indicators).