نادر شهامت

Introduction and Objective: A growing body of research has highlighted that the capability for organizational learning is the singular competitive advantage that enables organizations to thrive in today’s turbulent environment. The primary objective of this study is to design a conceptual model for leading learning organizations within higher education institutions in Fars Province. Research Methodology: This research is developmental in nature, employing a qualitative design through thematic analysis and semi-structured interviews. Participants were selected using purposeful sampling and the concept of theoretical saturation, resulting in a sample of 25 faculty members and specialists in higher education. To obtain the credibility and validity of the data, two methods were used: participant review and expert review by non-participants in the research. Reliability was determined using the Holistic coefficient, which was found to be 0.87. To achieve transferability, interviews and consultations were conducted with 25 specialists, and to ensure dependability, all details of the research were meticulously recorded at every stage. Findings: The research findings indicate that the conceptual framework for learning organization leadership in higher education institutions in Fars Province encompasses four main dimensions: structural perspective, which includes flexibility, simplification, decentralization, and technology focus; contextual perspective, featuring policy-making, network expansion, strategic thinking, and culture focus; transformational perspective, characterized by leader mentorship, customer orientation, team trust, Magnificent Leader, and leader pragmatism; and knowledge-centered perspective, which supports knowledge production, knowledge sharing, and a belief in science. Research and Conclusion: Identifying the key components influencing leadership in learning organizations within higher education institutions is essential. By prioritizing these elements in the strategic planning of higher education management, it can pave the way for a broader adoption of this leadership style nationwide.

Today, considering that the growth and flourishing of any organization depend on the knowledge and capabilities of its leaders, the first and most important step in this path is to identify the level of knowledge and ability of the leaders within an organization. The most effective tool for understanding the awareness of managers is to recognize their competencies within the organization. The aim of the present research was to design a comprehensive leadership model. A qualitative case study research design was employed. Participants were selected using purposive sampling and theoretical saturation criteria, resulting in 27 elites and faculty members from Fars Province being chosen for interviews. To obtain the credibility and validity of the data, participant response review methods were used, and reliability was assessed using the Holistic coefficient, which was found to be 0.81. The findings of the research indicated that the comprehensive leadership competency model consists of four overarching themes: clear thinking, which includes future thinking, team thinking, conceptual thinking, and creative thinking; self-leadership, which encompasses self-management, accountability, flexibility, resilience, and continuous learning; guiding others, which includes empathy, perception and evaluation, multigenerational leadership, communication skills, writing skills, and diplomacy; and knowledge management, which involves negotiation, conflict management, coaching, customer orientation, problem-solving, and authenticity.