Identifying the Dimensions and components of the Organizational Welfare model for higher Education

Subject Areas :

Mahnaz Timouri Nejad ¹ , badri shahtalebi ² , Mahboubeh Sadat Fadavi ³

1 - PhD student of Educational Management, Isfahan Branch (Khorasgan), Islamic Azad University, Isfahan, Iran
2 - .
3 - (responsible author) Assistant Professor, Faculty of Psychology and Educational Sciences, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran

Received: 2023-08-15 Accepted : 2023-09-02 Published : 2023-10-23

Keywords: Identification, Organizational Well-being, Higher Education.,

Abstract :

The purpose of this research is to identify the dimensions and components of the organizational welfare model for higher education in order to improve the performance of the current situation. In terms of methodology, the current research was conducted using the qualitative method and using thematic analysis with MAXQDA software. The participants of this research, in the library section, were upstream documents and key documents of higher education, and in the field section, faculty members, managers and relevant officials. People were selected by targeted sampling with the criteria of at least fifteen years of teaching, research and management experience in different academic courses. Sampling was done with the participation of 30 experts. The data collection tool consisted of two sections, review and exploration of upstream documents and higher education documents in the library section and semi-structured interview in the field section. The semi-structured interview with the participants continued until the theoretical saturation stage. Data analysis was done based on thematic analysis. The research findings showed that the organizational well-being model for higher education includes 32‌ components and 5dimensions (individual well-being, occupational well-being, managerial well-being, process well-being, environmental well-being). In addition, the participants mostly mentioned the dimensions of individual well-being and occupational well-being, but in the upstream documents, the dimensions of managerial well-being, well-being of processes, and environmental well-being were discussed more. With a systematic look at the current research, we can see that the concept of organizational well-being has an important and effective role in improving the work process, and individual differences, occupational characteristics and organizational ethics variables, etc are antecedents of well-being.‌Therefore, the design of the organizational welfare model in higher education issues is needed to achieve a coherent and structured model.