Identifying the components of the model of recruitment and effectiveness of higher education management graduates in the governance system of higher education in Iran

Document Type : Original Article


1 Ph.D. Candidate in Higher Education Management, Urmia University, Urmia, Iran,

2 Full Professor, Department of Educational Sciences, Urmia University, Urmia, Iran

3 Associate Professor, Department of Educational Sciences, Urmia University, Urmia, Iran


Objective: The purpose of this research  is to identify the components of recruitment and graduates of higher education management in the higher education governance system of Iran.
Methods: The method of the present study is mixed  of qualitative and quantitative method. The statistical population of the research in the qualitative section  included the managers of the Department of Educational Sciences, professors and experts of higher education and in the quantitative section, the managers of the Department of Educational Sciences and the professors of the Department of Educational Sciences of Iranian public universities. In the qualitative part, 18 people with targeted method and in the quantitative part, 155 people using Krejcie and Morgan table (1970) were chosen. Data collection tools in qualitative part included in-depth and unstructured interviews and in quantitative part, it was included researcher-made questionnaire with reliability coefficient, / 92. Data analysis was done in the qualitative part by using microscopic method (micro analysis) during three stages of open, central and selective coding and using MAXQDA2020 software and in the quantitative part using SPSS and Smart PLS software.
Results: The findings of the research show that this model has 27 main categories and 95 variables, including the policy of recruiting and employing graduates and the multi-dimensional design of the recruitment system as the core or main category of the model; Causal variables (organizational factors, extra-organizational factors, preparation for recruitment and employment, intrapersonal competencies, personal competencies, and entrepreneurial competencies);  contextual variables (responsibility, work  field, upstream documents); Intervening conditions (organizational culture of recruitment, organizational justice of recruitment); Strategic categories (institutionalization of graduate entrepreneurial capabilities management system, design of multiple entrepreneurial behavior talent management process and resource allocation system design) and finally consequence categories (job creation, value creation and multiple competitive advantage, quality assurance in higher education system) were placed.
Conclusion: Considering that the university is the central element of entrepreneurship and the activity of students and specialized graduates, and in universities, better than anywhere else, it is possible to formulate policies for attracting and influencing graduates; Ignoring their attraction and influence causes demotivation of students and graduates. Hence, it deserves to be invested in attracting more graduates.



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