Document Type : Original Article
Authors
1
PhD student in educational management, Department of Educational Sciences, Faculty of Humanities and Social Sciences, University of Kurdistan, Sanandaj, Iran.
2
Assistant Professor of Educational Management, Department of Educational Sciences, Faculty of Humanities and Social Sciences, University of Kurdistan, Sanandaj, Iran.
Abstract
Higher education institutions play a significant role in shaping the next generation, and therefore have a responsibility to foster democratic competencies among their students. In this way, they can actively contribute to democratic societies. From this perspective, this study examines the democratic competencies of faculty members at Kurdistan University in higher education. The research approach was qualitative, using a phenomenological strategy. The participants were faculty members from various departments at Kurdistan University in Sanandaj. Sampling was conducted using a purposive and snowball technique, considering maximum diversity until data saturation was reached with 12 faculty members and semi-structured interviews. After transcription, the data was analyzed using Glaser's two-stage open and axial coding. The MAXQDA 2020 qualitative data analysis software was used to extract the main categories of the research. The research findings revealed five main categories as components of faculty democratic competencies, including democratic knowledge, teaching skills, democratic models, civic engagement, and professional development. Furthermore, five main categories were identified as empowerment strategies, such as educational strategies, encouraging democratic freedom, cultivating a culture of dialogue, strengthening inclusivity and diversity, and providing resources and support. Finally, four main categories were identified as the consequences of strengthening faculty democratic competencies, including an advanced academic environment, improving organizational structure and culture, organizational reputation, and strengthening institutional democracy. In conclusion, it can be acknowledged that meticulously identifying the democratic competencies of faculty members in higher education and providing appropriate solutions tailored to the academic context can be effective in empowering them.
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