Journal of Academic Management

Presenting a model of the impact of self-directed learning on students' psychological well-being with the mediating role of academic well-being

Yaghub Teso; Bahman Kord

Volume 5, Issue 2 , July 2026, Pages 121-140

https://doi.org/10.22034/jam.2026.146007.1167

Abstract

The current study was conducted with the aim of explaining the model of the effect of self-directed learning on students' psychological well-being with the mediating role of academic ... Read More

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Interpretive Structural Modeling of Educational Leadership Barriers Using a Mixed Approach and MICMAC Analysis

mohsen mohammadi; Abolfazl Ghasemzadeh Alishahi; Jahangir Yari Haj Atalu; Behnam Talebi

Volume 5, Issue 2 , July 2026

https://doi.org/10.22034/jam.2026.146047.1173

Abstract

The present study aimed to construct an interpretive structural modeling of educational leadership barriers and challenges and to examine the causal relationships and classification ... Read More The present study aimed to construct an interpretive structural modeling of educational leadership barriers and challenges and to examine the causal relationships and classification of these barriers. This study was a mixed-method study with a sequential exploratory strategy. In the qualitative phase, semi-structured interviews were conducted with 19 principals, teachers, and educational management experts in West Azerbaijan Province using purposive sampling and snowball technique until theoretical saturation was reached, and the main barriers were identified. In the quantitative phase, the statistical population was the same as the qualitative phase, and the same 19 participants in the qualitative phase who had the highest level of expertise were invited to complete a paired comparison questionnaire. The quantitative data collection tool was a researcher-made paired comparison questionnaire in which respondents were asked to determine the type of relationship (no relationship, one-way relationship, two-way relationship) by comparing eight main barriers in pairs. Data analysis was performed using interpretive structural modeling (ISM) and related software, followed by MICMAC analysis. The ISM model showed that financial barriers, social barriers, structural barriers, and lack of meritocracy were at the first level (most influential), educational barriers were at the second level, and three barriers of lack of professional and skill competence of leaders, inadequate quantity and quality of facilities and equipment, and lack of efficiency and effectiveness of teaching staff were at the last level (most dependent). MICMAC analysis also confirmed these four first-level barriers as independent and influential variables and the last-level barriers as dependent and influential variables. Removing the root financial, social, structural, and meritocracy barriers is an effective prerequisite for overcoming other barriers to educational leadership.

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Development and validation of the ambidextrous leadership scale in higher education

Maasoumeh Mohtaram; Zahra Pakbaz

Volume 5, Issue 2 , July 2026

https://doi.org/10.22034/jam.2026.145915.1155

Abstract

Given the changing and evolving conditions of the current world, how organizations are guided and led to effectively deal with the emerging conditions of their interactive environment ... Read More

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Knowledge Management Based on ISO30401 and Students’ Perceived Educational Service Quality: Evidence from Al-Mustansiriyah University, Iraq

Jalil Ibrahim Al- Lami; Sawasn Jawad Al-Husseini; Raheh Yari

Volume 5, Issue 2 , July 2026

https://doi.org/10.22034/jam.2026.146369.1191

Abstract

This study evaluated knowledge management at Al-Mustansiriyah University, Iraq, based on ISO 30401:2018 and examined the extent to which its components predict students perceived educational ... Read More This study evaluated knowledge management at Al-Mustansiriyah University, Iraq, based on ISO 30401:2018 and examined the extent to which its components predict students perceived educational service quality. An applied quantitative design with a descriptive regression approach was used. The sample included 338 faculty members, 66 educational administrators, 327 educational staff members, and 349 students. Knowledge management was assessed through a researcher-developed questionnaire based on ISO 30401:2018, while educational service quality was measured using SERVPERF. Data were analyzed using SPSS and AMOS. The results showed that knowledge management was at a moderate level (M = 3.02). The knowledge management system layer was stronger than the leadership layer. Knowledge development, knowledge transfer and transformation, and knowledge management culture were relatively stronger, whereas enablers, policy, roles, responsibilities, and authorities were weaker. Students perceived educational service quality was moderate to relatively favorable, with assurance receiving the highest score and empathy the lowest. Regression analysis indicated that knowledge management components significantly predicted educational service quality and explained 23.5% of its variance. Among the components, only knowledge development and knowledge management culture were positive significant predictors. The findings suggest that Al-Mustansiriyah University has reached a moderate level of knowledge management implementation, but has not yet achieved institutional maturity. Enhancing educational service quality requires a more coherent ISO 30401-based knowledge management system that strengthens knowledge development, knowledge-sharing culture, governance, role clarity, technological infrastructure, evidence-based decision-making, and continuous improvement.Keywords: Knowledge management; ISO 30401:2018; Educational service quality; SERVPERF; Higher education; Al-Mustansiriyah University; Iraq

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A Study of the New Admission Criteria for Universities and Higher Education Institutions in Iran

mohammadreza yuosefzade; hadith zareei

Volume 5, Issue 2 , July 2026

https://doi.org/10.22034/jam.2026.145959.1160

Abstract

This study aimed to investigate newly implemented admission criteria for the Iranian University Entrance Exam. The research employing a descriptive-survey methodology. The statistical ... Read More This study aimed to investigate newly implemented admission criteria for the Iranian University Entrance Exam. The research employing a descriptive-survey methodology. The statistical population consisted of all female 12th-grade students in Hamadan during the 2023-2024 academic year (N=2,154),. Using stratified random sampling, a sample size of 326 participants was selected. Data collection was conducted through a researcher-made questionnaire. To analyze the data, descriptive statistics, the Kolmogorov-Smirnov test for normality, one-sample t-tests, and confirmatory factor analysis (CFA) were utilized. Results indicated that, from the students’ perspective, administering the national university entrance examination in two sessions leads to reduced psychological pressure, an opportunity for remediation, easier retrieval of information, gaining an overall perspective, and greater family satisfaction. Changes in course weighting coefficients lead to reduced attention to less important subjects, no change in the nature of weighting coefficients, greater focus on more important subjects, adjustment of coefficients in proportion to subject importance, and an imbalance in coefficient changes. Removing the general subjects results in greater concentration on specialized subjects, reduced knowledge related to general subjects, time savings, a reduction in preparatory classes for general subjects, and less fatigue during the entrance examination session. Eliminating subgroups leads to greater complexity in field-of-study selection, ambiguity regarding freedom of choice in selecting a major, more deliberation in making a fair choice, increased study of more subjects, and greater focus on specialized subjects. The 40–60% influence of academic records leads to a conflict between the study style for the entrance examination and the study style for final exams, increased importance of final examinations, unfairness in academic records given disparities in school facilities, and increased stress for students and families over a period extending from one year to three years. It was also found that the final examinations were not standardized.

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Journal of Academic Management

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Volume 5 (2026)

Volume 4 (2025)

Volume 3 (2024)

Volume 2 (2023)

Volume 1 (2022)

Volume & Issue: Volume 5, Issue 2 - Serial Number 17, July 2026, Pages 1-201

Presenting a model of the impact of self-directed learning on students' psychological well-being with the mediating role of academic well-being

Abstract

Interpretive Structural Modeling of Educational Leadership Barriers Using a Mixed Approach and MICMAC Analysis

Abstract

Development and validation of the ambidextrous leadership scale in higher education

Abstract

Knowledge Management Based on ISO30401 and Students’ Perceived Educational Service Quality: Evidence from Al-Mustansiriyah University, Iraq

Abstract

A Study of the New Admission Criteria for Universities and Higher Education Institutions in Iran

Abstract