Identifying and Prioritizing the Components of Training Future-Building Managers with an Islamic Resistance Approach in Islamic Azad Universities of Tehran
Keywords:
Future-oriented managers, Islamic resistance, Islamic worldview, Islamic motivation, educational organizationsAbstract
The study aimed to identify and prioritize the components of training future-oriented managers with an Islamic resistance approach in the Islamic Azad Universities of Tehran. This applied research employed a sequential exploratory mixed-method design. In the qualitative phase, meta-synthesis and thematic content analysis were conducted using the Braun and Clarke (2020) approach with MaxQDA-V2018 software. The qualitative population included 18 selected academic sources and 19 theoretical and practical experts. The quantitative phase applied a descriptive–analytical survey with a random sample of 205 department heads from Tehran’s Islamic Azad Universities. Data were collected via semi-structured interviews and a researcher-made questionnaire. Reliability and validity (CR>0.7, AVE>0.5, α>0.7) were confirmed. Data analysis was performed using SPSS-V27 and SmartPLS-V3. Findings revealed eight key dimensions of training future-building managers: educational, leadership, communication, personality, innovation, international, economic, and legal. Confirmatory factor analysis indicated acceptable model fit (GOF=0.604, R²=0.629). The international dimension ranked first (AVE=0.783), highlighting its strategic importance. “Islamic worldview” (factor loading 0.785) and “Islamic motivation” (factor loading 0.825) emerged as the top priorities. Economic and legal dimensions, though ranked lower, were found crucial for managerial competency and adherence to Islamic standards. The study provides an integrative model for cultivating future-oriented managers grounded in Islamic values and global engagement. Emphasis on international and motivational dimensions underscores the need to develop leaders driven by faith, ethical reasoning, and transnational Islamic solidarity. The proposed model can guide training curricula, leadership development, and performance evaluation systems in Islamic educational institutions.
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