Developing a Model for Enhancing the Research Competencies of Faculty Members at Iraqi Universities

Abstract

This study aimed to design and propose a localized model for developing the research competencies of faculty members at Iraqi universities. A mixed-method sequential exploratory design was employed. In the qualitative phase, grounded theory (Strauss & Corbin) and semi-structured interviews with 18 academic experts and administrators were used. Through coding and categorization, a paradigmatic model was constructed comprising six dimensions: causal conditions, core phenomenon, contextual conditions, intervening conditions, strategies, and consequences. In the quantitative phase, data were collected from 333 faculty members and analyzed using Structural Equation Modeling (SEM) to validate model fit. Path analysis revealed that causal factors—including professional requirements and motivational elements—had a significant positive effect (β = 0.57) on developing research competencies, as did contextual conditions (academic–educational and cultural–social environments) with β = 0.42. Intervening conditions (organizational and individual barriers) showed a negative effect (β = –0.38). Research competencies positively influenced development strategies (β = 0.63), which in turn affected outcomes (β = 0.71). Model fit indices indicated good fit (χ²/df = 2.57, RMSEA = 0.069, CFI = 0.93). The findings highlight that developing faculty research competencies requires an integrated approach addressing individual, contextual, and institutional factors simultaneously. The proposed model offers a practical and context-sensitive framework for policymaking, academic development, and enhancement of research capacity in Iraq’s higher education system.