Document Type : Research Paper
Authors
1 EmployeeGraduated with a PhD in Educational Management from the Faculty of Psychology and Educational Sciences, Allameh Tabatabaei University, Tehran, Iran.
2 Professor, Department of Educational Management and Planning, Faculty of Psychology and Educational Sciences, Allameh Tabatabaei University, Tehran, Iran
3 Assistant Professor, Department of Educational Management and Planning, Faculty of Psychology and Educational Sciences, Allameh Tabatabaei University, Tehran, Iran.
4 Associate Professor, Department of Educational Management and Planning, Faculty of Psychology and Educational Sciences, Allameh Tabatabaei University, Tehran, Iran.
5 Professor, Department of Educational Management and Planning, Faculty of Psychology and Educational Sciences, Allameh Tabatabaei University, Tehran, Iran.
Abstract
The aim of this study was to investigate the factors affecting the professional development of higher education staff using a data-driven approach. Purposive sampling was used. Data were collected through semi-structured interviews with 14 experts in the field of professional development and analyzed using open, axial, and selective coding. Key components of professional development included personal learning and growth, organizational support and structure, and adaptation to technological changes, as well as causal factors of professional development were identified in three categories: resources and infrastructure, interactions and networking, and motivation and opportunities. Contributing factors included professional behavior of staff and socio-personality types, and professional development strategies were categorized into the axes of professional planning and counseling, and motivation and empowerment. Technology, organizational support, and equipment were identified as intervention factors and the outcomes of professional development included improving organizational performance, promoting organizational culture, increasing innovation, and job satisfaction. The results show that professional development of employees can be considered a key factor for achieving sustainable development in higher education, and investing in improving employee capabilities will pave the way for organizational development and, consequently, achieving the macro goals of sustainable development in social, cultural, and economic dimensions. Therefore, strengthening technological infrastructure, specialized consulting programs, and institutionalizing a learning culture in organizations should be pursued as a fundamental strategy towards simultaneously achieving professional development and sustainable development.
Keywords
- Professional Development of Employees
- Higher Education
- Continuous Learning
- Organizational Support
- Sustainable Development
Main Subjects
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