Document Type : Original Article
Authors
1
PhD student in educational management, Islamic Azad University, Isfahan Branch (Khorasgan)
2
Corresponding author: Academic faculty member of the Department of Educational Management, Isfahan Islamic Azad University (Khorasgan), Isfahan, Iran
3
Member of the faculty of the Department of Management and Planning of Cultural Affairs, Isfahan Islamic Azad University (Khorasgan), Isfahan, Iran
10.22098/ael.2023.11634.1165
Abstract
The purpose of this research was to identify the components of cultural competences of Iranian higher education managers. This research was conducted in terms of qualitative nature and thematic analysis method. Data collection was done by library method and by reading books, articles and related materials on the internet and by exploratory method. Qualitative method and Lawshe's reliability ratio were used to measure the validity of the data. The test-retest reliability method and intra-subject agreement method were used to calculate the reliability. AMOS software was used for data analysis. The results of the analysis showed that the basic themes of managers' cultural competence were 122 themes, which were identified with the overarching themes of cultural skills, cultural knowledge, cultural awareness, cultural interactions, and cultural tendencies. In the field of cultural skills, the themes of the organizer: the skill of accepting cultural differences, the skill of accepting cultural differences, the skill of evaluating cultural competences, in the field of cultural knowledge, the themes of the organizer: identification of the culture of beneficiaries from other cultures, the source of culture Beneficiaries from other cultures, epistemology of culture Beneficiaries from other cultures and in the field of cultural awareness, organizing themes: identity of own culture with emphasis on higher education, sourceology of own culture with emphasis on higher education and epistemology Khudi culture was identified with an emphasis on higher education. With the knowledge of these findings, scales and indicators can be used in the selection and appointment of higher education administrators.
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