Presenting the Development Model for the Organizational Capabilities of the Iraqi Kurdistan’s Ministry of Education using Grounded Theory

Document Type : Research Paper

Authors

1 Ph.D. Candidate, Department of Public Administration, Alborz Campus, University of Tehran, Tehran, Iran.

2 Associate Prof., Department of Leadership and Human Capital, Faculty of Management, University of Tehran, Tehran, Iran.

3 Prof., Department of Business Management, Faculty of Management, University of Tehran, Tehran, Iran.

4 Associate Prof., Department of Sports Management, Faculty of Human Sciences, Tarbiat Modares University, Tehran, Iran.

Abstract

Objective
The main purpose of this research is to provide a model for the development of organizational capabilities of the Ministry of Education of the Kurdistan Region, Iraq. Specific goals of credibility include identifying the main organizational capabilities; determining the stages of development of organizational capabilities; determining the main organizational capabilities development axis; determination of logic and background of the main organizational capabilities development model in the Kurdistan Regional Education System.
Methods
According to the purpose of the research, the present study was conducted through a qualitative and exploratory method. the data were coded and then analyzed based on the grounded theory strategy and the emergent Glaser approach. The required data were collected through snowball sampling and based on in-depth interviews and forming focus groups with experts. The research was conducted with 13 individuals and four focus groups comprised of consultants, general managers, and experts of the Ministry of Education of Iraqi Kurdistan.
 
Results
The coding resulted in 18 main capability components and four levels of organizational capabilities. The results also showed that stages of human capabilities development include four cyclical stages. Finally, two axes were identified for the development of organizational capabilities in the education of the Kurdistan Region, which included five main components.
Conclusion
The study of the relationships of identified organizational capabilities indicated that the organizational capabilities of the Ministry of Education in the Kurdistan region of Iraq include basic capabilities, strategic capabilities, empowering capabilities, and operational capabilities. Also, the findings showed the stages of developing organizational capabilities as setting goals and requirements, evaluating goals and prioritizing, executing and implementing the program, and re-planning and future integrations. In this research, two axes were identified for the development of organizational capabilities in education in the Kurdistan region, including freedom and opportunity. Both axes i.e., freedom and opportunity proved to be effective in the cycle of development of organizational capabilities and in increasing the level of organizational capabilities. Based on the organizational capabilities development model, the policymakers and general managers can set strategic plans and finally realize human development tools and goals in the educational dimension the of Kurdistan Region. The Ministry of Education of the Kurdistan Region of Iraq needs to consider different levels of organizational capabilities and use this model for its development and in the appropriate contexts and structures of this model. To develop organizational capabilities in the Kurdistan Region education system, it is vital to identify and nurture effective talents and capacities by adopting policies and determining appropriate structures, and providing desirable environments and contexts. In this regard, the main task is for the Ministry of Education to consider these capabilities and provide appropriate infrastructures and structures for their development.

Keywords

Main Subjects

References

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Journal of Public Administration
Volume 15, Issue 2
2023
Pages 319-343

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