Providing a Model of Meritocracy Components in Human Resources Training at Farhangian University of Iran: A Reflection on the Lived Experience of Professionals and Experts

Document Type: Original Article


1 Master Student, Educational Administration, Department of Educational Management, Faculty of Psychology and Education, Semnan University, Semnan, Iran

2 Assistant Professor, Department of Educational Management, Faculty of Psychology and Education, Semnan University, Semnan, Iran



Objectives: This study aimed to provide a model of meritocracy components in human resources training at Farhangian University
Methods: The research approach was a qualitative one using the phenomenological Method: All specialists and experts in the field of meritocracy in Iran were selected as the study population. Thus, we made an unstructured interview with 18 experts and specialists by employing the targeted snowball sampling approach and using the theoretical saturation criterion. The thematic analysis method was qualitative.
Results: Then, we can focus on training competent teachers at the micro-level strategies at Farhangian University. The results also revealed that a qualified and competent teacher has three main dimensions of the individual, group, and organizational competence. Individual competence has two main codes: Knowledge-specialized with 5 sub-codes (self-efficacy, thoughtful action and initiative, media literacy, knowledge management, and being up-to-dated) and value-spiritual with 3 sub-codes (being a role model, professional ethics, and Jihadi culture).Group competence also has two main codes: Characteristic-behavioral with 4 sub-codes (group self-assumption, being the cause of change, order and titivation, self-constructing, and self-discipline) and action-interaction with 3 sub-codes (accountability, mutual communication, and tolerance (open-mindedness). Two main codes were also obtained for organizational competence: skilled-professional with 4 sub-codes (law recognition and being lawful, educational justice, aesthetics, and work experience) and leadership-managerial with 4 sub-codes (role-playing, systemic thinking, learning leadership, and seeking participation).
Conclusions: The findings of this study can be used and helpful in the policy of selecting and training qualified and competent teachers at Farhangian University and programs to improve teachers' professional development.
Keywords: Human resources training, Farhangian University, Meritocracy