Designing and validating a quantum management model for educational organizations using mixed-methods

Authors

DOI:

https://doi.org/10.22633/rpge.v27i00.17695

Keywords:

Quantum management, Educational organizations, Grounded theory, Structural equation modeling

Abstract

In the vein of other areas of human knowledge, the theories and models developed for management and leadership are being settled by some scientific paradigms. In this respect, two major paradigms, namely, the Newtonian and quantum, have extensively influenced all organizational theories and models. Implementing such models accordingly calls for new management styles, here termed quantum management (QM). For this purpose, 16 experts of educational management, selected by purposive sampling, were interviewed until theoretical saturation was reached. The study findings demonstrated that the causal conditions with a weak coefficient of determination (R², 28%) were the moderate predictors of QM in educational organizations. As well, the underlying and intervening conditions along with QM with a medium R2 (51%) could strongly predict the strategies/enablers, and then the strategies/enablers with a medium R2 (55%) were the strong predictors of the QM consequences.

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Author Biographies

Vida Aghelzadeh , Islamic Azad University (IAU), Ardabil – Iran

PhD Student, Department of Educational Sciences.

Tooran Soleimani , Islamic Azad University (IAU), Ardabil – Iran

Associate Professor, Department of Educational Sciences.

Asghar Nakhostin Goldoost, Islamic Azad University (IAU), Ardabil – Iran

Associate Professor, Department of Educational Sciences.

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Published

14/04/2023

How to Cite

AGHELZADEH , V.; SOLEIMANI , T.; NAKHOSTIN GOLDOOST, A. Designing and validating a quantum management model for educational organizations using mixed-methods. Revista on line de Política e Gestão Educacional, Araraquara, v. 27, n. 00, p. e023008, 2023. DOI: 10.22633/rpge.v27i00.17695. Disponível em: https://periodicos.fclar.unesp.br/rpge/article/view/17695. Acesso em: 6 oct. 2024.

Issue

Section

Research Accounts