Evaluation of the conceptual model of organizational metamorphosis with an environmental adaptation approach to education
محورهای موضوعی : 0
Shiva Banihashemi
1
,
reza zarie
2
,
Ebadollah Ahmadi
3
,
Ahmadreza Ojinezhad
4
1 - Department of Educational Sciences, Marv. C. Islamic Azad University, Marvdasht, Iran
2 - Assistant professor, Department of Educational Sciences, Marv. C. Islamic Azad University, Marvdasht, Iran
3 - Department of Educational Sciences, Marv. C. Islamic Azad University, Marvdasht, Iran
4 - Department of Educational Sciences, Marv. C. Islamic Azad University, Marvdasht, Iran
کلید واژه: Organizational metamorphosis, Environmental adaptation, Education, Strategic management.,
چکیده مقاله :
Educational systems today face complex challenges arising from globalization, technological change, and dynamic community needs. Addressing such challenges requires organizational metamorphosis that enables adaptation, resilience, and forward-looking strategies. The present study aimed to evaluate a conceptual model of organizational metamorphosis with an environmental adaptation approach in the education system of Shiraz. A quantitative descriptive–survey method was employed. The statistical population consisted of teachers from the Shiraz Ministry of Education, and 250 participants were selected through multi-stage cluster sampling. Data were collected using a researcher-made questionnaire with verified validity and reliability (Cronbach’s alpha > 0.70). For data analysis, Confirmatory Factor Analysis (CFA), Partial Least Squares Structural Equation Modeling (PLS-SEM), and related tests such as Kaiser–Meyer–Olkin (KMO) and Bartlett’s test were applied. The findings indicated that the proposed model demonstrated an acceptable fit and comprised four dimensions: strategic human resources management, quality assurance of the teaching–learning process, digital metamorphosis, and organizational metamorphosis. Teacher empowerment, curriculum reform, digitalization, and transformative leadership emerged as the most influential components. In conclusion, the model provides a practical framework for educational policymakers and managers to design transformation strategies, enhance adaptability to environmental dynamics, and improve the quality of education. Future studies are recommended to test the model across diverse contexts and to examine its long-term impact.
Educational systems today face complex challenges arising from globalization, technological change, and dynamic community needs. Addressing such challenges requires organizational metamorphosis that enables adaptation, resilience, and forward-looking strategies. The present study aimed to evaluate a conceptual model of organizational metamorphosis with an environmental adaptation approach in the education system of Shiraz. A quantitative descriptive–survey method was employed. The statistical population consisted of teachers from the Shiraz Ministry of Education, and 250 participants were selected through multi-stage cluster sampling. Data were collected using a researcher-made questionnaire with verified validity and reliability (Cronbach’s alpha > 0.70). For data analysis, Confirmatory Factor Analysis (CFA), Partial Least Squares Structural Equation Modeling (PLS-SEM), and related tests such as Kaiser–Meyer–Olkin (KMO) and Bartlett’s test were applied. The findings indicated that the proposed model demonstrated an acceptable fit and comprised four dimensions: strategic human resources management, quality assurance of the teaching–learning process, digital metamorphosis, and organizational metamorphosis. Teacher empowerment, curriculum reform, digitalization, and transformative leadership emerged as the most influential components. In conclusion, the model provides a practical framework for educational policymakers and managers to design transformation strategies, enhance adaptability to environmental dynamics, and improve the quality of education. Future studies are recommended to test the model across diverse contexts and to examine its long-term impact.
References
Amiri, M. (2021). Transformation in the education system: Challenges and opportunities. Journal of Educational Research, 15(2), 45–60. [in Persian]
Baruah, B., & Ward, A. (2015). Metamorphosis of intrapreneurship as an effective organizational strategy. International Entrepreneurship and Management Journal, 11(4), 811–822. https://doi.org/10.1007/s11365-014-0318-3
Burton, R. M. (2015). Organization design: The evolving state-of-the-art. Springer.
Byrne, B. M. (2016). Structural equation modeling with AMOS: Basic concepts, applications, and programming (3rd ed.). Routledge.
Cassel, C., Hackl, P., & Westlund, A. H. (1999). Robustness of partial least squares method for estimating latent variable quality structures. Journal of Applied Statistics, 26(4), 435–446. https://doi.org/10.1080/02664769922322
Day, C., & Gu, Q. (2014). Resilient teachers, resilient schools: Building and sustaining quality in testing times. Routledge.
Earl, L., & Fullan, M. (2003). Using data in leadership for learning. Cambridge University Press.
Field, A. (2018). Discovering statistics using IBM SPSS statistics (5th ed.). SAGE.
Fornell, C., & Larcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18(1), 39–50. https://doi.org/10.2307/3151312
Fullan, M. (2016). The new meaning of educational change (5th ed.). Teachers College Press.
Ghasemi-Kheyrabadi, F., et al. (2019). Inefficiency of the educational system in meeting labor market needs. Quarterly Journal of Educational Management Studies, 12(3), 78–95. [in Persian]
Goldstein, J. (2011). Emergence in complex systems. In P. Allen, S. Maguire, & B. McKelvey (Eds.), The SAGE handbook of complexity and management (pp. 65–78). SAGE.
Guerrero, M., & Pugh, R. (2022). Entrepreneurial universities’ metamorphosis: Encountering technological and emotional disruptions in the COVID-19 era. Technovation, 118, 102584. https://doi.org/10.1016/j.technovation.2022.102584
Hair, J. F., Hult, G. T. M., Ringle, C. M., & Sarstedt, M. (2017). A primer on partial least squares structural equation modeling (PLS-SEM) (2nd ed.). SAGE.
Henseler, J., Ringle, C. M., & Sarstedt, M. (2015). A new criterion for assessing discriminant validity in variance-based structural equation modeling. Journal of the Academy of Marketing Science, 43(1), 115–135. https://doi.org/10.1007/s11747-014-0403-8
Kline, R. B. (2011). Principles and practice of structural equation modeling (3rd ed.). Guilford Press.
Mashayekhi, M., & Mashbaki, A. (2022). Organizational metamorphosis: A model for rapid adaptation to the environment. Quarterly Journal of Management Improvement and Transformation, 31(104), 151–170. [in Persian]
Mizushima, N., & Komatsu, M. (2011). Autophagy: Renovation of cells and tissues. Cell, 147(4), 728–741. https://doi.org/10.1016/j.cell.2011.10.026
Mohammadi, M., et al. (2021). Application of PLS-SEM in educational management research: A case study. Quarterly Journal of Educational Management Studies, 13(4), 112–130. [in Persian]
Mohsenin, S., & Esfandiyari, M. (2017). Structural equation modeling with PLS software. Journal of Management Studies, 8(2), 45–60. [in Persian]
Mulgan, R. (2000). ‘Accountability’: An ever-expanding concept? Public Administration, 78(3), 555–573. https://doi.org/10.1111/1467-9299.00218
Pardakhtchi, M. H., Bazargan, A., Arasteh, H. R., & Mozaffari, G. (2012). The gap in external accountability of universities from the perspective of the academic community. Quarterly Journal of Research and Planning in Higher Education, 18(1), 91–112. [in Persian]
Ravichandran, T. (2018). Exploring the relationships between IT competence, innovation capacity, and organizational agility. The Journal of Strategic Information Systems, 27(1), 22–42. https://doi.org/10.1016/j.jsis.2017.07.002
Rosenberg, M. (2017). Strategy and geopolitics: Understanding global complexity in a turbulent world. Emerald.
Srisakda, N., Tangdhanakanond, K., & Pimpa, N. (2016). Curriculum reform for 21st-century skills: A global perspective. Journal of Educational Change, 17(3), 343–362. https://doi.org/10.1007/s10833-016-9277-8
Voogt, J., & Knezek, G. (2018). Handbook of information technology in primary and secondary education (2nd ed.). Springer.
