Designing a Qualitative Model of Intellectual Capital based on the Organizational Learning Approach in Education

Subject Areas : Education

Mahmood Ghorbani ¹ (Department of Educational Sciences, Mashhad Branch, Islamic Azad University, Mashhad, Iran.)
Naziasadat Naseri ² (Department of Educational Sciences, Mashhad Branch, Islamic Azad University, Mashhad, Iran.)
Ali Shahnazari ³ (Department of Educational Sciences, Mashhad Branch, Islamic Azad University, Mashhad, Iran.)

Received: 2020-04-09 Accepted : 2021-08-04 Published : 2021-06-22

Keywords: Intellectual Capital, Organizational Learning, Qualitative Model,

Abstract :

Introduction: This study aimed to develop a qualitative model of intellectual capital based on the organizational learning approach in the General Department of Education of Khorasan Razavi Province and the seven districts of the Mashhad Education Department. It was applied-developmental in terms of purpose, mixed (quantitative-qualitative) in terms.
research methodology: This study method and descriptive in terms of data collection. The statistical population consisted of academic and professional education experts, of whom 25 people were selected using the purposive sampling. After defining the subject and conducting library and exploratory studies, a list of the propositions concerning the dimensions and components of the research variables was provided and after receiving the qualitative and quantitative corrective comments, it was confirmed by academic and professional education experts. After determining and confirming the reliability using the Cronbach's alpha coefficient, it was distributed to the Delphi members in the form of a researcher-developed questionnaire. Data were analyzed by the statistical procedures and (SPSS 22) and experts reached a consensus about research dimensions and research components using the Kendall's coefficient of concordance (0.723).
Findings: The results showed there were four dimensions and 21 components of intellectual capital and there were three dimensions and 12 components of organizational learning.
Conclusion: Finally, the appropriateness of the model was confirmed by the experts using one sample t-test.

References:

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