عنوان مقاله [English]
In today's highly interconnected world, higher education institutions face extensive challenges in academic leadership. Experts agree that the biggest leadership challenges in higher education institutions are the ability to deal with changes and threats such as decreasing student enrollment, increasing university costs and debts, and political interventions. Overcoming such issues and adapting to surrounding changes requires a special leadership style, and dialogical leadership is one style that can help university leaders in this regard. Additionally, excellence has become a prerequisite for today's organizations due to rapid changes, increasing unrest, and globalization. Universities are also seeking a high level of excellence, known as organizational brilliance. The leadership style in a university can have a significant impact on the level of organizational commitment and subsequent performance of academics, as each leadership style can lead to different behaviors in academics. Dialogical leadership, through listening to the voices of the main stakeholders of the university and creating a safe space for discussion and exchange of ideas and opinions, can be a suitable strategy to accompany members of the university organization in the direction of change and adaptation. This leadership style has a positive relationship with organizational brilliance and commitment, and the present study aimed to analyze the relationship between dialogical leadership style and organizational brilliance through organizational commitment at the Farhangian University of Iran.
To achieve the main aim of the study, a descriptive - correlation method by structural equation modeling was used. The study population included all faculty and non-faculty employees of the Farhangian University of Iran, totaling 980 individuals, from which 276 were selected by using Cochran's formula and stratified sampling method. The study tools included three questionnaires of dialogical leadership, organizational brilliance, and organizational commitment, with reliability reported at 0.97, 0.95, and 0.81, respectively, using Cronbach's alpha coefficient. Descriptive and inferential statistical methods were used in SPSS and Lisrel software for data analysis.
The results of the first hypothesis in this study suggest that the dialogic leadership style has a significant and positive impact on organizational brilliance at Farhangian University. The results of the second hypothesis indicate that the dialogic leadership style has a significant and positive effect on the organizational commitment of employees at Farhangian University. The findings of the third hypothesis demonstrate that organizational commitment among employees at Farhangian University has a significant and positive influence on organizational brilliance at this university. Finally, the results of the fourth hypothesis reveal that the dialogic leadership style has a positive and indirect effect on organizational brilliance at Farhangian University, through the mediating role of organizational commitment among employees.
Overall, the results of this study indicate the strong impact of dialogical leadership on organizational commitment and organizational brilliance. Based on the results of this study, the managers of Farhangian University can increase organizational commitment and organizational brilliance among stakeholders by creating a space for faculty and staff participation in decision-making and planning processes. This not only helps to increase organizational commitment among the main stakeholders of Farhangian University but also leads to an increase in organizational brilliance at Farhangian University.