Designing a Model for Measuring Organizational Wisdom in Iranian Higher Education Institutions

Abstract

This study aimed to develop a systematic and context-sensitive model for measuring organizational wisdom in Iranian higher education institutions and to identify its principal dimensions and components. This exploratory-developmental qualitative study was conducted within an interpretivist paradigm using an inductive approach and thematic analysis. The study population consisted of academic and executive experts with relevant knowledge of higher education management and organizational wisdom, who were selected through purposive sampling. Data were collected through semi-structured interviews. A total of 22 interviews were conducted; however, following quality assessment, 20 interviews were retained for the final analysis. The interviews were transcribed, reviewed repeatedly, and systematically coded to identify conceptual patterns and thematic relationships. The trustworthiness of the findings was assessed according to Lincoln and Guba’s criteria of credibility, transferability, confirmability, and dependability. Coding reliability was additionally evaluated through Holsti’s coefficient and Cohen’s kappa. The thematic analysis generated 296 initial codes, which were organized into 27 subthemes and six overarching themes. The final model comprised cognitive and organizational learning capacity, the organization’s ethical-value orientation, organizational social interaction capacity, leadership and strategic structural capability, technological and knowledge-management capability, and knowledge-application and problem-solving capability. Holsti’s coefficient was 0.713, while Cohen’s kappa was 0.647, indicating acceptable coding reliability. The thematic relationships further demonstrated that organizational wisdom emerges through the integration of experience-based learning, critical reflection, multidimensional analysis, ethical decision-making, organizational justice, trust, participatory governance, wise leadership, strategic foresight, data-driven decision-making, digital empowerment, university–industry interaction, and the transformation of knowledge into practical value. Organizational wisdom in higher education is a multidimensional, systemic, and context-dependent construct that cannot be reduced to the accumulation of information or institutional knowledge. Rather, it develops through the interaction of ethical judgment, collective learning, social relationships, future-oriented leadership, technological capability, and the effective application of knowledge to real organizational and societal problems.