1- Department of Educational Governance and Human Resources, BA.C.,Islamic Azad University, Bandar Abbas, Iran
2- Department of Business Management, BA.C. , Islamic Azad University, Bandar abbas, Iran ,Payam.paslaari@iau.ac.ir
3- Department of Educational Governance and Human Resources, BA.C.,Islamic Azad University, Bandar Abbas, Iran
4- Department of Accounting and Finance, BA.C. , Islamic Azad University, Bandar abbas, Iran
2- Department of Business Management, BA.C. , Islamic Azad University, Bandar abbas, Iran ,
3- Department of Educational Governance and Human Resources, BA.C.,Islamic Azad University, Bandar Abbas, Iran
4- Department of Accounting and Finance, BA.C. , Islamic Azad University, Bandar abbas, Iran
Abstract: (29 Views)
Objective: This study aimed to examine and explain the components of public administration based on the good governance approach within the context of higher education. Good governance, as a contemporary and multidimensional paradigm, emphasizes key principles such as transparency, accountability, justice, participation, efficiency, and ethics in the management of public institutions.
Methods: A qualitative content analysis method was employed, drawing upon thirty reputable international scholarly articles published in the field of governance and public administration. Through a systematic review and coding process, the study identified and categorized the key components and subcomponents of good governance applicable to the public administration of higher education systems.
Results: The analysis yielded seven major categories: (1) transparency and accountability, (2) participation and social engagement, (3) justice and fairness, (4) efficiency and effectiveness, (5) ethics and value orientation, (6) rule of law and institutional structure, and (7) human capital development. Each category encompassed four subcomponents that collectively illustrated the multifaceted nature of good governance. The findings highlight that effective governance requires participatory policymaking, flexible institutional structures, continuous training and empowerment of human resources, and the cultivation of public trust.
Conclusions: The results provide a conceptual model for improving governance practices in higher education. They suggest that designing good governance systems should extend beyond structural reforms to include behavioral, cultural, and ethical dimensions. Implementing these principles can promote efficient, accountable, and people-centered governance in educational institutions and public organizations.
Methods: A qualitative content analysis method was employed, drawing upon thirty reputable international scholarly articles published in the field of governance and public administration. Through a systematic review and coding process, the study identified and categorized the key components and subcomponents of good governance applicable to the public administration of higher education systems.
Results: The analysis yielded seven major categories: (1) transparency and accountability, (2) participation and social engagement, (3) justice and fairness, (4) efficiency and effectiveness, (5) ethics and value orientation, (6) rule of law and institutional structure, and (7) human capital development. Each category encompassed four subcomponents that collectively illustrated the multifaceted nature of good governance. The findings highlight that effective governance requires participatory policymaking, flexible institutional structures, continuous training and empowerment of human resources, and the cultivation of public trust.
Conclusions: The results provide a conceptual model for improving governance practices in higher education. They suggest that designing good governance systems should extend beyond structural reforms to include behavioral, cultural, and ethical dimensions. Implementing these principles can promote efficient, accountable, and people-centered governance in educational institutions and public organizations.
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