Identifying the Components of the Islamic Educational Model of Institutional Administrators in Iran

Manpower is today the most important organizational capital. Managers are more important than other human capital because of their organizational status, their power and the essential roles they play in the success or failure of the organization. Training and upgrading of employees are strategic measures leading to the dignity of the individuals at the individual level, improving organizations at the organizational level, and resulting in an increased productivity and subsequent results at the national and even transnational level. Therefore, an infrastructural measure in effective organizations seems to be creating or acquiring continuous development of human capital through education and improvement. The fulfillment of the educational mission, as well as improvement of the organization and its effectiveness require the selection of an appropriate policy and strategy, in accordance with the requirements of the organization. Aiming at investigating and identifying the components of the Islamic education model, the researchers referred to institutional managers (commanders of the Revolutionary Guards Corps, Sepah) and conducted in-depth interviews with experts in the areas of education, management and armed forces. The necessary data was collected and analyzed by the thematic analysis method. In conclusion, 12 basic components along with their characteristics were classified in three dimensions: hardware, software and manpower. Also, three components including teacher, instructor and content were considered as the main axis in the Islamic education model.