Core competencies for academic leaders in Iran University of Medical Sciences

Figures & data

Figure 1 Critical review process and result.

Table 1 Frequency, mode, and mean, personal competencies over 50% agreement

Item	Frequency very important (10) N=33	Mode	Mean (1–10)
System thinking	19	10	9.24
Strategic thinking	20	10	9.45
Punctuality	22	10	9.56
Role-model	17	10	9.09
Communication skill	18	10	9.27

Table 2 Frequency, mode, and mean, functional competencies over 50% agreement

Item	Frequency very important N=33	Mode	Mean (1–10)
Teamwork	21	10	9.51
Problem-solving skills	19	10	9.51
Responsiveness to organizational goals	17	10	9.12
Motivate, maintain morale, and support the faculty and staff	19	10	9.36

Table 3 Trainable core competencies selected

Item	Agreement % Round 1	Mean (1–10) Round 2	Agreement % Round 3
Social intelligence (P)	87.5	8.81	75
Emotional Intelligence (P)	100	8.46	75
System thinking (P)	It was added according to the expert’s opinion in this round	9.24	75
Ethical (P)	87.5	9.72	75
Continuous individual development (P)	100	8.96	75
Critical thinking (P)	100	8.93	75
Full recognition of their duties (P)	100	9.39	75
Understanding the university environment and its structure and function (P)	100	9.03	87.5
Understand the effective and up-to-date management practices of the university (P)	87.5	8.69	100
Ability to respond to the change (P)	100	8.30	75
The ability to effectively use information technology (P)	87.5	8.69	100
Communication skill (P)	87.5	9.27	100
Teamwork (F)	100	9.51	75
Conflict management (F)	100	8.60	75
Problem-solving skills (F)	100	9.51	75
Encouraging and improving the innovation (F)	100	9.06	75
Giving feedback and receiving constructive feedback (F)	100	9.18	75
Motivating maintaining morale and supporting the faculty and staff (F)	100	9.36	100
Ability to create coalition and change support (F)	87.5	8.30	75

Abbreviations: P, personal competencies category; F, functional competencies category.