Volume 31, Issue 1 (3-2024)
RJMS 2024, 31(1): 1-11 |
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Mohammadi Zazli M, Taghvaei Yazdi M, Taghvaie M. The Impact of a Wisdom-Based University on the Ethical Behavior of Faculty and Staff at Guilan University of Medical Sciences. RJMS 2024; 31 (1) :1-11
URL: http://rjms.iums.ac.ir/article-1-9144-en.html
URL: http://rjms.iums.ac.ir/article-1-9144-en.html
Associate professor, Department of Educational Management, Faculty of Humanities, Sari Branch, Islamic Azad University, Sari, Iran. , M_taghvaeeyazdi@yahoo.com
Abstract: (7 Views)
Background & Aims: The concept of a Wisdom-Based University (WBU) represents a transformative vision for higher education that transcends traditional academic models rooted primarily in information transmission, research productivity, and institutional rankings. Instead, WBU emphasizes the integration of spirituality, rationality, and ethical orientation across all domains of academic life. This approach reflects a growing recognition that contemporary global challenges- particularly in the health sciences- demand educational systems that not only impart technical knowledge but also cultivate moral discernment, empathy, and a sense of social responsibility. Unlike conventional paradigms, which often separate scientific progress from ethical reflection, a wisdom-based approach prioritizes the holistic development of the academic community. It seeks to bridge the gap between intellectual advancement and humanistic values, fostering an environment in which education, research, and governance are all grounded in ethical awareness. Within such a model, spirituality is not reduced to dogma, but rather understood as a deep connection to meaning, purpose, and shared human dignity- qualities essential for ethical leadership and decision-making, especially in health-related professions. In recent years, the WBU framework has garnered increasing attention in discussions surrounding higher education reform in Iran and beyond. This interest stems from a broader dissatisfaction with mechanistic models of university administration and the ethical dilemmas posed by rapid scientific and technological advancement without corresponding moral development. In medical universities, where faculty and staff influence future healthcare professionals, the alignment of institutional culture with wisdom and ethical values is particularly critical. Ethical behavior among faculty and administrative personnel not only sets a standard for students but also impacts the trustworthiness, credibility, and social impact of the university as a whole. This study was conducted with the aim of empirically examining how the characteristics of a Wisdom-Based University may influence the ethical behavior of faculty members and staff at Guilan University of Medical Sciences. By doing so, the research seeks to offer insights that can inform strategic planning, professional development, and institutional policymaking in medical education settings.
Methods: This study employed a mixed-methods exploratory design, combining qualitative and quantitative approaches. In the qualitative phase, the study population consisted of faculty members at Guilan University of Medical Sciences during the 2024–2025 academic year. Ten academic experts were purposively selected for semi-structured interviews, following the data saturation principle. The quantitative phase involved a survey of faculty members at the same university. Based on Cochran’s formula, a sample of 306 individuals was selected. Data were collected using a researcher-made Wisdom-Based University questionnaire and the Deshpande and Joseph (2009) Ethical Behavior Scale. Qualitative data were analyzed using thematic analysis, while quantitative data were processed using SPSS 21 and PLS 3.2 software.
Results: The results revealed that the Wisdom-Based University variable explained a total of 59.8% of the variance in ethical behavior among faculty and staff at Guilan University of Medical Sciences. Furthermore, the wisdom-based university had a positive and significant impact on the ethical behavior of academic personnel (p < 0.05).
Conclusion: The findings of this study underscore the significant potential of the Wisdom-Based University model as a vehicle for promoting ethical behavior within academic institutions-particularly those in the health sciences. While formal regulations and ethical codes remain necessary, they are often insufficient in creating a deeply rooted ethical culture. The WBU framework introduces a more comprehensive and sustainable approach by embedding wisdom-understood as the fusion of intellect, ethics, and spirituality-into the DNA of the university's structure, policies, and everyday interactions. This integration creates a value-driven ecosystem where ethical behavior is not merely enforced but organically cultivated. For faculty and staff, such an environment reinforces internal motivation for ethical conduct through a shared commitment to human dignity, reflective practice, and collective purpose. The model promotes dialogue, humility, and empathy as guiding principles of professional and interpersonal behavior. These virtues are especially vital in medical settings, where decisions often involve complex moral dilemmas and impact human lives directly. Furthermore, aligning with the fifth-generation university framework, the WBU approach envisions higher education institutions as agents of cultural, moral, and social innovation-not just economic or scientific progress. This redefinition of purpose has far-reaching implications: it urges universities to take active roles in addressing societal problems, shaping public values, and nurturing global citizenship. It also challenges academic leadership to reconsider their priorities, emphasizing ethical stewardship and the cultivation of wisdom as core responsibilities. From a practical perspective, the results of this study suggest that university administrators and policymakers should invest in initiatives that operationalize the principles of the wisdom-based model. These may include revising mission statements to reflect ethical goals, offering faculty development programs focused on moral reasoning and spiritual growth, and incorporating reflective and value-oriented pedagogy into medical curricula. The creation of ethical leadership models, support structures for value-based decision-making, and mechanisms for ethical self-assessment should also be considered essential components of institutional development. In conclusion, the transition to a Wisdom-Based University represents more than a shift in organizational design- it is a cultural transformation that reimagines the university as a moral community. This transformation invites all stakeholders to engage in a continuous process of ethical inquiry, mutual learning, and personal growth. For institutions such as Guilan University of Medical Sciences, adopting the WBU model can significantly enhance not only the ethical climate but also the overall quality of education, research, and service to the public. Ultimately, universities that integrate wisdom into their foundation are better equipped to fulfill their broader mission: to serve humanity with knowledge, compassion, and integrity.
Methods: This study employed a mixed-methods exploratory design, combining qualitative and quantitative approaches. In the qualitative phase, the study population consisted of faculty members at Guilan University of Medical Sciences during the 2024–2025 academic year. Ten academic experts were purposively selected for semi-structured interviews, following the data saturation principle. The quantitative phase involved a survey of faculty members at the same university. Based on Cochran’s formula, a sample of 306 individuals was selected. Data were collected using a researcher-made Wisdom-Based University questionnaire and the Deshpande and Joseph (2009) Ethical Behavior Scale. Qualitative data were analyzed using thematic analysis, while quantitative data were processed using SPSS 21 and PLS 3.2 software.
Results: The results revealed that the Wisdom-Based University variable explained a total of 59.8% of the variance in ethical behavior among faculty and staff at Guilan University of Medical Sciences. Furthermore, the wisdom-based university had a positive and significant impact on the ethical behavior of academic personnel (p < 0.05).
Conclusion: The findings of this study underscore the significant potential of the Wisdom-Based University model as a vehicle for promoting ethical behavior within academic institutions-particularly those in the health sciences. While formal regulations and ethical codes remain necessary, they are often insufficient in creating a deeply rooted ethical culture. The WBU framework introduces a more comprehensive and sustainable approach by embedding wisdom-understood as the fusion of intellect, ethics, and spirituality-into the DNA of the university's structure, policies, and everyday interactions. This integration creates a value-driven ecosystem where ethical behavior is not merely enforced but organically cultivated. For faculty and staff, such an environment reinforces internal motivation for ethical conduct through a shared commitment to human dignity, reflective practice, and collective purpose. The model promotes dialogue, humility, and empathy as guiding principles of professional and interpersonal behavior. These virtues are especially vital in medical settings, where decisions often involve complex moral dilemmas and impact human lives directly. Furthermore, aligning with the fifth-generation university framework, the WBU approach envisions higher education institutions as agents of cultural, moral, and social innovation-not just economic or scientific progress. This redefinition of purpose has far-reaching implications: it urges universities to take active roles in addressing societal problems, shaping public values, and nurturing global citizenship. It also challenges academic leadership to reconsider their priorities, emphasizing ethical stewardship and the cultivation of wisdom as core responsibilities. From a practical perspective, the results of this study suggest that university administrators and policymakers should invest in initiatives that operationalize the principles of the wisdom-based model. These may include revising mission statements to reflect ethical goals, offering faculty development programs focused on moral reasoning and spiritual growth, and incorporating reflective and value-oriented pedagogy into medical curricula. The creation of ethical leadership models, support structures for value-based decision-making, and mechanisms for ethical self-assessment should also be considered essential components of institutional development. In conclusion, the transition to a Wisdom-Based University represents more than a shift in organizational design- it is a cultural transformation that reimagines the university as a moral community. This transformation invites all stakeholders to engage in a continuous process of ethical inquiry, mutual learning, and personal growth. For institutions such as Guilan University of Medical Sciences, adopting the WBU model can significantly enhance not only the ethical climate but also the overall quality of education, research, and service to the public. Ultimately, universities that integrate wisdom into their foundation are better equipped to fulfill their broader mission: to serve humanity with knowledge, compassion, and integrity.
Keywords: Wisdom-Based University, Ethical Behavior, Medical University, Faculty Development, Fifth-Generation University
Type of Study: Research |
Subject:
Exercise Physiology
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