Intelligent Management of Human Capital

Intelligent Management of Human Capital

Identifying the Dimensions and Components of Critical Thinking Development among Military University Administrators

Document Type : Original Article

Authors
parivash jaafari 1
leila sadeghi 1
behnam golshahi 2
1 Educational Management Department, Faculty of Management and Economics, Science and Research Unit, Islamic Azad University, Tehran, Iran
2 Associate Prof. in HRM, AJA Command and Staff University
10.22034/imhr.2026.572994.1065
Abstract
Background and Objective: This study aims to identify the dimensions and components of developing critical thinking among administrators of military universities and to determine the causal relationships among them. As a core administrative competency in an era of complexity and uncertainty, critical thinking influences decision-making quality, strategic problem-solving, and organizational effectiveness. Its importance is heightened in military universities due to sensitive missions, hierarchical structures, and academic–defense requirements. Despite broad scholarly emphasis on critical thinking, systematic identification of its developmental dimensions for administrators in military academic settings remains limited.
Method: This applied research used a mixed-method sequential exploratory design. In the qualitative phase, data were gathered through document analysis and semi-structured interviews with nine senior administrators selected purposively. Interviews continued until theoretical saturation. Qualitative data were coded and analyzed using MAXQDA. In the quantitative phase, the DEMATEL multi-criteria decision-making method was used to assess causal relationships among the extracted components. The same nine administrators participated in this stage.
Findings: Four main dimensions and fourteen components were identified across intellectual–ethical, cognitive, metacognitive, and affective–behavioral domains. DEMATEL results showed that intellectual courage, fairness and intellectual humility, independence, and intellectual maturity function as causal and driving components, while emotions, persuasion, emotional intelligence, continuous learning, and inquiry operate as effect components in developing administrators’ critical thinking.
Conclusion: The identified dimensions and components offer a scientific basis for designing policies and professional development programs aimed at strengthening critical thinking among administrators in military universities.
Keywords
Critical thinking development
administors of military universities
Multi‑criteria decision‑making
Subjects