Identifying the Dimensions and Components of Employees’ Questioning Skills in Higher Education Centers

Abstract

The present study aimed to identify the dimensions, components, and conceptual model of employees’ questioning skills in higher education institutions and to explain the factors influencing their formation, development, and outcomes. This study employed a qualitative approach using grounded theory methodology. The research population consisted of faculty members, administrators, managers, and employees of higher education institutions who were selected through purposive sampling. Data were collected through in-depth semi-structured interviews, and sampling continued until theoretical saturation was achieved. A total of 14 interviews were conducted. Data were analyzed through open, axial, and selective coding procedures. To ensure trustworthiness, participant validation, expert review, and continuous monitoring of the analytical process were applied. The analysis resulted in the extraction of 158 concepts, 50 subcategories, and 6 major categories. Causal conditions included organizational loyalty, critical thinking, organizational climate, social intelligence, employee motivation, personal advancement orientation, organizational honesty, organizational decision-making, questioning competence, environmental requirements, employee development, and job enthusiasm. Contextual conditions comprised organizational courage, monitoring and control systems, organizational competitiveness, effective organizational culture, self-awareness, organizational learning, organizational knowledge and insight, and professional ethics. Political factors, economic factors, managerial capabilities, and organizational authority emerged as intervening conditions. Strategies for developing questioning skills included strategic thinking, knowledge management, social participation, employee training and empowerment, idea promotion, and problem-solving. The consequences included clarification of ambiguities, systems thinking, effective communication, improved quality of work life, creativity and entrepreneurship, enhanced professional competencies, increased information validity, and strengthened self-esteem. The central phenomenon was conceptualized through curiosity stimulation, organizational voice, self-confidence, open-mindedness, and organizational collaboration. Employees’ questioning skills in higher education institutions constitute a multidimensional and strategic phenomenon shaped through the interaction of individual, organizational, and environmental factors. Developing this competency can enhance organizational learning, improve decision-making, increase employee participation, strengthen innovation, and improve educational service quality. Therefore, establishing an organizational culture characterized by dialogue, transparency, participation, and continuous learning is essential for institutionalizing questioning skills within higher education settings.