Administrative Practices in Achieving Organizational Excellence in Iraqi Universities

doi:10.21203/rs.3.rs-4894917/v1

The main purpose of the present research was to review key literature regarding theoretical constructs of administrative performance and organizational Platt and then measure the administrative practices in the Iraqi universities to attain the organizational excellence in the universities. Additionally. An exploratory-research qualitative method was used where the purpose was to describe and analyze the current administrative practices at the Iraqi universities. The data collection process involved distributing a self-administered questionnaire to a sample of employees from the selected Iraqi universities irrespective of their job title and their total number was one hundred and forty participants. However, reporting the results derived from the field study of the present research enabled the identification of the current organizational state of the Iraqi universities with respect to their administrative functions and strategies. In light of the above findings, the study concluded that planning was the most conspicuous administrative practice pursued to attain institutional efficacy in these universities, implementation came in the second place while the third was evaluation. According to the results of the study, the following All recommendable mechanisms were suggested to boost the administrative performance and organizational development in the Iraqi universities. As for the solutions to the issues identified, the study concluded that planning should be regarded as a way to implement the administrative system within universities as a high-priority approach.

Administrative Practices

Excellence

Organizational Excellence

Education

University

The study established that administrative practices are essential in attaining organizational effectiveness within Iraqi universities. Elements such as management administration of these institutions are core to aiding the responsive environment that teaching, research, and institutional advancement need. As a result of the challenges facing Iraqi universities from the political social and economic arena it is imperative to set highly efficient administrators that will enhance the achievement of the institutions. [1]

Organizational excellence in Iraqi universities involves several key components: timely resource management, clear decision making procedures, good management, and sound corporation governance systems. It is seen that commitment to solid values of efficient administrative procedures can improve universities’ performance, strengthen a school’s academic credibility, and advance the institution’s mission in cultivating society.

Another key factor of the process of obtaining a high level of performance is the proper planning of resources. This study elicited that most of the Iraqi universities experience scarce resources and therefore the management of these scarce should be exercised. This also involves the better of resource allocation, especially in terms of financial budgets, fairly distributing between faculties and departments, and the proper management of investments in facilities, technologies, and its human resources. [2]

Another important aspect that is still often underestimated in the procedure of organizational improvement, is the openness of decision-making. Working in collaboration with other managers and creating openness also can positively contribute to the decision making process as it promotes the idea of managerial decision making to support the common good of the institution and its customers. This can be done through participatory structures including the involvement of faculty and student envoys and the inclusion of appropriate mechanisms of regular and structured communication and structures for participation in policy making.

Leadership is also one of the significant subjects which would help in attaining excellence in the Iraqi universities. There is a need for the right leadership at multiple levels, including administrators, deans, or head of chairs, to give the strategic direction, and promote creative thinking and management of the faculty and staff. The ideal leaders should understand the direction that the institution is headed, its aims and objectives as well as embrace the culture of quality improvement. In addition, they should be model communicators, must maintain a healthy organizational culture, and encourage professional learning of the faculty and staff members. [3]

1.1 Research Problem

It has been ascertained that the ongoing administrative practices within Iraqi universities are insufficient in promoting organizational effectiveness, which in turn has been stifling the capability of institutions to fulfil their educational roles along with their functions within society. Unfortunately, the currently used systems do not correspond to the goals and missions formulated on the strategic level, and they lack relevance to developmental requirements and direction for staff. All of these lead to ineffectiveness, lower performance rates and inability to meet the changing education needs and standard, as well as global education goals. Both observations and the collected reports also explain the excellent deficiency of many aspects of the organizational excellence dimensions amongst university employees. This underlines the most pressing need for a radical change in many administrative practices to be more responsive to the institutions’ needs. Thus, to resolve these problems, the major need lies in the critical reassessment and redesign of the corresponding administrative systems and practices that would contribute to the promotion of the culture of high performance, employee evaluative skills, and efficacy of the educational and relevant research processes improving the Study problem, the latter can be formulated in the following main question:

To what extent the Organizational excellence has been achieved in Iraqi universities in light of the development of some of the administrative practices?

1.2 Research Objective

To address the main question regarding organizational excellence in Iraqi universities, the research objectives are as follows: First, you will be assessing the stage of Organizational excellence by analyzing the administrative practices and the status of Developmental requirements. Second, it is necessary to find out concrete openings and failures in these practices that hamper the success of organizations and the achievement of educational goals. Third, scrutinize the current administrative practices about its effects on the productivity and flexibility of the university staff in terms of opportunities to address new educational challenges and global accreditation standards. Fourth, study the university employees’ attitudes and behaviors involving the efficacy of these practices and their impact on job performance and satisfaction. Fifth, discuss possibilities of enhancement of administrative frameworks by indicating possible strategies and recommendations, which can contribute to the development of a positive work culture, effective performance of employees, outcomes of education and research activities. Last of all, evaluate the practicability and the possible effects of these suggested alterations and give recommendations on where and how to apply and incorporate these changes in systems. The above objectives seek to offer the broad observations of the types and forms of administrative practices and propose the possible steps to attain the best organizational performance.

1.3 Research significance

Theoretical Significance

1. One of the trends that was found in the course of the research is organizational excellence in university administration which proves its importance for improving general performance of higher education institutions. Through this concept, the study is theoretical in the sense that it enhances the understanding of the connection between modernist administrative practices and superior academic performance.

2. Hence, the study highlights the importance of organizational improvement in the promotion of administrative development in the Iraqi universities. They provide information on how the adoption of this trend can help deal with the current issues and enhance administrative performance to match modern practice and theoretical frameworks.

3. This study is aligned to organizational excellence with the Education Strategic Plan (ESP) to demonstrate the area of relevance that is required in adopting today’s current administrative approaches. It is in support of the theoretical framework that ties the administrative practice to the strategic concepts in education that form the basis for more research and development.

Practical Significance:

1. From this premise, the research provides teachers with a holistic view of the modern approaches to administration within the Iraqi universities. Thus, it gives relevant information that can be implemented in the planning and functioning of higher education institutions at the administration level.

2. To ensure that the goal of obtaining organizational excellence is attained, the study suggests viable methods of applying modern administration practices. The following recommendations are therefore a good check list that universities interested in improved administrative performance and excellence can follow.

3. They allow the tracker of organizational excellence dimensions in the Iraqi universities and evaluation the current practices to find the suitable improvement areas for research. This practical aspect contributes to monitoring the organizational progress and putting in place efficient tactics..

1.4 Research Limitations

- Objective Limitation: The current Study focused on the dimensions of Organizational excellence in Iraqi universities.

- Human Limitation: The current Study was limited to a sample of Iraqi universities' employees of various job titles, with an average of (340) employees.

- Time Limitation: The field Study was conducted in the 2023-24 school year.

2.1. Theoretical Frameworks

2.1.1. Foundations of Management Practices

Management Practices: Management practices refer to the employee's implementation of his duties and responsibilities assigned to him by the Organization to which his job is related. It means the results achieved by the employee in this Organization. Administrative practice is based on a commitment to take responsibility, act and cooperate in the field of work and maintain continuity, implement administrative decisions and regulations, adhere to professional ethics, and adapt to educational developments. [4, 5]

Administrative practices can be procedurally defined as: All specific tasks and activities conducted by universities and their teams to achieve their objectives effectively and efficiently by investing the available human and material resources in accordance with the time plan and procedures followed by the Organization in application of the objectives, ministerial decrees and laws.

2.1.2. Objectives of Developing Management Practices

Establish an efficient governing body that can achieve the objectives of administrative development.
Update, simplify and develop systems and methods of administrative work, and modify and adapt them in the light of functional variables.
Develop knowledge, organizational structures, concepts and approaches, systems and methods of work, and create an appropriate organizational climate for creativity and positive interaction.
Increase awareness and understanding of the administrative process of changing attitudes while acquiring new capabilities to influence the course of comprehensive development.

To develop management practices, there are two main Introductions, namely: [6]

Traditional Introduction: It includes a number of sub-entrances, the most important of which are as follows: approaches to Management Consulting, Management Training, and Management Research.
Scientific Research approach: It is based on scientific studies with the purpose to: Detect and analyze administrative situations. Follow up on the change and evaluate the findings. Identify the affecting variables causing underdevelopment. Discover and compare development methods to choose the best and most appropriate for the situation. Identify and diagnose problems and aspects of administrative underdevelopment.

2.1.3. Management practices and their role in achieving Organizational excellence methods

Organizational excellence is one of the main objectives that Organizations seek to achieve in order to develop their management practices, through several foundations, including: [7]

Strategy: It reflects the directions of the Organization and its future outlook and includes a set of necessary elements to be adopted, namely: Vision, mission, values, strategic objectives, short- and long-term goals, and strategic plans.
Learning: Acquire new types of practices and activities, i.e., organizational learning representing the basis of management excellence, which enables rapid disclosure and understanding of information, keep pace with changes in the environment and create a work climate supporting evaluation and innovation, continuous improvement and development of practices, and avoid previous pitfalls.
Beneficiary orientation: The beneficiary is the main driver of the activities of the Organization. His needs are the reason for its existence. His reactions determine the survival or demise of the Organization.
Network of Relationships: The organizational findings are affected and determined by the quality of the relationships that are formed internally and externally. Relationships are based on teamwork, trust, interlocking, and communication.
Processes: The basis for managing excellence is to consider the organization as a set of interrelated processes. The process is the way of conducting the organization's business. It must be specific and clear to employees so that they can understand and control it, by the availability of processes on the Parts of authority, clarity, value, improvement and control.
Human Capital: Human Capital is most important and valuable asset of the Organization. They combine characteristics, such as capabilities, skills, competencies and experiences. This requires investing in them through the good usage of those characteristics and working on their development through a management with the foundations of appreciation, empowerment, performance management, commitment, guidance and human development.

2.1.4. Organizational Excellence

Organizational excellence is a necessity for administrative development to raise performance levels by developing the capabilities and skills of human resources. Administrative Organizations that achieve excellence are concerned with development trends, achieve competitiveness, support organizational status (organizational chart, organizational culture, and human resources), and identify the necessary means to identify the Challenges facing the Organization. Due to the fact that Organizational excellence enhances the efficiency, effectiveness, and productivity of universities, there is a need to identify the concept, objectives, dimensions, and elements of Organizational excellence.

2.1.5. Concept of Organizational Excellence

Organizational excellence in the educational context revolves around balancing the needs of various stakeholders, including students, personnel, funders, and the local community. It entails leveraging both human and non-human resources to achieve the highest quality outputs, setting the organization apart from others. Excellence in education reflects the organization's values, positive experiences, capabilities, and skills, contributing to its uniqueness. Therefore, organizational excellence in education can be defined as a concerted effort among stakeholders— including the Rectorate, faculty, administrators, workers, and studentsto integrate administrative and teaching elements, maximize effectiveness, and elevate output quality to a level of distinction and excellence.

2.1.6. Objectives of Organizational excellence:

Organizational excellence aims at developing and improving the organizational performance of the educational Organization by raising the levels of services and disseminating the principles and practices of managing Organizational excellence, and working to design the best systems in Organizational performance, as Organizational excellence achieves many goals, including: [8]

Sustainability, growth and excellence in the internal and external business of the organization.
Achieve quality, efficiency, creativity and rapid response to beneficiary customers.
Optimally use available resources and activate sources of power.
Achieve balanced returns and benefits for the various stakeholders and develop, invest and employ relations with them.
Optimally apply the dimensions of Organizational excellence in order to maximize the use of all available resources.

2.1.7. Dimensions of Organizational excellence

Organizational excellence in a university setting is anchored in seven key dimensions, as identified by various scholars. Firstly, managing educational services involves establishing robust community connections and offering programs tailored to community needs, alongside recruiting experienced faculty and fostering student talent. Secondly, relationship management focuses on creating networks with stakeholders for potential partnerships and strengthening connections with students, parents, and scientific organizations. Thirdly, efficient processes emphasize the design, management, and enhancement of processes to meet beneficiary needs, with a strong focus on execution excellence. Fourthly, resource management includes strategic planning for financial, infrastructural, and knowledge resources to support decision-making and enhance organizational capacity. Fifthly, effective performance management ensures that performance indicators are aligned with institutional goals and reflect positively on the university, incorporating feedback from stakeholders. Sixthly, policies should be ambitious, straightforward, and adaptable, developed in collaboration with stakeholders and effectively communicated within the institution. Lastly, excellent leadership involves aligning the university’s vision and mission with its resources and external environment, considering long-term goals and strategic options. Addressing these dimensions comprehensively enables universities to achieve excellence in their operations and contribute significantly to society. [9–12]

2.1.8. Organizational Excellence Challenges

The major Organizational excellence Challenges are as follows: [13]

Pay attention to short-term goals and neglect long-term goals.
Control processes shall focus on inputs rather than outputs.
The lack of resources of the Organization, such as the lack of financial resources.
Lack of managerial talents, which negatively affects the analysis of the data of the internal and external environment of the organization.
Bureaucratic organizational chart makes it difficult for information to move from lower levels to top management.

2.1.9. Components of Organizational excellence

Organizational excellence shall be applied by Organizations by providing the basic Parts of success effectively. Achieving Organizational excellence requires hard and continuous work, as well as many administrative and technical directives at work, in order to participate in building and developing an organizational culture to increase opportunities for excellence and creativity. The most important components of Organizational excellence are as follows [14]

Table 1

Components of Organizational excellence
A Work method for human resources management	Integrated policies governing the work of the organization.
A work method to ensure excellence and quality	Educated and trained administrative leadership
A method for managing and evaluating the performance of employees	Integrated Information System

2.2. Literature review

In the study “Development of an Organizational Excellence Framework” by D. Ringrose (2013), the author provides a framework that will promote organization excellence. The goal of the study is to outline the best strategy that can be followed by the organizations to obtain and maintain the optimum levels of performance. This framework of Ringrose combines the concept of TQM and OD, which consists of leadership, planning and review, customer orientation, data acquisition and analytical tools, and constant improvement. Specifically, the research uses literature review and case analysis as a means of finding the best practices and the most significant factors affecting the application of excellence frameworks. Key findings stress the importance of leadership and business planning together with the customer orientation. Mentioned measures and analyses are also vital to define which areas require enhancement. The framework provides specific steps that organizations can undertake implementing quality management activities across all parts of the enterprise and underlining the ongoing assessment and improvement of the method. With regard to the research study done to advance this paper, it is argued that implementing this structured excellence framework, anchored on TQM, will go a long way in improving organizational performance and sustainability thus achieving organizational success overall. [15]

The paper by S. S. A. Naser & M. J. Al Shobaki titled “Organizational Excellence and the Extent of Its Clarity in Palestinian Universities from the Perspective of Academic Staff,” published in the International Journal of Information Technology and Electrical Engineering in 2017 contains the findings of the authors’ study aimed at identifying how organizational excellence is defined and to what extent among the participants of the research, which were members of the study aims at evaluating the extent to which organizational excellence practices are explained and applied in these institutions with special reference to the understanding and participation of the academic staff. The research established the fact that although there is awareness on organizational excellence, the understanding and the level of detail in implementing it are somewhat wanting. Kaplan and McNicol identified several factors that defined organizational clarity; including communication of goals for excellence, the extent of training, and participation in decision-making. In light of the findings, the authors posit that raising the awareness and technical knowledge of organizational excellent principles among academic staff will be useful to bettering whole – institutional performance and efficiency. [16]

In their study Learning Organizations and Their Role in Achieving Organizational Excellence in Palestinian Universities by Al Shobaki, Naser, Amuna, and Al Hila (2017), the present paper analyses the research on understanding the role of learning organization towards creating organizational excellence in the context of Palestinian Universities. It includes the review of concepts of learning organizations like the flowing and continuous learning, knowledge sharing, as well as adaptation and explores how the concepts influence university performance and the quest for excellence. The study attempting to show how Palestinian universities can learn and innovate in order to improve organizational effectiveness and quality of education is achieved through comparing several case studies. The outcomes of the study point to learning organizations that are defined by an organizational commitment to the advancement of understanding and the utilization of strategies for organizational flexibility as the significant contributors to organizational effectiveness. According to the research, it is stated that the organizational learning principles enhances the ability of a university institution to transform its activities for the better and attain the desired level of par excellence in learning and administration functions. [17]

In the study “The Role of Universities' Electronic Management in Achieving Organizational Excellence: As highlighted in Waswas and Jwaifell (2019) of the work World Journal of Education on the topic “Example of Al Hussein Bin Talal University”, the authors discuss on the role of electronic management systems in organizational excellence of universities. Based on a real-life case of Al Hussein Bin Talal University, the authors explore how and to what extent Digital Management Tools & Technologies affect academic and administrative procedures of the University. The research concludes that efficient implementation of the electronic management systems improves organization’s work productivity, leading to increased accuracy of data and thus better decision making. This is why such systems help to achieve great value in modern organizations since they help to enhance the processes and improve communication between parties. Using the concept of EMP, the authors argue that it is possible to enhance the operations of universities through the application of Electronic management practices because it results in efficiency, better service delivery, and increased organizational performance hence endorsing the university’s pursuit of excellence. [18]

In the study entitled ‘The Degree at Which Administrative Leaderships in Tafila Technical University Practice the Requirements of Organizational Excellence from the Perspective of the Faculty Members’ completed by M. S Al-Amarat in 2019 and published in the World Journal of Education, the author seeks to evaluate the extent of the compliance by the administrative leadership of the Tafila Technical University to the principles of organizational excellence from the faculty’s perspective. The work explores different aspects of strategies that are in leadership, decision-making processes and performance, and their correlation to excellence models. This paper reveals that much of the implementation seen is slightly in line with the identified excellence practices but there is room of improvement concerning leadership practices in order to fulfill the purpose of organizational excellence. The respondents- the faculty members- spat the same message in different words as the surveys showed requirement of more consistent implementation of the excellence principles and possible improvement of the communication between the leadership and rest of the staff. The paper concludes that there is an opportunity for organizations to improve on their performances and enhance organizational excellence goals once these gaps are addressed. [1]

Published in The Scientific Journal of Cihan University–Sulaimaniya in 2021 by B. I. Mohammed, the study titled, “The Role of Human Resource Information System in Achieving Organizational Excellence” aims at determining the effectiveness of HRIS in attaining organizational excellence. The study shows the prospect of the efficient work of HRIS that can simplify and optimize the processes in human resource, improve the function of data control and contribute to the decision-making in the organization. In this paper, the performance of different functionalities of HRIS including the management of employee records, performance measurement, and recruitments will show how the implementation of efficient HRIS is a key factor towards organizational success. Mohammed also realized that a good HRIS is effective in the enhancement of the management of people resources, achieving strategic alignment of human resource management and the company and the creation of the institution of sustainable superior quality and competitiveness. [19]

In the research article titled; Strategic Management Practices and Organizational Excellence by E. K. I. Al Humeisat (2022) Journal of Hunan University Natural Sciences the author looks specifically at how strategic management practices impact on organizational excellence. The study focuses on the various approaches of strategic management, such as planning, execution, assessment, improvement methods, and the relations with organizational high performance and success. Al Humeisat’s work shows that there is a significant relationship between strategic management and the levels of organizational performance since various goals are realigned to reflect organizational objectives to improve organizational excellence, efficiency and innovation. The study conclusion indicates that it is easier for organizations that use clearly formulated and purposeful approaches in the management process to attain and maintain excellence. The study focuses on the adaptation of strategic management practices within the organization processes, and establish links to enhance performance and gain competitive edge. [20]

The current study employed a descriptive-analytical approach to explore organizational excellence in universities. This approach involved a thorough analysis of existing literature on organizational excellence to establish a foundational understanding of the subject. Data collection was conducted through a field-based survey using a questionnaire specifically designed by the researcher. This questionnaire was used to gather empirical data from relevant stakeholders, enabling a detailed examination of current practices and perceptions related to organizational excellence within universities. During this study, the researcher relied on two types of data:

Primary Data: This was collected through a field study where a data collection tool, namely a questionnaire designed by the researcher, was used. The questionnaire was distributed to the study sample, and the data collected was analyzed using the Statistical Package for the Social Sciences (SPSS) to reach scientific results.
Secondary Data: This includes reliable scientific information gathered from academic books, research papers, and studies related to the study topic, as well as published research articles relevant to the study variables.

3.1. Research Terminology

Excellence, both linguistically and contextually, denotes a state of superiority and heightened success that sets individuals or organizations apart from others through exceptional qualities or talents. Organizational excellence refers to the strategic use of capabilities and resources to achieve superior performance and uniqueness compared to competitors, evident in customer interactions, activity execution, and process management. Management performance involves executing tasks and activities in line with predetermined standards, contributing to both internal and external organizational success. Thus, organizational excellence is characterized by collaborative efforts of university stakeholders to achieve high levels of effectiveness and distinctiveness, while management performance focuses on the efficient and effective realization of organizational goals.

3.2. Research Sample

In the study, the researcher chose a random sample of five Iraqi universities to gather data on organizational excellence. A total of 530 questionnaires were distributed to employees across these institutions. Out of these, 340 completed questionnaires were returned and analyzed using statistical methods. The following table presents the distribution of the completed questionnaires based on the respondents' job titles:

Table 2

Distribution of sample numbers according to job title
Professor	Associate Professor	Assistant Professor	Lecturer	Assistant Lecturer	Administrative
52	45	43	50	55	95

3.3. Data Collection

The study tool consisted of a questionnaire divided into two sections as follows:

Section One: This section gathered basic demographic data of the sample members, including educational qualifications, years of experience, job position, and age.
Section Two: This section included the core items of the questionnaire, Here’s the breakdown in points:
First Section consist 7 sub-dimensions with 28 questions
Second Section: consist 6 sub-dimensions with 28 questions
Third Section consist 6 sub-dimensions with 24 questions

3.4. Reliability of Judges:

1. Planning – Design, which included 7 dimensions

2. Planning Excellent Leadership	3. Planning Resource Management	4. Planning Relationships
5. Planning Policies	6. Planning Processes Management	7. Educational Services Planning
8. Business Outcome Planning

Part 2: Implementation – application, which includes 6 dimensions

1. Implementing Excellent leadership	2. Applying policies	3. Implementing resource management
4. Implementing Relationships	5. Implementing Educational Services	6. Implementing Business Outcomes

Part 3: Assessment – Evaluation, which includes 6 dimensions

1. Evaluating Excellent leadership	2. Evaluating Resource Management	3. Evaluating Relationships
4. Evaluating Policies	5. Evaluating Operation Management	6. Evaluating Educational Services

Each question has three choices (agree - neutral - disagree) and was presented to the (10) judges, including professors and assistant professors in the field of pedagogy, to express an opinion on the questions of the Questionnaire in terms of: The soundness of the phrasing, the suitability of questions for the dimension they measure, and the addition of what they deem appropriate to achieve the goal.

3.5. The Validity

Part 1: Planning - Policies

Table 3 Correlation coefficients between the score of each question and the total score of the dimension to which the question belongs

Planning Excellent Leadership

Planning Policies

Planning Resource Management

Planning Processes Management

Planning Relationships

Educational Services Planning

Business Outcome Planning

No

correlation

No

correlation

No

correlation

No

correlation

No

correlation

No

correlation

No

correlation

1

0.80**

1

0.63**

1

0.67**

1

0.74**

1

0.56**

1

0.79**

1

0.85**

2

0.69**

2

0.76**

2

0.56**

2

0.82**

2

0.78**

2

0.63**

2

0.79**

3

0.73**

3

0.84**

3

0.87**

3

0.87**

3

0.81**

3

0.76**

3

0.81**

4

0.80**

4

0.74**

4

0.89**

4

0.89**

4

0.71**

4

0.80**

4

0.67**

Table 3 provides an analysis of how each question's score correlates with the total score for the dimension to which it belongs. This table is instrumental in assessing the internal consistency of the questionnaire, ensuring that each question effectively measures the intended dimension. The table is organized into seven columns, each representing a different dimension of planning excellence. These dimensions are: Planning Excellent Leadership, Planning Policies, Planning Resource Management, Planning Processes Management, Planning Relationships, Educational Services Planning, and Business Outcome Planning. In this table, each row pertains to a given question under these dimensions. It has been found that the Planning Excellent Leadership dimension’s correlation coefficients for each question range from 0. 69 to 0. 80. These high values imply that the questions are highly related to the overall score of this dimension, so that they cover different aspects of excellent leadership in planning to a certain extent. In the case of the Planning Policies dimension, the obtained coefficients vary between 0. 63 to 0. 84. The moderate to strong correlations suggest that the questions are relevant to the dimension’s total score, which shows that they work well at gauging policies in the planning phase. Concerning the Planning Resource Management the changes of correlation values for all the regions are observed and fluctuating very greatly in the range of 0. 56 to 0. 89. A frequent observation here is that Questions 3 and 4 have a quite high correlation factor, which means that these questions are most indicative about the evaluation of the resource management according to the planning framework put in place. Thus, coefficients of correlation with processes of Planning Processes Management range from 0. 74 to 0. 89. This indicates that all the questions within this dimension are highly related to the overall dimension score and hence useful in assessing the process management practices. In the Planning Relationships dimension, further the coefficients vary from 0. 56 to 0. 81. In spite of that, the mentioned correlations are a bit lower in comparison with the basic five dimensions; however, the level of increase may also be considered satisfactory, especially if Questions 2 and 3 are taken into consideration, as their coefficients are notably higher. In Educational Services Planning, the coefficients of relatedness are outlined below Ansbach (1997) Coefficients of relatedness are 0. 63 to 0. 80. These values imply a close association between the analysis of the questions and the total obtained score of the dimension in measuring the element of Educational Service Planning competitively and efficiently Finally, the Business Outcome Planning also has high correlation values ranging from 0. 67 to 0. 85. This means that the questions, especially MQ 1, MQ 2, and MQ 3, have a strong correlation with the s dimension total score and measure aspects that concern business outcomes in planning.

Part 2: Implementation – Application

Internal consistency between the items and dimensions of the Questionnaire: The researcher calculated the correlation coefficient between the score of each question, and the total score of the dimension to which the question belongs, on the psychometric competence sample consisting of (50) students, as mentioned in the following table:

Table 4 Correlation coefficients between the score of each question and the total score of the dimension to which the question belongs

Implementing Excellent leadership

Applying policies

Implementing resource management

Implementing Relationships

Implementing Educational Services

Implementing Business Outcomes

No

correlation

No

correlation

No

correlation

No

correlation

No

correlation

No

correlation

1

0.68**

1

0.60**

1

0.83**

1

0.77**

1

0.61**

1

0.79**

2

0.54**

2

0.68**

2

0.70**

2

0.60**

2

0.72**

2

0.81**

3

0.59**

3

0.59**

3

0.80**

3

0.62**

3

0.80**

3

0.68**

4

0.73**

4

0.57**

4

0.67**

4

0.76**

4

0.72**

4

0.70**

Table 3 details the correlation coefficients between each question score and the total score for various implementation dimensions. The dimensions assessed includeImplementing Excellent Leadership, Applying Policies, Implementing Resource Management, Implementing Relationships, Implementing Educational Services, and Implementing Business Outcomes. The correlations range from 0.54 to 0.83, demonstrating varying strengths of relationship between each question and its respective dimension's total score. For Implementing Excellent Leadership, coefficients range from 0.54 to 0.73, indicating a moderate to strong alignment of questions with the overall dimension. Applying Policies shows correlations from 0.57 to 0.68, reflecting moderate alignment. Implementing Resource Managementand Implementing Educational Services exhibit strong correlations, with values ranging from 0.67 to 0.83, indicating effective measurement of these aspects. Implementing Relationshipshas correlations between 0.60 and 0.76, and Implementing Business Outcomes ranges from 0.68 to 0.81, both showing good alignment with their respective dimensions.

Part 3: Assessment – Evaluation

Internal consistency between the items and dimensions of the Questionnaire: The researcher calculated the correlation coefficient between the score of each question, and the total score of the dimension to which the question belongs, on the psychometric competence sample consisting of (50) students, as mentioned in the following table

Table 5

Correlation coefficients between the score of each question and the total score of the dimension to which the question belongs
Evaluating Excellent leadership		Evaluating Policies		Evaluating Resource Management		Evaluating Operation Management		Evaluating Relationships		Evaluating Educational Services		Evaluating Business Outcomes
No	correlation	No	correlation	No	correlation	No	correlation	No	correlation	No	correlation	No	correlation
1	0.71**	1	0.68**	1	0.72**	1	0.71**	1	0.76**	1	0.66**	1	0.75**
2	0.69**	2	0.69**	2	0.81**	2	0.72**	2	0.71**	2	0.71**	2	0.77**
3	0.66**	3	0.78**	3	0.70**	3	0.68**	3	0.76**	3	0.74**	3	0.78**
4	0.71**	4	0.71**	4	0.71**	4	0.73**	4	0.71**	4	0.77**	4	0.79**

Table (5) shows the calculation of internal consistency by calculating the correlation coefficients between the score of each Questionnaire question, the total score of the dimension to which the question belongs, and the significance at the level of (0.01), which indicates that there is internal consistency of questions with their dimensions. The researcher calculated the stability of the Questionnaire as follows:

Table 6

Coefficients of Questionnaire Stability through Reapplication and Cronbach's Alpha
Questionnaire Parts	Questionnaire Dimensions	Reapplication	Cronbach’s Alpha
Planning - Policies	Planning Excellent Leadership	0.79	0.83
	Planning Policies	0.78	0.80
	Planning Resource Management	0.86	0.90
	Planning Processes Management	0.75	0.81
	Planning Relationships	0.88	0.82
	Educational Services Planning	0.76	0.83
	Business Outcome Planning	0,73	0.75
Implementation – Application	Implementing Excellent leadership	0.67	0.73
	Applying policies	0.89	0.77
	Implementing resource management	0.73	0.89
	Implementing Relationships	0.67	0.74
	Implementing Educational Services	0.78	0.81
	Implementing Business Outcomes	0.86	0.77
Assessment – Evaluation	Evaluating Excellent leadership	0.75	0.84
	Evaluating Policies	0.79	0.89
	Evaluating Resource Management	0.78	0.88
	Evaluating Operation Management	0.86	0.86
	Evaluating Relationships	0.75	0.75
	Evaluating Educational Services	0,79	0.69
	Evaluating Business Outcomes	0,78	0.77

Table (6) shows the stability of the Questionnaire by the methods of retest and Cronbach’s Alpha. The stability coefficients was (0.67–0.90), which indicates that the Questionnaire has a high degree of stability in its measurement. What are the administrative Practices In achieving Organizational excellence in Iraqi universities

To answer this question, the arithmetic means for each question of the scale were calculated according to the field it covers, and each average of more than (2) was considered to indicate the administrative Practices In achieving Organizational excellence in Iraqi universities. The following tables illustrate the findings of this question:

Table 7

Administrative Practices In achieving Organizational excellence in Iraqi universities
Dimension No.	Dimension Name	Arithmetic mean	Standard Deviation	Rank
1	Planning – Design	2,31	0,218	3
2	Implementation – Application	2,21	0,140	2
3	Assessment – Evaluation	2,10	0,345	1

Table (7) presents the arithmetic means for various dimensions related to organizational excellence in Iraqi universities. The means range from 2.10 to 2.31 across different dimensions. Specifically, the highest arithmetic mean was observed in the Planning – Design dimension, with a value of 2.31, indicating the highest level of effectiveness in this area. The Implementation – Application dimension followed with an arithmetic mean of 2.21, reflecting strong performance in this area as well. The Assessment – Evaluation dimension had a mean of 2.10, which, while slightly lower, still indicates a robust performance.

First: Planning – Design

This dimension includes (28) questions, each of which expresses the administrative practices in achieving Organizational excellence in Iraqi universities. The following table shows the arithmetic means and standard deviations for each of the questions after planning – design

Table 8

Arithmetic means and standard deviations for each question of the planning – design dimension
No.	Question	No.	Moderate	Standard Deviation
1	The Rectorate develops the University vision and mission with the participation of all concerned Employees inside and outside the University	340	2,33	0,516
2	Employees participate in the formulation of the University strategic objectives.	340	2.00	0,632
3	The University considers SWOT when formulating the strategy	340	2,33	0,516
4	Rectorate predicts and develops solutions for future risks	340	2,17	0,753
5	The University uses a strategic plan and effective policies for development and change	340	2,00	0,632
6	The Planning and Development Unit plan university policies	340	2,33	0,1,03
7	University policies are planned as per the future needs of beneficiaries	340	2,17	0,408
8	University policies are planned as per the future needs of beneficiaries	340	2,67	0,816
9	The University has its own website	340	2,33	0,516
10	The University mission is concerned with all resources	340	2,17	0,816
11	The University vision expresses the ambitions of all its human resources	340	2,33	0,408
12	The University's Board of Directors is committed to build an organizational culture and a culture of excellence among employees	340	2,17	0,516
13	Planning the activities management defines responsibilities, duties and powers	340	2,17	0,816
14	The University has adequate equipment and buildings for all its activities	340	2,17	0,408
15	The University has an up-to-date and adequate database	340	2,33	0,408
16	The University allows employees to use its databases	340	2,33	0,516
17	University relations are mapped using modern means of communication	340	2,83	0,632
18	The University develops a plan to deploy the use of the required technology among all its human resources	340	2,00	0,516
19	The University predicts future events using comprehensive databases	340	2,17	0,623
20	The University plans to provide community services, such as spreading awareness and eradicating illiteracy	340	2,50	0,536
21	The University develops alternatives by providing quality services	340	2,33	0,723
22	The University designs plans to serve the excellent people and talents	340	2,17	0,987
23	The University Services Plan has an integrated methodology to build and promote a culture of excellence	340	2,50	1,02
24	The Rectorate enacts laws to control the progress of the educational process	340	2,33	0,981
25	One of the priorities of the University plan is to identify the needs and problems of employees	340	2,17	0,881
26	The Rectorate documents the results of its activities and achievements and announces them to the local community.	340	2,67	0,941
27	The University develops a regular balance sheet based on the indicators of actual results.	340	2,33	0,516
28	Business planning at the University provides illustrative data of financial needs.	340	2,83	0,408

Table (8) reveals that the means for the questions range from 2.00 to 2.83, with the total score for dimensions averaging 2.31. All individual question means exceed a value of 2, indicating a generally positive evaluation across the board. The consistently high means suggest that planning plays a significant role in achieving organizational excellence in Iraqi universities. This data underscores the effectiveness of planning practices in contributing to overall excellence, highlighting its crucial role in enhancing the performance and success of these institutions.

Second: Implementation – Application

This dimension includes (24) questions, each of which expresses the administrative practices in achieving Organizational excellence in Iraqi universities. The following table shows the arithmetic means and standard deviations for each of the questions after implementation – application

Table 9

Arithmetic means and standard deviations for each question of the implementation – application dimension
No.	Question	No.	Moderate	Standard Deviation
1	Leadership works to achieve the University vision and mission	340	2,17	0,753
2	The implementation plan contains specific performance indicators	340	2,00	0,722
3	Leadership maintains a balance Between University Needs and Available Resources	340	2,33	0,816
4	The University's plans are intricately linked to the Strategic Plan	340	2,17	0,938
5	The University is based on the fulfillment of quality and speed in providing services to students	340	2,00	0,816
6	Employees are involved in the preparation of educational plans	340	2,67	0,632
7	The University is committed to set a timeline to complete the plans	340	2,00	0,983
8	Policies suit the variables of the University's internal and external surrounding environment	340	2,17	0,816
9	The University holds training programs for employees according to its development plan	340	2,33	0,656
10	The number of employees at the University is commensurate with the volume of required work and their educational qualifications	340	2,33	0,651
11	The University maintains the availability of safety and security standards within the classrooms	340	2,33	0,712
12	The University encourages employees to use modern technical and educational means	340	2,32	0,544
13	The University is committed to establish activities to increase and activate relations with the community members.	340	2,50	0,711
14	The University is committed to establish activities to increase and activate relations with students	340	2,17	0,623
15	The University is keen to establish cooperative relations with universities and other Organizations	340	2,31	0,878
16	The University interacts positively with the community through its activities	340	2,01	0,911
17	The University is committed to build and promote an organizational culture supporting excellence and quality	340	2,02	1,01
18	The University develops plans to care for Excellent students	340	2,00	0,988
19	The University provides an environment that stimulates scientific research	340	2,50	0,881
20	The University invests all its material and human potential to provide the best educational services	340	2,17	0,871
21	The University is committed to lead efforts to address community problems	340	2,16	0,664
22	The University is committed to solve the problems of employees and meet their requirements	340	2,00	0,554
23	The University is concerned with quality and speed in providing educational services	340	2,03	0,591
24	The University is committed to provide the financial requirements to complete the required tasks	340	2,00	0,702

Table (9) shows that the means for the questions range from 2.00 to 2.50, with the overall dimension score averaging 2.21. All individual question means exceed a value of 2, indicating a generally positive assessment. These results highlight that the implementation phase plays a significant role in achieving organizational excellence in Iraqi universities. The consistently high means reflect the effectiveness of implementation practices, emphasizing their crucial contribution to the success and excellence of these institutions.

Third: Assessment – Evaluation

This dimension includes (24) questions, each of which expresses the administrative practices in achieving Organizational excellence in Iraqi universities. The following table shows the arithmetic means and standard deviations for each of the questions after Assessment – Evaluation

Table 10

Arithmetic means and standard deviations for each question of the Assessment – Evaluation dimension
No.	Question	No.	Moderate	Standard Deviation
1	Leadership stimulates innovative thinking in students and faculty	340	2,00	0,632
2	Leadership follows the executive business at the University	340	1,67	0,516
3	Management periodically reviews its performance internally	340	2,17	0,753
4	Management periodically reviews its performance externally	340	1,83	0,753
5	The University periodically reviews policies - strategies in order to develop and improve its activities	340	2,17	1,02
6	The University regularly evaluates its policies for strengths and weaknesses	340	2,00	0,943
7	The University relies on the rewards and incentives system to achieve job satisfaction for employees	340	1,83	0,745
8	The University regularly evaluates its policies for opportunities and challenges	340	2,17	0,737
9	The University uses objective bases to evaluate the performance of its employees	340	2,00	0,627
10	The University continuously evaluates its employees to identify and address deviations	340	2,00	0,646
11	The management is committed to inform its employees of the findings of their evaluation	340	2,01	0,619
12	Management follows an accurate system to monitor the performance of its employees	340	2,00	0.677
13	The University constantly escapes routines by making continuous improvements to its activities	340	2,16	0,723
14	University activities are evaluated and developed to conform to the external and internal environment of the University	340	2,83	0,747
15	The University is committed to measure the actual performance of various activities using modern scientific standards	340	1,84	0,545
16	Rectorate takes strict actions to reduce leakage and interruption	340	2,00	0,656
17	The University is committed to regularly evaluate relationships in light of the University's vision	340	2,33	0,723
18	The University is committed to regularly evaluate resources in light of the University's vision	340	2,34	0,712
19	The University is committed to regularly evaluate relationships in light of the University's mission	340	2,50	0,722
20	The University is committed to regularly evaluate resources in light of the University's mission	340	2,33	0,654
21	The University is committed to have an integrated and regular system to evaluate the provided educational services	340	2,00	0,645
22	The University has a level of satisfaction with the educational services of the concerned parties	340	2,11	0,456
23	The University is committed to evaluate student outcomes in order to develop and address deficiencies	340	2,13	0,633
24	The University has a clear system for receiving complaints and suggestions from the local community	340	1,59	0,743
25	There is a system for evaluating the University's business and activities to know the strengths and weaknesses system for developing and improving	340	2,11	0,575
26	Students and parents participate in the evaluation of University performance	340	1,72	0,655
27	The University cares about the opinions of students and their parents	340	1,88	0,753
28	The University positively accepts accountability by external community actors	340	2,00	0,549

Table (10) indicates that the means for the questions range from 1.59 to 2.84, with the overall dimension score averaging 2.10. All question means are above 2, signifying a generally positive assessment. These results highlight that the Assessment Evaluation dimension plays a significant role in achieving organizational excellence in Iraqi universities. The range of means demonstrates a strong evaluation component, reinforcing its importance in the overall administrative framework.

Analysis of the literature shows that planning is an antecedent and an essential component in the management of public universities and the overall foundation for attaining organizational performance excellence. Thus, it defines how goals are to be formulated and made specific, how the strategy is to be developed, resources utilized, and the intended results realized. Since objectives clarify the direction in place with a university’s vision and mission, planning leads universities to excellence and success.

Planning helps universities in the utilization of resources whereby every objective is achieved satisfactorily, and within the least costs possible. It entails assessment of strategies and results, and it helps to determine gaps and accomplishments for enhancement of operation. It also facilitates its ability to respond to the changes in the external environment including the effects of technological change, social change, and political changes hence helping the organization to innovate and grow.

After the planning phase, the implementation takes part in converting the strategic planning into real-life actions. It involves delegations of work and encouragement of cooperation as well as follow-ups to check that activities are aligned to the strategies put in place. Mainly, effective implementation allows for making timely correction actions that is important to keep the rhythm of the process and to ensure the orientation toward the goal of the university. Consequently, planning is very crucial in times when one has to protect resources, justify achievement or shifts, and more importantly, meet and excel, ensure the success of public universities. Following implementation, the other faucet is assessment and evaluation. Here are some of the aspects of Evaluation importance: Here are some of the aspects of Evaluation importance:

Enhancing Efficiency Of The University Evaluation assists in enhancing the efficiency of the University and realization of Organizational effectiveness. Conduct the Analysis of Results, to determine work achievements and outstanding questions to ask, and Recommendations to make. Evaluation supports the improvement of quality and effectiveness of the processes and means in question, and contributes to the formation of the Fund’s best practices..
Making decisions Evaluation serves as a tool for strategic decision making. The evaluation provides valuable information about the University's performance and achievement of goals. This information can be used to make informed decisions, adjust strategies, and plans as needed.
Accountability and transparency: Evaluation promotes accountability and transparency in the University. When performance is regularly evaluated and reviewed, accountability is strengthened to ensure that objectives are effectively achieved in accordance with established criteria and standards. Transparency and trust are provided to employees, students and other stakeholders

The consistent scores above 2 across all dimensions suggest a high level of effectiveness in administrative practices aimed at achieving organizational excellence. This indicates that Iraqi universities are effectively utilizing their administrative processes to foster excellence, with Planning Designshowing the highest effectiveness, followed closely by Implementation Application and Assessment Evaluation.

Recommendations

Ensure that there is an unobstructed vision of the University, specify the objectives and strategic directions to be achieved.
Develop detailed strategic plans to identify sub-objectives and the actions to be achieved.
Provide the necessary financial and human resources to implement the plans and achieve the objectives.
Organize and lead efforts to ensure that plans are implemented effectively and timely.
Encourage cooperation and communication between the different members of the Organization to achieve its objectives.
Evaluate the implementation results and the extent to which the objectives set out in the strategic plans have been achieved.
Analyze available data and information to assess the performance of the organization and identify areas for improvement.
Take corrective actions and amend strategic plans as needed to achieve Organizational excellence

In conclusion, the study underscores the critical role of administrative practices in fostering organizational excellence within Iraqi universities. Key findings highlight the importance of planning, implementation, and evaluation processes in this endeavor. Planning serves as a cornerstone, offering a strategic roadmap aligned with the university's vision and mission. It facilitates efficient resource allocation, ensuring optimal utilization to achieve goals effectively. Regular evaluation of plans and outputs allows for progress assessment, identifying areas for improvement and adaptation to external dynamics. Implementation translates strategic plans into actionable steps, fostering collaboration and coordination among university stakeholders. Monitoring progress ensures alignment with objectives, enabling timely adjustments as needed.

Funding

‘Not Applicable’

Conflict of Interest

‘The author declares that he has no known competing financial interests or personal relationships that could have appeared to influence the work responsed in this paper’

Ethics Approval and Consent to Participate

‘This study was conducted in accordance with the ethical guidelines and regulations of the University of Baghdad. The research protocol was reviewed and approved by the ethics committee of the University of Baghdad. Informed consent was obtained from all individual participants included in the study. ’

‘Informed consent to participate in this study was obtained from all individual participants. Participants were thoroughly informed about the study’s purpose, procedures, potential risks, and their right to withdraw from the study at any time without any consequence. ’

Author Contribution

The Corresponding author (ZINAH HUSSEIN) Do all the manuscript project

Data Available Statement

‘Data sharing is not applicable to this article as no datasets were generated or analyzed during the current study. ’

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No competing interests reported.

Administrative Practices in Achieving Organizational Excellence in Iraqi Universities

Status:

Version 1

Abstract

1. Introduction

1.1 Research Problem

1.2 Research Objective

2. Literature review

2.1. Theoretical Frameworks

2.1.1. Foundations of Management Practices

2.1.2. Objectives of Developing Management Practices

2.1.3. Management practices and their role in achieving Organizational excellence methods

2.1.4. Organizational Excellence

2.1.5. Concept of Organizational Excellence

2.1.6. Objectives of Organizational excellence:

2.1.7. Dimensions of Organizational excellence

2.1.8. Organizational Excellence Challenges

2.1.9. Components of Organizational excellence

2.2. Literature review

3. Methodology

3.1. Research Terminology

3.2. Research Sample

3.3. Data Collection

3.4. Reliability of Judges:

1. Planning – Design, which included 7 dimensions

3.5. The Validity

4. Research Finding

5. Conclusion

Declarations

Funding

Author Contribution

References

Additional Declarations

Status:

Version 1