Journal of Iranian Public Administration Studies

Journal of Iranian Public Administration Studies

Exploring the Concept of Disciplinary Behavior: A Phenomenological Study

Document Type : Original Article

Authors
Masoumeh Mohammadi 1
Gholamreza Bordbar 2
Ali Morovati Sharifabadi 3
Omid Mahdieh 4
1 PhD in Public Administration, Faculty of Economics, Management and Accounting, Yazd University, Yazd. Iran.
2 Associate Professor, Faculty of Economics, Management and Accounting, Yazd University, Yazd. Iran
3 Associate Professor, Faculty of Economics, Management and Accounting, Yazd University, Yazd. Iran.
4 Assistant Professor, Management Department, Faculty of Humanities, University of Zanjan, Zanjan, Iran.
10.22034/jipas.2025.433846.1681
Abstract
Purpose: Disciplinary behavior of faculty members serves as the cornerstone of the university structure and constitutes one of the fundamental pillars of academic institutions. Therefore, such behavior warrants greater attention. Given its significance within universities, this study aimed to develop a conceptual framework describing the nature of disciplinary behavior, as well as the petitions and complaints raised by faculty members at the universities of Tabriz, Ardabil, and Zanjan.
Methodology: This qualitative study employed a phenomenological approach. Faculty members from the universities of Tabriz, Zanjan, and Ardabil participated in the research. The sample consisted of those faculty members who, due to the nature of phenomenological inquiry, possessed direct or indirect experience with the phenomenon under study and were willing to participate in interviews. Purposive sampling was used, and data collection continued until theoretical saturation was reached—that is, when no new ideas or insights emerged. Ultimately, interviews were conducted with twenty-two faculty members. Data were gathered through semi-structured interviews and analyzed using Colaizzi’s descriptive phenomenological method. The modified eight-step version of Colaizzi’s method was followed, including: (1) reviewing all data, (2) extracting significant statements, (3) formulating meanings, (4) clustering meanings into themes, (5) developing an exhaustive description, (6) incorporating the additional step of the modified model, (7) returning to participants for validation, and (8) ensuring auditability. To enhance the rigor of the findings, criteria of credibility, transferability, dependability, and confirmability were applied.
Findings: The results revealed thirteen essential themes concerning disciplinary behavior, petitions, and complaints. These themes included: awareness and observance of educational and research regulations, spirituality at work, adherence to rules, professional competence, organizational structure, supervision and monitoring, comprehensive performance management, perceived organizational justice, external influencing factors, personal characteristics, training and orientation, reward and punishment, and procedures for petitions and complaints.
Conclusion: The findings suggest that simultaneous attention to the components and indicators of disciplinary behavior, petitions, and complaints among faculty members can play a critical role in reinforcing disciplinary conduct and reducing grievances. The conceptual framework developed in this study provides practical guidance for university administrators in managing disciplinary behaviors and minimizing complaints, ultimately contributing to improved faculty performance.
Keywords
Disciplinary Behavior
Phenomenological Approach
Petition
Complaint
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  • Receive Date 07 October 2024
  • Revise Date 02 November 2024
  • Accept Date 04 January 2025