Designing and Validating a Comprehensive Model of Questioning Skills for Higher Education Employees
This study aimed to design and validate a comprehensive model of questioning skills for higher education employees by identifying causal, contextual, and intervening conditions, strategic pathways, and individual and organizational outcomes. An exploratory mixed-methods design was employed. In the qualitative phase, 14 semi-structured interviews with academic and administrative experts were conducted and analyzed using grounded theory (open, axial, and selective coding). In the quantitative phase, a questionnaire derived from the qualitative findings was distributed to 322 higher education employees. Data were analyzed through structural equation modeling (SEM) using SmartPLS, with reliability assessed via Cronbach’s alpha and composite reliability, and convergent validity confirmed using AVE. Causal conditions such as organizational loyalty, critical thinking, social intelligence, motivation, and personal growth orientation significantly predicted the core phenomenon of questioning (β=0.562, T=14.395). Contextual (β=0.252, T=7.244) and intervening conditions (β=0.356, T=9.347) influenced strategic actions, while the core phenomenon strongly predicted strategies (β=0.424, T=11.831). Strategies had a robust effect on outcomes (β=0.586, T=15.252). Model fit was confirmed with GOF=0.425, high Q² values, and satisfactory reliability (CR>0.7) and convergent validity (AVE>0.5). The validated model offers an integrated framework for understanding and enhancing questioning skills among higher education employees. It can serve as a practical tool for fostering creativity, systemic thinking, and performance improvement while guiding leaders and policymakers to promote a culture of inquiry and professional growth in universities.