Factors Affecting Iraqi Academic Leaders' Communicative Competence in English: A Sequential Mixed Methods Study

Abstract

English language communicative competence represents an academic leader's ability to use language effectively. However, to date, Iraqi academic leaders’ communicative competence has not been as effective as predictable and leads to lower intake of international students in Iraqi universities. This paper presents the findings of a study which explored the factors affecting Iraqi academic leaders’ communicative competence in English. The study adopted an exploratory sequential design, where nine semi-structured interviews were conducted online with academic leaders, followed by questionnaire distribution to 108 additional academic leaders. The participants for both parts of the study were from various universities in Iraq. The data collection and data analysis for the research were guided by four theories, namely the communicative competence theory, communication theory, theory of planned behaviour and leadership competence model. Data collected from the interviews were transcribed and analysed thematically. Data from the questionnaires were analysed descriptively and inferentially using SPSS (v.20). The most significant findings were that cultural factors, a positive attitude towards communicative ability, efficiency in communication, collaboration, problem-solving, and critical skills were the factors that affected the Iraqi leaders’ communicative competence. Finally, a model for developing communicative competence among Iraqi academic leaders was formulated based on the findings. The model consists of training programmes for communicative competence development using digital tools for language use, an electronic examination process with efficient monitoring, and language initiatives for enhancing Iraqi academic leaders' communication competence.