Strengths, Struggles, and Hope: Iranian University Faculty Experiences Through the Lens of Appreciative Inquiry

Although Appreciative Inquiry has been widely applied to organizational and educational development, little is known about how it can illuminate the experiences of university faculty in resource-constrained, non-Western higher education contexts. This qualitative study explored how Iranian university faculty members experience their professional lives through the lens of Appreciative Inquiry, with particular attention to the factors that sustain motivation, resilience, and professional purpose. Semi-structured interviews were conducted with eight assistant and associate professors from diverse academic disciplines, and the data were analyzed using Braun and Clarke’s thematic analysis. The analysis generated eight interrelated themes: ethical academic identity, pride in scholarly and pedagogical work, conditional resilience, interpersonal anchoring, systemic disillusionment, visions for future higher education, coping strategies, and sources of joy and value. These themes informed the development of the Ethical Identity–Support–Strain–Hope Loop, a conceptual model illustrating how faculty members draw upon ethical values and interpersonal support to navigate structural challenges while sustaining hope for institutional improvement. The findings extend the application of Appreciative Inquiry to a non-Western higher education context and demonstrate how moral identity, supportive relationships, and future-oriented reflection contribute to sustained academic engagement. The study offers practical implications for higher education leaders seeking to cultivate ethical, resilient, and supportive academic environments.