Purpose: This study aimed to identify and examine the barriers to knowledge production among female faculty members at Shahid Chamran University of Ahvaz. It sought to identify these barriers from the perspective of female faculty members and to examine their structure and relative importance.



Methodology: This applied research employed a sequential exploratory mixed-methods design. In the qualitative phase, semi-structured interviews were conducted with 13 female faculty members selected purposefully based on differing levels of scientific output. Data were analyzed using thematic analysis with MAXQDA software. Based on the qualitative findings, a 30-item questionnaire was developed. In the quantitative phase, the questionnaire was administered via census to all 122 female faculty members, and 90 usable questionnaires were analyzed. The instrument's face and content validity were assessed by seven experts, yielding a Cronbach's alpha of 0.87. Data were analyzed using principal component analysis and partial least squares structural equation modeling.



Findings: Four dimensions were identified—individual, organizational, cultural, and environmental-educational barriers—together explaining 62.20% of the variance. Organizational barriers had the highest standardized coefficient (0.445), followed by cultural (0.283), individual (0.224), and environmental-educational (0.134) barriers. All coefficients were statistically significant.



Conclusion: The barriers to knowledge production among female faculty members are multidimensional in nature and are not limited to individual factors. The prominence of organizational barriers suggests that facilitating research processes, improving access to resources and research support, and creating supportive organizational conditions could be effective in reducing perceived barriers to knowledge production.