cognitive dimensions of human reliability and risk perception in academic decision-making: a qualitative case study of newly-recruited faculty members in higher education

The present study aimed to analyze the cognitive dimensions of human reliability and risk perception in educational decision-making. it conducted a qualitative and in-depth investigation of the experiences of a newly recruited faculty member in the iranian higher education system. researchers often face structural complexities, organizational pressures, and multiple roles. under such conditions, educational decisions are made in environments of high uncertainty, which increases the risk of cognitive error, especially among newly recruited faculty members. in this study, risk is conceptualized not merely as the probability of loss or failure, but as a cognitive and situational construct that shapes how faculty members interpret uncertainty and make educational decisions. specifically, risk perception refers to how individuals subjectively evaluate the potential consequences of their choices in ambiguous academic contexts, which can directly influence the likelihood of human error and the overall reliability of decision-making. research data were collected through two semi-structured interviews with a novice instructor who is also responsible for group management and analyzed using the braun & clarke (2006) thematic analysis method. the findings indicated three overarching themes, including cognitive-emotional challenges in risk perception, human reliability in decision-making, and effective structural and institutional factors. the research findings revealed the existence of a vicious cycle between structural pressures, cognitive erosion, and increased error in decision-making. however, strategies such as cognitive autonomy, professional responsibility, and independent problem solving played a protective role against mental attrition. overall, this study, by combining the concepts of human reliability engineering and educational psychology, provides an interdisciplinary approach to analyzing decision-making in higher education and emphasizes the need to design policies to enhance cognitive resources and reduce structural ambiguity in academic environments.