Background and Aim: Job enrichment is a key factor in improving faculty members’ quality of work life and performance by redesigning job roles based on psychological, professional, and social needs. Despite its importance in higher education, few studies have explored its localized dimensions among medical university faculty. This study aimed to identify and conceptualize the dimensions of job enrichment among faculty members at Lorestan University of Medical Sciences and propose a localized model.

Methodology: This qualitative study employed Braun and Clarke’s (2006) thematic analysis method. Data were collected through fifteen semi-structured interviews with full-time and adjunct faculty members, selected using theoretical and snowball sampling. Data analysis continued until theoretical saturation was achieved.

Findings: Thematic analysis resulted in 344 open codes, which were refined into 24 subthemes and six main themes: individual, organizational, professional, social, environmental, and work–life balance. The findings indicate that job enrichment is a multidimensional and dynamic process shaped by the interaction between personal, professional, and organizational factors, with meaning, autonomy, professional growth, and role balance as its core elements.

Conclusion: The study presents a localized model of job enrichment in higher education, emphasizing that genuine enrichment requires transformation in managerial perspectives, organizational culture, and faculty development policies. Implementing this model can enhance motivation, job satisfaction, and academic performance among faculty members.