mohammadreza mohammadi mirazizi; Taghi Kamali; rasol davodi
Volume 14, Special Issue , July 2020, , Pages 567-584
Abstract
The purpose of this study was to determine the dimensions, implementation strategies, and consequences of implementing quality management at Farhangian University across the country in 1989. The method was based on the data theory approach. In this study, the statistical population consisted of experts ...
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The purpose of this study was to determine the dimensions, implementation strategies, and consequences of implementing quality management at Farhangian University across the country in 1989. The method was based on the data theory approach. In this study, the statistical population consisted of experts and professors in the field of inclusive quality management at the University of Culture, who were selected through purposeful sampling method. Data were collected through semi-structured interviews. Validity and reliability of data were obtained by using participant review method and expert review. Content and face validity were confirmed by expert opinion. Content analysis method was used to analyze the interviews. Research findings suggest that the most important dimensions and components of inclusive quality management include customer satisfaction and accountability, the learning organization, and the future. Also, decentralization of education, culture of systematic thinking, effective educational planning and curriculum planning as the most important strategies as well as the professional development of cultures, new approaches to managing and becoming more mission-minded, enhancing the effectiveness of teaching and learning, and making the University of Culture flexible. The establishment of inclusive quality management is at Farhangian University. The results of 12 main dimensions and 365 subscales showed that customer satisfaction, decentralization and enhancing the effectiveness of teaching-learning process were the most important requirements.
