سیاستگذاری، برنامه ریزی و مدیریت آموزشی
ehsan parvin; Atefeh Rigi
Abstract
The aim of the current research is to critically examine the national system of monitoring and evaluation in Iran's higher education, which used a qualitative approach and a descriptive phenomenological method. The participants in the research included 16 university and research institute experts who ...
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The aim of the current research is to critically examine the national system of monitoring and evaluation in Iran's higher education, which used a qualitative approach and a descriptive phenomenological method. The participants in the research included 16 university and research institute experts who are knowledgeable about the field of study. The purposeful sampling method was snowball type. In order to collect data, a semi-structured interview tool was used until theoretical saturation was reached, and in order to analyze the data, the content analysis method was performed with an inductive approach based on Granheim and Lundman's model. The results showed that the challenges of the national monitoring, evaluation and validation system in Iran's higher education system are six categories: the multiplicity of monitoring and evaluation institutions and the absence of a national institution and trustee for the monitoring and evaluation of universities, centers and institutions of higher education; lack of clear, specific and standard criteria for measuring, monitoring, evaluating and ranking universities; centralization in the evaluation of universities, institutes and higher education centers by the government; Academics' belief, trust and weak belief in the importance and benefits of monitoring and evaluation; Lack of a suitable and comprehensive database for evaluation and validation; Weakness of the culture of accountability, follow-up, demanding and evaluation in the higher education system were divided and finally political strategies were presented to improve the national system of monitoring and evaluation of higher education in Iran.
Atefeh Rigi; nematollah azizi; Abolvahab purghaz
Volume 14, Issue 49 , July 2020, , Pages 91-109
Abstract
As a qualitative research, this study aims to investigate external challenges of Iran's higher education system based on the global rankings’ indicators in which Ruth Wodak’s method of critical discourse analysis was applied. Participants included 16 scholars and senior officials from Higher ...
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As a qualitative research, this study aims to investigate external challenges of Iran's higher education system based on the global rankings’ indicators in which Ruth Wodak’s method of critical discourse analysis was applied. Participants included 16 scholars and senior officials from Higher Education Institutions in Tehran whose were selected via snowball sampling method. Semi-structured interviews were applied to collect data based on theoretical saturation which were lasting between 30 and 60 minutes. For data validation both participants review (member check) and review by external experts (external check) were applied. critical discourse analysis were used to analyze data. The finding revealed that policy-making challenges including “diversity and lack of coordination in policies of institutions determining higher education policies, lack of attention to determining missions in policy-making, not specialized policy-making processes and not using research results in them”, economic challenges including “lack of attention to income generation of universities in economic policies of Iran, lack of attention to knowledge-based economy for Iran’s economic development”, and sociocultural challenges including “low importance of science in the Iranian society, lack of attention to education of global citizens, and special attention to the local ‘We’”, are main external factors which have affected Iranian higher education system leading to low global ranking of Iranian universities. In this regard, some strategies are presented to improve the global ranking of Iranian universities.
