Abbas Abbaspour; mohammad mojtabazadeh
Abstract
The present study was conducted to design and validate a model for accreditation and quality assurance of Iranian higher education.This study was performed using a mixed method of explorative plan-tool development model. First, in qualitative part of this study, questionnaire consisted of 25 factors ...
Read More
The present study was conducted to design and validate a model for accreditation and quality assurance of Iranian higher education.This study was performed using a mixed method of explorative plan-tool development model. First, in qualitative part of this study, questionnaire consisted of 25 factors and 157 Criteria were designed by using the method of Grounded Theory and interview with 36 experts. For the validity of qualitative findings, were used from the criteria of credibility, confirmability, dependability and transferability. Then, in the quantitative section, designed questionnaires were conducted on 84 members of Iranian experts with high education. Based on the received feedback, the questionnaires were revised, then the final and modified version was put in the hands of 293 experts in different cities of Iran. The validity of the questionnaire was confirmed by experts and its reliability was calculated by Cronbach's alpha which was equal to (0.982). Non-probability purposive sampling method was used in the qualitative part of the study whereas random classified sampling method was applied in the quantitative part. In addition, analysis of structural equation modeling was used for testing mentioned scale. By doing first-order confirmatory factor analysis, mentioned model were modified to 22 factors and 150 Criteria. Results of second-order confirmatory factor analysis, also showed that 22 extracted components are sufficient factor leading to prediction model related to accreditation and quality assurance of high education systems in Iran. In addition, goodness of fit indices such as, (CMIN/DF) which is equal to 1.924, (RMSEA) = 0.39, (GFI) equal= 0.976, (AGFI) = 0.939, (CFI) = 0.928, (NNFI) = 0.935, (TLI) = 1.000, (IFI) = 0.928 and (RFI) = 0925 Conclusion: The results of statistical tests displayed that the designed model enjoys very favorable fitness for the accreditation and quality assurance of high education system in universities of Iran.
mohammad mojtabazadeh
Abstract
This study aimed to identify factors affecting the model of accreditation and quality assurance of higher education in Iran. the study was conducted using qualitative research through grounded theory. the study population had higher education experts, which 36 persons by purposive sampling for semi-structured ...
Read More
This study aimed to identify factors affecting the model of accreditation and quality assurance of higher education in Iran. the study was conducted using qualitative research through grounded theory. the study population had higher education experts, which 36 persons by purposive sampling for semi-structured interview were selected. in addition to interview, 3 other sources were used to collect data, which are, observing, taking notes and documents. for this purpose, data obtained from interviews, observations, notes and documents were converted into text data. after that, we act the first to open coding, then, to have axial and selective action. in axial coding stage, 25 core categories were determined. in selective coding stage, all major categories and core categories in terms of condition, interactive / process and outcome characteristics was classified. in the end, category of quality discourse, fear and hope, as the most original and the most ultimate core category select and according to its features were developed. then, related made other categories in the form of a paradigm model with the this category.
mohammad mojtabazadeh
Abstract
In this paper based on the grounded theory, from the perspective of higher education actors we paid to recognized of conditional factors, criteria and indicators (causal, contextual and intermediary ) accreditation. this study, by adopting social interpretivism, emphasize that people outside the university, ...
Read More
In this paper based on the grounded theory, from the perspective of higher education actors we paid to recognized of conditional factors, criteria and indicators (causal, contextual and intermediary ) accreditation. this study, by adopting social interpretivism, emphasize that people outside the university, Can not be known beforehand components of accreditation and understand it. Because, the actors in higher education are that your scientific community environment create and interpret it as they want. accordingly, Any assumption about the accreditation system, can not express the mind and understanding academic community actors. in other words, in this research we have been looking for that actors higher education how to see conditional factors, criteria and indicators (causal, contextual and intermediary ) accreditation And what had interpretation and understanding of it. the data of this study were obtained from four sources, which include, interviews, observations, notes and documents. therefore, data obtained from interviews, observations, notes and documents were converted into text data. after that, in order to categorize the great mass of the collected data, paid to categorization of data. we act first, open coding, then, axial and selective coding. On this basis, in 691 the indicator, 98 criteria and 11 factor were determined in accordance with native features of Iran's higher education system.
