jafar amiri farahabadi; Mahmoud Abolghasemi; Mohammad Ghahramani
Abstract
Introduction According to many experts and scholars of higher education, nowadays the most important factor of inefficiency of higher education policymaking in Iran is nonconformity of policies and decisions with scientific, theoretical and research basics. Policy research is defined as a research process, ...
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Introduction According to many experts and scholars of higher education, nowadays the most important factor of inefficiency of higher education policymaking in Iran is nonconformity of policies and decisions with scientific, theoretical and research basics. Policy research is defined as a research process, focused on providing policy options and referred to the practice of policymakers and can contribute to reasonable and rational policymaking in the field of higher education. Method the main aim of this research was designing and validation of pathology model of Iranian higher education policy research process. For this purpose mixed exploratory approach was used. Process of this research has been conducted in quantitative and qualitative phases. In qualitative phase through semi-structured interviews with 15 policy makers, policy researchers and scientific experts and subsequently content analysis of interviews, a list of the current damaging factors of policy research process in Iranian higher education was adopted. Then, mentioned list is confirmed by participants through Delphi technique (binomial test). Based on the findings of qualitative phase of research, quantitative questionnaire was designed and conducted. Statistical population of quantitative phase were higher education policy researchers and decision-makers including those affiliated to the Ministry of Science, Research and Technology (as institute for social and cultural studies, institute for research and planning in higher education, center for international scientific studies and collaboration and etc.), those not affiliated to the Ministry (as national research institute for science policy, Islamic parliament research center, supreme council of cultural revolution), higher education policy-makers and scientific experts. 203 questionnaires were completed by them. Confirmatory factor analysis was used to examine research questions. Results During the present research process, 93 sub-components were identified in the form of 12 main components and 5 dimensions: 26 components for contextual and environmental dimension, 11 components for structural dimension, 23 components for functional dimension (higher education policy makers), 23 components for functional dimension (higher education policy researchers) and 10 components for communicational and interactional dimension. Discussion In order to reduce the damage of current policy research process of Iranian higher education, some solutions can be considered, including: reforming the system of evaluation and promotion of higher education policy-researchers, need-based establishment of policy-research structures, prioritizing policy-making needs in higher education, more participation of policy-makers in policy research process, Balanced distribution of power between policy-makers and policy-researchers. nsion.
R Mahdiuon; M Ghahramani; M Farasatkhah; M Abolghasemi
Volume 21, Issue 1 , May 2014, , Pages 211-230
Abstract
Purpose of this study was presenting a quality assurance and enhancement model in e-learning institution and centers at higher education level. For this goal we used the grounded theory as the qualitative research method. Statistical population of this research constitute of e-learning center managers, ...
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Purpose of this study was presenting a quality assurance and enhancement model in e-learning institution and centers at higher education level. For this goal we used the grounded theory as the qualitative research method. Statistical population of this research constitute of e-learning center managers, instructors, e-learning specialists, specialists of quality in higher education and policy makers. From this population 16 member in a purposeful way was selected for intense interview and interviews continued until theoretical saturation. Validity of findings granted by member checking, Peer examination, participatory research and researcher reflexivity methods. We used open coding, axial coding and selective coding for data analysis. The results indicate that 173 initial conceptual propositions with 35 sub categories and 15 main categories in the form of six-fold paradigmatic model consisting of casual conditions (3 categories), main phenomenon (Learning Quality) strategy (3 categories), context (2 categories), environmental conditions (3 categories) and outcome (3 categories), identified. And the relationships between them were drawn on the paradigmatic model.