Design and Implementation of Internal Evaluation Model at the Level of Higher Education Management and Educational Management Departments of Islamic Azad University and Provide a Suitable Framework for External Evaluation

Document Type : Original Article

Authors

1 PhD Student in Higher Education Management, Karaj Branch, Islamic Azad University, Karaj, Iran

2 Faculty member of the National Education Evaluation Organization, Tehran, Iran

3 Assistant Professor, Department of Educational Sciences, Karaj Branch, Islamic Azad University, Karaj, Iran

4 Associate Professor, Department of Educational Sciences, Karaj Branch, Islamic Azad University, Karaj, Iran

10.22034/emes.2022.535724.2298

Abstract

Based on the purpose, the present study is an applied research and in terms of data collection method is a descriptive-analytical research. The approach of the present study is a mix method and both quantitative and qualitative methods have been used. The statistical population in the quantitative research consisted of heads of departments and faculty members, students, graduates and library managers; and the statistical population in the qualitative research included experts and faculty members. Appropriate sample size of the statistical population of the quantitative research: 36 managers of educational departments, 97 faculty members of departments, 130 students, 6 library managers by stratified random sampling; 120 members of the graduate community were available by sampling method and in the qualitative research 66 faculty members were experts and specialists by non-random snowball sampling method. The research tools were researcher-made questionnaire, interview and checklist. The face validity and content validity of the research instrument was estimated by experts and the reliability of the questionnaires was estimated by Cronbach's alpha coefficient of 97%. The reliability of the interview questions was obtained by the agreement coefficient of the interviewees. In the quantitative research, inferential descriptive statistics and structural equations were used, and in the qualitative research, data coding was used. The results showed that internal evaluation in 3 main stages and 13 steps including 8 factors and 42 criteria and 214 indicators and external evaluation in 8 stages can be counted.

Keywords

References

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Educational Measurement and Evaluation Studies
Volume 12, Issue 39
October 2022
Pages 47-72

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