مطالعات اندازه گیری و ارزشیابی آموزشی

مطالعات اندازه گیری و ارزشیابی آموزشی

تحلیل کیفی پیامدهای نظام اعتباربخشی موسسه‌ای مطالعه موردی در دانشگاه علوم پزشکی تبریز

نوع مقاله : مقاله پژوهشی

نویسندگان
1 دانشجوی دکتری مدیریت آموزشی، گروه علوم تربیتی، دانشکده علوم انسانی و تربیتی، دانشگاه آزاداسلامی واحد تبریز، تبریز، ایران
2 استادیارگروه علوم تربیتی، دانشکده علوم انسانی وتربیتی، دانشگاه آزاداسلامی، تبریز، ایران
3 دانشیارگروه علوم تربیتی، دانشکده علوم انسانی وتربیتی، دانشگاه آزاداسلامی واحد تبریز، تبریز، ایران
4 دانشیارگروه مدیریت و سیاستگذاری-سلامت، دانشکده مدیریت واطلاع رسانی پزشکی، دانشگاه علوم پزشکی تبریز، تبریز، ایران
10.22034/emes.2025.2020371.2541
چکیده
هدف: مطالعه با هدف تحلیل کیفی پیامدهای نظام اعتبار بخشی موسسه ای در دانشگاه علوم پزشکی تبریز انجام شد. 
روش: مطالعه حاضر یک پژوهش کیفی از نوع مطالعه موردی با رویکرد استقرایی در بین سالهای 1401-1399 انجام شده است. نمونه گیری به روش هدفمند و  گردآوری داده ها از طریق مصاحبه نیمه ساختار یافته در زمینه موضوع تا مرحله اشباع  با 34  نفر از مدیران، اعضای هیات علمی، مسئولین و کارشناسان  واحد‌های دفاتر توسعه که مجری برنامه اعتبار بخشی موسسه ای بودند انجام شد. متن مصاحبه ها به روش تحلیل تماتیک با استفاده از نرم افزار MAXQDA20  آنالیز شد. برای اعتبار سنجی مطالعه از چهار معیار گوبا و لینکلن[1] شامل؛ مقبولیت ، اطمینان پذیری، باور پذیری و انتقال پذیری استفاده شد.
یافته‌ها: نتایج مطالعه استخراج 170 کد اولیه، 22 مقوله فرعی و 8 مقوله اصلی شامل ارتقاء آموزش حرفه ای دانشجویان پزشکی و پیراپزشکی، تامین منابع مالی دانشگاهها با تولیدات علمی و پژوهشی به روز، فراهم نمودن آموزش پاسخگو، تامین  رضایت همه ذینفعان، ایجاد زیر ساختهای کاربرد ابزار و فناوریهای نوین در آموزش پزشکی و درمان بیماران، توسعه پایدار با ارتقاء سلامت جامعه ، بین المللی کردن دانشگاهها و ارتقاء فرآیند های پژوهشی و تحقیقاتی می باشد.
نتیجه‌گیری: نتایج حاصل از پژوهش نشان داد اعتبار بخشی موسسه ای تاثیرات گستر ده ای از جمله ارتقاء کیفیت آموزش، پژوهش و شاخص های سلامت  داشته است همچنین می توان به افزایش تولیدات علمی و پژوهشی، تامین منابع پایدار، توسعه زیر ساخت های آموزشی مدرن، ارتقای رضایت ذینفعان و فراهم نمودن بستر بین المللی کردن دانشگاهها اشاره کرد.
کلیدواژه‌ها

موضوعات


عنوان مقاله English

Qualitative Analysis of the Consequences of Institutional Accreditation system:A case study at Tabriz University of Medical Sciences

نویسندگان English

Hosneae Kamalikordabad 1
Zarrin Daneshvar heris 2
Sadegh Maleki av 3
Rahim Khodayari Zarnagh 4
1 PhD student in Educational Management, Faculty of Humanities and Education, Islamic Azad University, Tabriz, Iran
2 Assistant Professor, Faculty of Humanities and Educational Sciences, Islamic Azad University, Tabriz, Iran
3 Associate Professor, Faculty of Humanities and Educational Sciences, Islamic Azad University, Tabriz, Iran
4 Associate Professor, Department of Management and Policy-Health, Faculty of Medical Information and Management, Tabriz University of Medical Sciences, Tabriz, Iran
چکیده English

Objective: The study aimed to qualitatively analyze the consequences of institutional accreditation at Tabriz University of Medical Sciences.
Methods:  The present study is a qualitative case study conducted from 2020 to 2022, utilizing purposeful sampling and semi-structured interviews with 34 participants, including managers and experts involved in institutional accreditation. Data were analyzed using thematic analysis with MAXQDA20 software, and validation was achieved through Guba and Lincoln's criteria: credibility, dependability, confirmability, and transferability. 
Results: The results of the study extracted 170 initial codes, 22 subcategories, and 8 main categories, which include: enhancing the professional education of medical and paramedical students, securing financial resources for universities through up-to-date scientific and research outputs, providing responsive education, ensuring the satisfaction of all stakeholders, creating infrastructures for the application of new tools and technologies in medical education and patient treatment, promoting sustainable development through community health improvement, internationalizing universities, and enhancing research and investigative processes.
Conclusion: The results of the research indicated that institutional accreditation has extensive impacts, including the enhancement of education quality, research, and health indicators. It also contributes to increased scientific and research outputs, securing sustainable resources, developing modern educational infrastructures, improving stakeholder satisfaction, and providing a foundation for the internationalization of universities.                                                         

کلیدواژه‌ها English

Keywords :accreditation
quality improvement
consequences
References
Ahmadi, M., Khushgam, M., & Mohammadpour, A. (2008). Comparative study of the Ministry of Health standards for hospitals with Joint Commission International hospital accreditation standards. Hakim Research Journal, 10(4), 45-52.
Antoninis, M., Alcott, B., Al Hadheri, S., April, D., Fouad Barakat, B., Barrios Rivera, M., . . . Caro Vasquez, D. (2023). Global Education Monitoring Report 2023: Technology in education: A tool on whose terms?
Ashrafizadeh, H., Rokhafroz, R., & Beiranvand, S. (2022). Policy analysis of education transformation plan in Iran’s health system using Walt Gilson model. Journal of Medical Education Development, 15(46), 8-21.
Ayani, S., Bayat, R., Nematolahi, S., Shahrabadi, M., Rahimi, F., & Soleimani, A. (2017). Parsian: A Model Including the Necessary Tools to Implement Patient Simulation in the Learning Managememt System. Journal of Sabzevar University of Medical Sciences, 24(3), 173-181.
Azami, S., Tabrizi, J. S., Abdollahi, L., Yari Fard, K., Kabiri, N., saadati, m., . . . Nadimi, B. (2012). Knowledge and Attitude of Top Managers toward Accreditation in Tabriz and Ardabil Teaching Hospitals. Journal of Health and Hygiene, 3(2), 7-15.
Bahrami, M., Akbari, M., Emami, M., & Falahzadeh, H. (2016). Designing an administrative structure for Iranian hospitals. Tolooebehdasht, 15(1), 208-223.
Bazargan, A. (2012). From bureaucratic evaluation and ranking to collaborative assessment and accreditation for enhancing quality of engineering education in Iran. Iranian Journal of Engineering Education, 14(54), 43-56. doi:10.22047/ijee.2012.2614
Blouin, D., Tekian, A., Kamin, C., & Harris, I. B. (2018). The impact of accreditation on medical schools’ processes. Medical education, 52(2), 182-191.
Brown, A. (2020). Quality Improvement Training in Medical Education. Doctoral dissertation. University of Calgary,
Chotchoungchatchai, S., Marshall, A. I., Witthayapipopsakul, W., Panichkriangkrai, W., Patcharanarumol, W., & Tangcharoensathien, V. (2020). Primary health care and sustainable development goals. Bulletin of the World Health Organization, 98(11), 792.
EIVAZI, M. R., & HOSEINI MOGHADAM, M. (2014). Environmental Scanning of Higher Education Evaluation in Selected Countries and Lessons for Iran. Strategy &  RAHBORD,, 23)70)(1), 91-120. doi: https://sid.ir/paper/89107/en
Eskandari, A. R., Irannejad, P., Mohammadi, R., Salimi, M., & Jahaniyan, R. (2021). Designing and presenting an accreditation model at the department level(Case study: Departments of Higher Education Management and Educational Management of Islamic Azad University). Educational Measurement and Evaluation Studies, 11(34), 75-99. doi:10.22034/emes.2021.248198
FARASATKHAH, M., & BAZARGAN, A. (2007). HIGHER EDUCATION QUALITY ASSURANCE SYSTEM AND SOCIO- CULTURAL CONTEXTS: A "COGNITIVE MAP" EMPHASIZING THE CASE OF IRAN. NAMEH-YE OLUM-E EJTEMAI, 31, 1-20. doi: https://sid.ir/paper/2365/en
Filippakou, O. (2017). The evolution of the quality agenda in higher education: the politics of legitimation. Journal of Educational Administration and History, .49(1), 37-52. doi:https://doi.org/10.1080/00220620.2017.1252738
Frank, J. R., Taber, S., van Zanten, M., Scheele, F., & Blouin, D. (2020). The role of accreditation in 21st century health professions education: report of an International Consensus Group. BMC Med Educ, 20(Suppl 1), 305. doi:10.1186/s12909-020-02121-5
GHOLAMZADEH, H., SHAHI, S., Farhadi, R. H., & Razavi, S. A. (2020). Developing a model for internal evaluation of departments of Iranian universities with metaevaluation approach.
GHOORCHIAN, N., & SHAHRAKIPOOR, H. (2010). STUDY OF THE WORLD'S HIGHER EDUCATION ASSESSMENT SYSTEMS TO PROPOSE AN APPROPRIATE ASSESSMENT MODEL FOR IRAN'S HIGHER EDUCATION ASSESSMENT AYSTEM. JOURNAL OF MANAGEMENT FUTURES RESEARCH(JOURNAL OF MANAGEMENT RESEARCH),, 21(85), 1-19. doi: https://sid.ir/paper/204305/en
hagh DOOST, A., & SHOGHI, S. (2017). RANKING OF UNIVERSITIES OF MEDICAL SCIENCES BASED ON THEIR EDUCATIONAL ACTIVITIES: SETTING INDICATORS. TEB VA TAZKIEH, 19(1), 65-72. doi:https://sid.ir/paper/34350
Hakim, A. R., & Suharto, N. (2019). The Role of Accreditation in Improving Education Quality. Paper presented at the 2nd International Conference on Research of Educational Administration and Management (ICREAM 2018).
Hakkak, M., Hozni, S. A., Shahsiah, N., & Akhlaghi, T. (2017). Design of Hospital Accreditation Model: A Qualitative Study. Management Strategies in Health System, 2(3), 201-214.
Hossein Pour, R. (2016). University accreditation and higher education institutions: Objectives, methods, and strategies for institutionalizing it in the country's higher education Paper presented at the Second International Conference on Applied Research in Educational Sciences and Behavioral Studies and Social Issues.
Izadi, S., & Rabie, M. (2022). Deliberation on problems of financing and diversification of financial resources in public universities. Journal of Educational Planning Studies, 10(20), 72-87. doi:10.22080/eps.2022.22209.2079
Karimi, S., Gholipour, K., Kordi, A., Bahmanziari, N., & Shokri, A. (2013). Impact Of Hospitals Accreditation On Service Delivery From The Perspective Views Of Experts: A Qualitative Study. Payavard Salamat, 7(4), 337-353.
Ke, S.-W., Lin, W.-C., & Tsai, C.-F. (2016). Research performance of AACSB accredited institutions in Taiwan: before versus after accreditation. SpringerPlus, 5, 1-10.
Khadem Mohtaram, K., & Salimi, M. (2019). Evaluation and quality assurance in the higher education system. Bimonthly Journal of Applied Studies in Management & Development Sciences, 15(1), 47-61.
Khoshamooz, H., Goudarzvand Chegini, M., & Rezaee Kelidbari, H. (2022). Consequences of the new generation of hospital accreditation with the Three-Branch Model in Iran. Payesh (Health Monitor) Journal, 21(6), 549-566. doi:10.52547/payesh.21.6.549
Mahammadi, R., Parand, K., & Pourabbas, A. (2007). Designing and Implementing Quality Assurance Schemes: A Necessity in Engineering Sciences Educational Programs. Iranian Journal of Engineering Education, 9(34), 77-114. doi:10.22047/ijee.2007.551
Memariyan, H. (2003). Engineering. Iranian Journal of Engineering Education, 5(19), 15-48. doi:10.22047/ijee.2003.2113
Michael, S. (2005). Financing Higher Education in a Global Market. Higher Education Series.
Mirzadeh, A., Tavakoli, S., Yazdani, K., & Taj, M. (2004). Accreditation: A Way to Quality Assurance and Improvement. Iranian Journal of Medical Education, 4(2), 105-116.
moezzi, M., Shirani, M., majidi, f., & saberzade, m. (2017). Design and Implementation of a Community-Oriented and Responsive Educational Program: Report on the Experience of the Center for Medical Education Studies and Development at Shahrekord University of Medical Sciences. Iranian Journal of Medical Education, 17, 120-124.
Mohammad Hossein Yarmohammadian, Azad Shokri, Najmeh Bahmanziari, & Ayan Kordi. (2014). Blind spots on Accreditation Program. Health System Research, 9(11), 1158-1166.
Paripour, A., Sarmadi, M., Nategi, F., & Mohammadi Naeini, M. (2020). Presenting a model for evaluating the quality of combined education in higher education based on the CIP evaluation approach (Case study: in the electronic unit of Islamic Azad University). Journal of Research in Educational Systems, 14(51), 7-22.
Parvin, E., Ghiasi Nadoshan, S., Khorsandi Taskooh, A., & Zaker Salehi, G. R. (2021). Identifying Barriers of International Students’ Admission in Iranian Public Universities. Research in Medical Education, 13(1), 24-34. doi:10.52547/rme.13.1.24
Pourabbas, A., Amini, A., & Asghari Jafarabadi, M. (2020). The status of accountable education in clinical education departments of Tabriz University of Medical Sciences. Research in Medical Education, 12(2), 71-82. doi:10.29252/rme.12.2.71
Pourabbasi, A., Haghdoost, A., Akbari, H., Kheiry, Z., Dehnavieh, R., Noorihekmat, S., . . . Larijani, B. (2017). Packages for reform and innovation in medical education in Islamic Republic of Iran; a conceptual framework.
POURABBASI, A., HAGHDOOST, A., AKBARI, H., Kheiry, Z., DEHNAVIEH, R., NOORIHEKMAT, S., . . . . (2017). PACKAGES FOR REFORM AND INNOVATION IN MEDICAL EDUCATION IN ISLAMIC REPUBLIC OF IRAN; A CONCEPTUAL FRAMEWORK. TEB VA TAZKIEH,, 26, 45-50. doi: https://sid.ir/paper/34312/en
Pourabbasi, A., Haghdoost, A., FASIHI, H. M., Dehghani, M. R., Halavati, I., Akbari, H., . . . Larijani, B. (2018). Monitoring and Evaluation of Packages for Reform and Innovation in Medical Education; Methodology and preliminary results.
Pouratashi, M. (2023). Internationalization mechanisms in world selected universities and Iran. Quarterly Journal of Research and Planning in Higher Education, 24(2), 85-108.
Pruvot, E. B., & Estermann, T. (2012). European universities diversifying income streams. In European Higher Education at the Crossroads: Between the Bologna Process and National Reforms (pp. 709-726): Springer.
Rabiei, M., Izadi, S., Salehi Omran, E., & Ahanchian, M. R. (2017). Investigating the requirements for financing and diversifying the financial resources in public universities. Educational Measurement and Evaluation Studies, 7(19), 155-179.
Rahbar Taramsari, M., Heidarzadeh, A., Khoshrang, H., Mohseni, F., Dadgaran, Taheri, M., . . . Fallah, S. (2021). Development the field of accountable education: along the way from the comprehensive health service center to the social accountable medical education center: The need for change. Research in Medical Education, 13(4), 76-79. doi:10.52547/rme.13.4.76
Roshan, A. (2013). Approaches to financing Public universities. Paper presented at the The 6th Conference on Financial System Development in iran. https://civilica.com/doc/293438/
Salajegheh, A., Farajollahi, M., Moosapur, N., & Sarmadi, M. (2017). Explain and validate the components and indicators of internationalization of virtual colleges. Education Strategies in Medical Sciences, 10(6), 526-541.
Shahreki pour, H., Parand, K., & Vaghor kashani, M. (2010). The Role of Self- Evaluation to Improve the Instructional Quality in the Field of Mechanical Engineering of Tarbiat Modares University. Iranian Journal of Engineering Education, 12(45), 1-33. doi:10.22047/ijee.2010.661
Soltani, A. (2016). Accreditation and its role in quality assurance in engineering education. Iranian Journal of Engineering Education, 17(68), 15-40.
Srivastava, S. (2023). Managing quality in higher education system: Insights from the literature. Management Research and Practice, 15(1), 63-79.
Zafaripoor, T., Mohamadi, R., & Khodayi, E. (2018). A Comparative Study on Evaluation, Accreditation & Quality Assurance in Higher Education of Classic and Modern (Virtual &Distance Education). Journal of Financial Analysis, 1(2), 87-.
ZAMANI , & ASGHAR. (2017). HE RECOGNITION AND ANALYSIS OF FACTORS INFLUENCING THE QUALITY OF EDUCATION IN HIGHER EDUCATION. JOURNAL OF INNOVATION AND ENTERPRENEURSHIP. 6(11), 23-35. doi: https://sid.ir/paper/260434/en