Social Sciences
Mohammad Javad Moheban; Mohammad Reza Ghaedi; Mohammad Reza Dehshiri; Mohammad Kazam Kaveh Pishghadam
Abstract
The purpose of this research is to evaluate the challenges of Iran's higher education system after the revolution in the process of scientific and executive policy making and decision making. In terms of practical purpose, the research is mixed (exploratory) in terms of the method of data collection. ...
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The purpose of this research is to evaluate the challenges of Iran's higher education system after the revolution in the process of scientific and executive policy making and decision making. In terms of practical purpose, the research is mixed (exploratory) in terms of the method of data collection. The research community included written documents and sources and academic experts and professors who have sufficient information on the subject under investigation. The research tools included: 1_ questionnaires, 2_ semi-structured interviews, 3_ researcher-made questionnaires. In order to analyze the qualitative data, the coding method was used and in the quantitative part, the statistical tests of exploratory factor analysis, confirmatory factor analysis and structural rates were used. Data analysis was done using PLS software. Based on the results of the qualitative part of the research, the challenges of the Islamic Republic of Iran's higher education system in the scientific and executive fields were classified into 19 categories. In the quantitative part, the results show that out of the 19 components of the challenges obtained in the qualitative part, the components (focusing on the quantitative expansion of higher education (dominance of the quantitative paradigm), neglecting quality and neglecting it in the general policies of higher education, lack of attention) According to the land in higher education, not suitable educational standards and facilities at the world level and dimensions related to the privatization of universities) were not approved as challenges of the higher education system after the revolution and 14 other components were approved. Based on the findings of the research, it can be concluded that the evaluation of Iran's higher education system after the revolution shows that there are many challenges in higher education that were discussed.
