quality assurance

Quality culture, with its diverse roles, impacts organizational performance and mission achievement. Alignment with missions, conditions, resources, and organizational maturity is crucial. Effective integration drives excellence and intelligent progress. The present study was conducted with the aim of analyzing the concept of quality culture in order to develop the quality of education. This study employed an advanced mixed-methods approach, comprising four sequential phases: qualitative, qualitative, quantitative, and quantitative. The qualitative phase, grounded in interpretive phenomenology, explored the lived experiences of stakeholders across four categories: faculty members, employees, managers, and students from various faculties at the University of Tehran. Participants were selected using criterion sampling, and data saturation was achieved after conducting in-depth interviews with 61 stakeholders, representing the entire University of Tehran. Subsequently, a quantitative survey was administered to 50 stakeholders from the technical and engineering faculty. In the stage of people's perception of quality culture, 83 indicators, 19 sub-themes and three themes agreed upon by all were identified and categorized. In analyzing the difference in the perception of teaching assistants, the prevailing perception in the technical and engineering faculty was "quantity-oriented quality culture," and the prevailing current culture was also quantitative-oriented quality culture. The study findings reveal that quality culture is a complex construct with varying levels, influenced by intricate relationships spanning individual, group, organizational, and extra-organizational dimensions within each organization. Shifting away from the simplistic, static view of quality culture as merely present or absent, and instead focusing on aligning the dominant level with organizational goals, resources, and maturity can pave the way for progress. By fostering integration and striving for advancement towards higher levels, organizations can lay the groundwork for development, excellence, and strategic advancement.

Evaluation culture, with its diverse roles, impacts organizational performance and mission achievement. Alignment with missions, conditions, resources, and organizational maturity is crucial. Effective integration drives excellence and intelligent progress. This study explores evaluation culture, analyzing commonalities and variations among University of Tehran stakeholders.

The current research method was interpretive phenomenology and its participants included four categories of stakeholders including: faculty members, employees, managers and students of Tehran University, who were selected and saturated by sampling method after 61 semi-structured interviews. The finding was obtained.

Analysis in the conceptual commonalities section led to the identification of 79 indicators and their classification in the form of 19 criteria. Each of the studied groups believed in a different evaluation culture. In terms of academic stakeholders, each group believed in a different evaluation culture, and in terms of differences in educational groups; Faculty of Engineering and Technology believes in result-oriented evaluation culture, Faculty of Management and Architecture believes in wrist-based evaluation culture; Faculty of Medicine and Veterinary Medicine believes in the evaluation culture based on the development of people; The Faculty of Basic Sciences and Psychology and Education believed in the culture of responsive evaluation and the Faculty of Literature and Humanities believed in the culture of documentary evaluation.

Evaluation culture is a multi-dimensional problem and its implementation in organizations requires attention to the structure of each organization and its perspectives.

The main purpose of this paper is to survey Globalization, its effect on Quality Concept, its Ascertainment Methods and Development Procedure of Universities.

The research method is descriptive-analytical and documentary. For this purpose, by studying the related sources and articles, the text of the articles and sources was carefully examined and analyzed, and the relationship between the concepts and the text was examined and analyzed. Then the final analysis was done.

The purpose of this paper is to examine the ways in which global influence can be achieved and how to realize its unique characteristics in the world of higher education and universities, both in developed and developing countries. To be investigated, analyzed and analyzed with the developing crisis.

Two completely different views about higher education was surveyed and analyzed. The first view, classic one, based on academic courses and the second view, operational one, based on entrepreneur were surveyed and analyzed and according to the analysis of findings, it can be concluded that higher education institutions must use a combination of the two classic and operational approaches in order to develop, improve, and make its plans and activities accountable and quality assurance regarding local, national and international and the requirements of higher education systems be applied and classic functions and some local one must be ignored and make itself concurrent with updated standards of international top universities.

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.

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.

The purpose of this research is to study the feasibility of university autonomy and its role in accountability and quality assurance of higher education system services. The study population included all faculty members of Urmia University in the academic year of 2014-2015. With the descriptive survey method, 219 faculty members of this university were selected using stratified random sampling method, and responded to the questionnaire. To collect information about the autonomy variable “the European Model Questionnaire UNESCO”, Thomas Estermann et al, for the accountability variable the questionnaire of Keiko Yokoyama, New York model and for the quality assurance variable the questionnaire of HEDPERF model was used. Cronbach's Alpha is used to assess the reliability of the test. The reliability coefficients of the autonomy, accountability and quality assurance questionnaires were 0/88, 0/90 and 0/92 respectively. To test the question and hypothesis of the research t-test univariate and multiple regression and One's regression analyses were used. The results showed that the state of academic freedom and accountability in the University was not good But in terms of quality assurance is moderate and positive relationship existed between academic autonomy, academic accountability and quality assurance And can somewhat predict them (R2= 0/17 , 0/15). there Significant correlation between academic accountability and quality assurance, and can be positive and meaningful predicted it (R2= 0/21).

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.

In this paper, using the approach of emic or orientation from the inside, have paid to analyze the understanding of scientific community actors from accreditation model of system higher education of country. research based on grounded theory, constitute the methodology of this study. according to the method, we have always sought to take on meaning, vision and mental mechanisms of higher education actors. the data of this study were obtained from four sources, which include, interviews, observations, notes and documents. to do so, first open coding, then, are we axial and selective action. having analyzed the data obtained in the first phase coding, in 2027 the concept was achieved. second stage of open data coding, In format of 1262 concept and 156 major categories were classified. in axial coding stage, 25 core categories were determined. in selective coding stage, again 25 core category to a higher level of abstraction we have upgrade and classified in terms of characteristics of conditions, interactive / process and outcome. 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.

Developments of recent decades shows that for reducing the financial and opportunities costs as well as increasing productivity, it is necessary to improve the quality of components and systems in organization. Information systems based on these rules should be considered and for improving their productivity, user’s satisfaction and effectiveness it is necessary to quality aspects of these systems are considered too. In this research a quality assurance system is developed to all parts of an information system from data gathering, data entry to indexing and dissemination of information for assuring of quality are included. This model based on continual improvement approach of Deming cycle will change all of its systems and processes so that each development in the system with considering current standards and quality guidelines are done

Education is the most effective mechanism for dealing with one of the biggest challenges of this century, i.e., sustainable development. Sustainable development needs a holistic human being with systemic thinking and interdisciplinary and intra-disciplinary vision who is informed, creative and participatory. Production of such qualified human resources needs high quality elements and factors of the educational system (input, process, output, and outcome) in line with sustainable development. Higher education and expert human resources play a key role in sustainable development of any societies. Universities, as places for study and research, should strive for sustainable development. Higher education should acquire the best way to exploit limited resources and facilities. In this article, developing a model for assuring the quality of higher education system in order to reach sustainable development based on systems approach is discussed. To reach sustainable development, we should provide coordination and interaction among the parts of development. A descriptive-analytic method, similar to library studies, is used in this article.

The present study means to design a model for accreditation of Islamic Azad University which is essential for quality assurance and improvement in the age of super complexity of multiversity in the third millennium. The review of history of higher education revealed lack of any pattern for accreditation in Iran. The purpose of the study was to design a pattern for accreditation of IAU and attempted on obviating this shortcoming. The study adopted a descriptive method and a survey design. The population of the presidents of universities, teaching assistants, deans and department administrators and faculty members of the 79 people working at the Islamic Azad University were included. 260 people were selected based on Morgan & Kerjeci tables. The participants were selected using stratified random sampling. Both library and field studies were conducted to collect the data. In order to collect field data, a researcher-made questionnaire was developed that included 28 items on a 7-point Likert scale. Collected data was classified in SPSS environment and confidence coefficient was calculated by Cronbach Alpha method(0/83) .The proposed pattern was approved by 91/2 percent of the respondents and faculty members 96/1 percent (very suitable). Therefore, regarding results and their approval by previous researches and available theories, we could conclude that submitted framework have theoretical & empirical support and enough validity, so its implementation was suggested for Islamic Azad University units.