Identifying the education quality's dimensions and components among SAMA Institutes of the Islamic Azad University and determining the role any dimension or component plays in this regard

While placing more emphasis on the nature and applications of SAMA Institutes, this study attempted to identify dimensions and components of the education quality. This study was ‘applied’ in terms of its objective, and utilized a method mixed with consecutive – heuristic approach. It also could be classified as ‘descriptive’ and ‘survey’ research studies in respect to data collection. In qualitative section of the research, having relied on the domestic and foreign backgrounds and the experiences successful universities of the five continents have attained, 26 indices and 101 components were extracted. These factors were then presented in the form of semi-structured interviews to 7 experts and university professors. Next, these factors and their relevant components were ranked based on the obtained opinions, and any repeated item was discarded. Finally, 80 subcomponents and 2 indices were added. Conducting a meta-analysis on the quality dimensions among domestic and foreign universities and considering theoretical grounds and theme of semi-structured interviews, 28 dimensions were identified. The dimensions derived from the foregoing grounds and interviews were then merged by software and after the process of encryption, 7 indices and nearly 50 items were extracted. They were next presented in the form of a questionnaire to 30 experts to be judged. The statistical population of this study consisted of 445 scientific board members of SAMA Institutes, from among 295 people were selected based on the principles of determining sample volume in multivariable regression analysis to form this study’s sample. For the purpose of data collection, a researcher-developed questionnaire was employed. Considering the possibility of discarding some filled-out questionnaires, 310 ones were filled out and finally 306 questionnaires were collected to be analyzed. The results found 7 principal components. These components were evaluated in two states: status quo and desired. The results suggested that improvement of scientific level, the amount of attention paid to accomplishments, accountability, trust-building, reinforcement of skills, allocation of more funds and finally organizational issues are, in order of propriety, factors of importance in promoting education quality among SAMA Institutes