A Model for Assessing Imam Khomeini Naval Academy

The purpose of this study was to provide a model for assessing Imam Khomeini Naval Academy. The research method is applied, in terms of objective, quantitative and qualitative research, in terms of data, and mixed, in terms of implementation. The statistical population of the study was educational staff and faculty members of Imam Khomeini Naval Academy, and the total population (108 educational staff and faculty members) was chosen as the sample. The data gathering tool in this research was a researcher-made questionnaire based on the Likert scale to examine the criteria appropriate to the components subtracted from the literature of the research. The face validity of the research questionnaire was examined by individual study, with the opinion of the supervisor and counselor and the content validity of the questionnaire was examined by using Content Validity Ratio (CVR) and Content Validity Index (CVI). The reliability of the questionnaire was assessed using Cronbach's alpha, which was determined 0.97 for the questionnaire. Data were analyzed by using SPSS software and the structural equation modeling was done by using PLS software. By implementing the mentioned methods and after analyzing the data, finally, 17 components and 64 criteria were determined for assessing Imam Khomeini Naval Academy and the Assessment model was presented. The assessment components according to rank are: academic management and leadership with a path coefficient of 0.962445, faculty member with a path coefficient of 0.961076, educational activities with a path coefficient of 0.952113, internal and external stakeholders' satisfaction with the university performance with a path coefficient of 0.939612, rules and regulations with a path coefficient of 0.937116, physical space with the path coefficient of 0.934038, training activities with the path coefficient of 0.929377, information and communication technology with the path coefficient of 0.910458, non-scientific staff with the path coefficient of 0.88950, service with a path coefficient of 0.892893, research activities of the path coefficient of 0.873129, financial resources with the path coefficient of 0.862672, student with a path coefficient of 0.858984, strategic planning with a path coefficient of 0.839829, the educational equipment and facilities with a path coefficient of 0.791491, quality assurance system with a path coefficient of 0.784975, and knowledge management and organizational learning with a path coefficient of 0.551813. Lastly, the final assessment model includes philosophy and objectives, components and criteria, and the mechanism of implementation of the model was presented.