نوع مقاله : مقاله پژوهشی
نویسندگان
1 دانشجوی دوره دکتری رشته برنامهریزی توسعه آموزش عالی دانشگاه شهید بهشتی
2 دانشیار دانشگاه شهید بهشتی
3 دانشیار مؤسسه پژوهش و برنامهریزی آموزش عالی
4 دانشیار دانشکده علوم تربیتی دانشگاه تربیت معلم تهران
چکیده
کلیدواژهها
عنوان مقاله [English]
نویسندگان [English]
Educational departments are the most prominent part of the university structure. The success, progress and efficiency of the universities depend on their performance. Hence it is appropriate to to start the ranking of the universities from the educational groups of them. Attempts have been made in this research to develop a conceptual framework for university ranking. Synthetic research method was used for this qualitative study. The data was collected from library sources, as well as content analysis of the document, semi-organized interviews with the experts, professionals, directors of the higher education system and faculty members of the universities and higher education institutes. The conceptual framework for ranking was developed and then designed through focus group model and validated. The educational department has been considered a system in this research, whose components are: input, process, output, and consequences. Thus, by reviewing and summarizing the results, four factors were obtained for rating educational groups and the conceptual model of rating educational groups was determined. The four mentioned factors are: 1. Input, with four criteria: Faculty members, admitted students, physical spaces, facilities and amenities, management and leadership with 29 indicators. 2. Processes, with three criteria: Teaching and learning, using ICT and evaluation of academic achievement with 16 indicators. 3. Output, with four criteria: Publication of books and articles, research projects, registration of patent, awards and membership in scientific associations, duration of study and grade point average (GPA) of the graduates with 21 indicators. 4. Consequences, with three criteria: Continuation of studies by the students, employment and entrepreneurship by the graduates, and scientific and professional significance rate with eight indicators. Finally, using couple comparison of factors, the degree of significance of each factor, criterion and indicator was determined through Analytical Hierarchy Process (AHP) and the model of ranking of educational departments was developed.
کلیدواژهها [English]