The Conceptualization of the Native Model of Evidence-Based Policy Making of Higher Education in Iran

Document Type : Management & Organization

Authors

1 PhD student, Department of management, Faculty of Economics and Administrative Sciences, University of Mazandaran, Babolsar, Iran

2 Professor, Department of Educational Sciences, Faculty of Humanities and Social Sciences, University of Mazandaran, Babolsar, Iran

Abstract

The approach of this study is conceptualization through qualitative method and theoretical coding that Compared to previous studies, its innovation is comprehensiveness, indigenousness, and applicability, while simultaneously focusing on the most effective components of evidence-based policymaking in higher education. Data has been gathered through comprehensive interviews, utilizing the (GT) method. The statistical population was the members of the Parliamentary Higher Education Commission, high profile policy makers, specialists, and experts of the Ministry of Science, Research and Technology and The Ministry of Health and Medical Education, heads of universities of the Ministry of Science, and higher education policy-making experts of the Ministry of Science, Research and Technology, using the snowball sampling method, Interviewed with 20 people. To analyze an encoding process is used. A summary of the results showed: The diversity of stakeholders and lack of an effective policy-making for integrating of the causal conditions, the institutional governing disorders, and the selective policy-makers' view. These are the main intervening conditions in Iran’s higher education system that the transformation of existing weaknesses and threats into potential opportunities.

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Main Subjects

References

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History

  • Receive Date: 30 June 2019
  • Revise Date: 05 August 2019
  • Accept Date: 25 August 2019

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