طراحی مدل جامع نظارت و ارزیابی عملکرد اعضای هیأت علمی دانشگاه فرهنگیان با رویکرد مدیریت کیفیت خدمات آموزشی

امین  عباس پور; علیرضا محمدی نژاد گنجی; مژگان  عبدالهی

Authors

Amin Abbaspour Department of Educational Sciences, Ka.C., Islamic Azad University, Karaj, Iran Author https://orcid.org/0009-0000-3121-2661
Alireza Mohammadi Nejad Ganji Department of Educational Sciences, Ka.C., Islamic Azad University, Karaj, Iran https://orcid.org/0000-0002-2400-0043
Mojgan Abdollahi Department of Educational Sciences, Ka.C., Islamic Azad University, Karaj, Iran Author https://orcid.org/0000-0002-6420-4390

Keywords:

Monitoring, performance evaluation, quality management of educational services, Farhangian University faculty, model design

Abstract

This study aimed to design a comprehensive model for monitoring and evaluating the performance of Farhangian University faculty members based on an educational service quality management approach. This applied study employed a qualitative exploratory design and content analysis methodology. Data were collected through a review of the theoretical literature and previous studies and through in-depth semi-structured interviews with experts and knowledgeable professionals in relevant fields. Participants were recruited through purposive/snowball sampling until theoretical saturation was achieved, resulting in a final sample of 14 participants. To enhance the credibility and validity of the findings, member checking, data triangulation, and peer review were employed. Data obtained from the interviews and reviewed sources were analyzed and categorized through content analysis involving open, axial, and selective coding procedures. Qualitative analysis resulted in the development of a comprehensive model comprising 11 main dimensions and 37 components. The identified dimensions were educational, research, educational/developmental, social, ethical, innovation/creativity, service-related, professional development, support, continuous quality monitoring, and resource management and optimization. The extracted components encompassed teaching quality and methods, educational content and assessment, utilization of research findings, scientific collaboration, participation in developmental activities, trust and cooperation, organizational commitment, justice-based decision-making, empathy, innovative educational methods, reliability, effectiveness assurance, faculty and staff empowerment, self-evaluation, student support, stakeholder orientation, continuous improvement, transparency and fairness in evaluation, and efficient utilization of educational resources. The proposed model provides a multidimensional framework for comprehensively monitoring and evaluating faculty performance at Farhangian University. The findings indicate that effective faculty evaluation should extend beyond conventional teaching and research criteria to include ethical, social, developmental, innovative, supportive, professional-development, continuous-quality, and resource-management dimensions. Application of this framework may facilitate more systematic performance assessment, continuous improvement in educational service quality, and the professional development of faculty members in accordance with the mission-oriented functions of Farhangian University.

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