A Model for Competency Assessment of the Faculty in the Islamic Azad University (IAU Branches in Fars Province)

Authors

• S. A Hashemi
• A.A Mashinchi
• K Mohammadkhani

Abstract

    Nowadays, it is proved that the success of a country in economic, social, political, cultural, etc. depends on having a cohesive and dynamic education system. Training programs require evaluation and qualitative and quantitative review to improve their quality and dynamics. The aim of the present study is to provide a model to evaluate the merits of the Islamic Azad University. In terms of data collection, this research is descriptive-survey and in terms of its purpose, it is practical. By doing a comprehensive review of literature on the subject, theoretical and conceptual framework of this study were drawn. In fact, the educational stakeholders’ comments [faculty (self-assessment), supervisors (superiors), students (customers)] taken from 24 Branches of Islamic Azad University Fars Province, the population was about 125,000. Using cluster random sampling method, the sample of 380 (formula Morgan) was selected. In order to collect data a questionnaire whose validity was confirmed by experts was applied and its reliability was checked by using Cronbach's alpha (./ 84). The questionnaire included factors affecting the merits of the five main aspects to data collection. Then a 360-degree assessment method of the data was run. To analyze the data, descriptive and inferential statistics (factor analysis, Wilcoxon, Friedman) were used. The results indicate that: 1. Drawing model for the academic competence assessment and stakeholder perspective was based on their merits; and 2. In evaluating the level of stakeholder perspective, there is an ideal situation among professors in terms of dimensions and components of competence skills, values, and role, but in their functional roles and their sub-components, the assessment showed moderately unfavorable condition (below 3). The ranking result assessments indicated staff competencies of the highest priority to lowest priority related to competency and functions.

Keywords

• Competence
• Faculty
• evaluation

20.1001.1.20086369.1395.7.28.10.5

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