Allah Mohammad Behzad; Abbas Abbaspour; Saeed Ghiasi Nodooshan; Ali Khorsandi Taskoh; samad borzooian
Abstract
This research aimed to develop a quality assurance model for higher education in Afghanistan with a focus on the role of innovative technologies. A qualitative method was employed based on a grounded theory approach in this research. Data collection tool included semi-structured interviews, and in-depth ...
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This research aimed to develop a quality assurance model for higher education in Afghanistan with a focus on the role of innovative technologies. A qualitative method was employed based on a grounded theory approach in this research. Data collection tool included semi-structured interviews, and in-depth interviews were conducted with 16 members of quality assurance committees of public universities in Kabul city until theoretical saturation was reached. Purposeful sampling method was employed, and individuals were selected using snowball sampling method. Based on the findings, 487 initial codes, 187 concepts, and 30 sub-categories were identified in the coding stage. Then, in the axial coding stage, sub-categories and concepts were related to each other, and finally, selective coding was conducted following Strauss and Corbin’s paradigmatic pattern. The components of accountability, competitiveness, transformation of humanities, indigenization, economic factors, and quality assurance process of evaluation were identified as causal conditions; goal structure and educational program, faculties capacity, student capabilities, university environment, and infrastructure were identified as contextual conditions; and scarcity of financial resources, study resources, administrative bureaucracy, faculty/student situation, information technology, and indigenous quality assurance model were identified as intervening conditions. Continuous assessment, curriculum planning, faculty empowerment, effective communication, strengthening university-community and industry relations were categorized as strategies, and individual, organizational, and extra-organizational outcomes were classified as Consequences. Ultimately, the results of this research indicated that quality assurance in higher education in Afghanistan depends on the existence of specialized individuals, allocation of necessary resources, leadership support, and the level of independence of universities.
