خلاصة:
Today, most pundits and experts, the higher education system, are the most influential institutions in promoting the cultural, political, economic and social level. Therefore, the purpose of this research is to study the pathology of higher education in Iran with emphasis on the triple axis and also to determine its dimensions and components in the form of a conceptual model of research. The statistical population of this study was professors, authorities and actors involved in policy making , decision making and planning specialist of higher education in the field of research. The subjects were selected using a qualitative research method and through interviewing 18 experts with purposeful snowball method, conducting semi-structured interviews. Validity of the findings was investigated by collaborative adaptation and peer review. Open and axial encryption is used to analyze the data. The findings show that there are conceptual propositions, 4 main categories (dimension) and 13 subcategories. These factors involve: 1. The functional factor of behavioral content: (Attitudinal factors, value and assumption factors - Research - Professional features), 2. Communication and interactive factor :( inconsistency between policy-making and planning organizations –Feedback factors- socio-economic factors) 3. Structural factors: (the structure of decision-makering and planning institutions , financial factors, legal and information factors), 4. the underlying factors (the field of recognition of higher education - the macro-structure (decentralization) -culture), whose relationships in the conceptual model of the research is drawn up. Therefore, due to the issues and problems encountered in this research, along with the achievements, shortcomings and serious weaknesses, it is possible to overcome the problems and challenges facing Iran's higher education system by revising the laws and regulations and greater interaction of the decision-making bodies.
ملخص الجهاز:
These factors include: 1- Behavioral functional factor containing: (attitudinal, value-based and assumptive factors, research, professional characteristics), 2- Communicative and interactive factor: (incoordination between policymaking institutions and planners, feedback factors, socio-economic factors), 3- Structural factors: (structure of policymaking and decision-making institutions, financial factors, legal factors, information factors), 4- Contextual factors (context of higher education knowledge - macro structure (decentralization), culture), and the relationships between them were mapped in the conceptual model of the research.
However, in the current situation, it seems that the structure governing the Ministry of Science, Research and Technology within the macro ensemble of the government, in terms of possessing functional structure characteristics and the limitations arising from them, does not provide suitable conditions and a platform for implementing the development programs of this sector Pathology of Iran's Higher Education System with ...
The findings of this study indicate the existence of 113 sub-category propositions, 14 main categories in the form of five dimensions: contextual and environmental factors, structural factors, functional factors (related to policymakers / designers and higher education policy researchers), and interactive and communicative factors.
From 161 conceptual propositions in the axial coding stage, 4 main categories and 13 subcategories were obtained, which include the following factors: 1- Functional, behavioral, and content factors (attitudinal, value-based, and assumptive factors, research, professional characteristics), 2- Communicative and interactive factors (inconsistency between policymaking institutions and planners, feedback factors, socio-economic factors), 3- Structural factors (structure of policymaking and decision-making institutions, financial factors, legal factors, informational factors), and 4- Contextual factors (context of higher education knowledge, macro structure, culture).
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