Providing a Performance Management Model for Iran’s Universities and State Higher Educational Institutions with an Emphasis on the Individual, Job, and Organizational dimensions

Document Type : Scientific - Research

Authors

1 Ph.D. Student in Higher Education Management, Department of Educational Sciences, Faculty of Educational Sciences and Psychology, Shahid Beheshti University, Tehran, Iran

2 Associate Professor, Department of Educational Sciences, Faculty of Educational Sciences and Psychology, Shahid Beheshti University, Tehran, Iran

3 Assistant Professor, Human Resource Management, Shahid Beheshti University, Tehran, Iran

Abstract

Objectives: This study aimed to identify and present the performance management model in Iran’s universities and higher education institutions.
Materials and Methods: The method of conducting the current research is descriptive and exploratory; in terms of approach, it is considered mixed research (quantitative-qualitative). In the qualitative part based on conducting semi-structured exploratory interviews with experts, dimensions and components were identified, and in the quantitative part, data was collected using a questionnaire. The participants in the qualitative part included 15 experts in academic management and faculty members who were selected using a non-probability sampling method. In the quantitative part, the statistical population included managers and faculty members of higher education universities affiliated with the Ministry of Science, Research and Technology, including 141 universities, which were sampled by using the multi-stage cluster sampling method; to determine the sample size, the table Morgan was used and 338 people were obtained. Due to the two parts of the research (qualitative and quantitative), the validity and reliability of the research tools were also discussed in two parts, so in the qualitative part, capability criteria (Guba and Lincoln, 2000) were used to measure the validity of qualitative data. From the point of view of validity, transferability, reliability and verifiability, it was approved. Also, to calculate the reliability in this section, 5 interviews were selected as a sample and then each of them was re-conducted and coded at a specific time interval, then the specified codes were compared with each other at the time intervals. The test-retest reliability of the conducted interviews was calculated to be 0.86 which shows the reliability of coding. In the quantitative part, content validity methods, convergent validity, and divergent validity tests were used to measure validity; also, Cronbach's alpha coefficient was used to measure the reliability. The method of data analysis in the qualitative part was the theme analysis method; in the quantitative part, the information in the questionnaires was coded and analyzed using statistical software SPSS and Smart PLS, in two descriptive and inferential parts. In addition, the level of significance in all research hypotheses (0.5) has been considered.
Discussion and Conclusions: The findings obtained from qualitative data analysis showed that the performance management model of universities and higher education institutions in the individual dimension has 3 main dimensions and 6 sub-dimensions; in the job dimension, it has 2 main dimensions and 5 sub-dimensions; in the organizational dimension, it has 2 main dimensions and 8 sub-dimensions. These dimensions can explain performance management dimensions in universities and higher education institutions well. Besides, based on the quantitative results, among the 3 basic themes (independent variable) of the research model, the impact of the organizational dimension on individual performance has the highest variance of 0.729, followed by the job dimension on the individual with a variance of 0.571.

Keywords

References

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