Developing a Systematic Framework to Enhance the Quality of Doctoral Thesis in the Humanities in Iran

Document Type : Scientific - Research

Authors

1 Associate Professor, Department of Future Studies, Institude for Social and Cultural Studies, Tehran, Iran

2 Master of Curriculum Studies, Faculty of Psychology and Education, University of Tehran. Tehran, Iran

3 Assistant Professor, Department of Educatinal Administtration, Faculty of Psychology and Education, University of Kharazmi, Karaj, Iran

10.48308/mpes.2026.240010.1608

Abstract

Objective: In recent decades, the enhancement of graduate research quality—particularly doctoral thesis—has become a central concern of higher education systems worldwide. In Iran, this issue takes on added significance in the field of humanities, where dissertations are expected to play a pivotal role in addressing complex cultural, social, and human challenges. However, existing evidence indicates that many doctoral dissertations in the humanities have largely deviated from their original academic and societal purposes, becoming formal requirements with minimal scientific or practical impact. Multiple factors contribute to this decline, including the lack of supportive policies for problem-driven research, weaknesses in dissertation evaluation systems, repetitive and non-innovative topics, methodological-theoretical inconsistencies, and the dominance of non-academic structures in research supervision. In this context, developing a localized, practical, and systematic framework that can guide the step-by-step enhancement of dissertation quality has become an undeniable necessity. This study, grounded in institutional, participatory, and experience-based approaches, seeks to offer an integrative and field-informed model for improving the quality of doctoral dissertations in the humanities within the Iranian higher education system. The central research question is: How can a coordinated set of structural, cultural, and procedural interventions elevate the scientific and practical value of doctoral research in the humanities?
Materials and Methods: This study is applied in nature and employs a qualitative research design. Data were collected through focus group interviews with 16 leading scholars and experts in higher education and the humanities. Participants were selected using purposive sampling from major academic institutions such as the University of Tehran, Shahid Beheshti University, Allameh Tabataba'i University, Tarbiat Modares University, and the Institute for Humanities and Cultural Studies. The data collection process was structured according to Krueger and Casey’s (2000) five-step model for designing and conducting focus groups, including preparatory planning, question formulation, session coordination, interview execution, and data analysis. Content was analyzed using the conventional content analysis method, where core themes were inductively extracted from the data without predefined theoretical assumptions. These themes were categorized within a nine-stage conceptual framework covering the full dissertation process: supervisor selection, topic formulation, proposal design, literature review, methodological planning, data collection and analysis, interpretation and conclusion, dissertation defense, and post-defense implications. Based on recurring patterns in participant responses, an additional category titled “Doctoral Program Regulations” was identified and integrated into the framework.
Result: Findings reveal that the quality of doctoral dissertations in the humanities is shaped by a combination of individual, institutional, structural, and cultural variables. Key challenges include the mismatch between advisor expertise and dissertation topics, lack of problem-oriented research, poorly constructed proposals, redundant literature reviews, disconnection between theoretical frameworks and research methods, superficial data analysis, and insufficient attention to research implications. Additionally, ritualistic and unscientific defense procedures, unrealistic evaluations, and the absence of institutional support for applied research were identified as major barriers. The proposed framework encompasses nine critical stages of the dissertation process and recommends context-specific interventions for each stage, such as setting advisor selection criteria, aligning research topics with national priorities, standardizing proposal requirements, strengthening research methods training, fostering analytical rigor, and reforming dissertation evaluation protocols.
Discussion: This study demonstrates that improving the quality of doctoral dissertations in the humanities cannot be achieved through technical or pedagogical reforms alone. Instead, it requires a profound rethinking of institutional structures, cultural norms, and policy frameworks within the higher education system. Sustainable enhancement depends on fostering collaborative engagement among students, faculty, and academic institutions, alongside promoting interdisciplinary and problem-driven research. The proposed framework offers a practical, locally grounded model for redesigning doctoral programs, revising dissertation evaluation systems, and enhancing the efficacy of research policy in Iran. Its implementation may contribute to restoring the dignity of the humanities, increasing the societal relevance of doctoral research, and strengthening the connection between academia and the wider community. It is therefore recommended that policymakers utilize this framework as a strategic roadmap for reforming doctoral research in the humanities.

Keywords

References

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Journal of Management and Planning In Educational System
Volume 18, Issue 2 - Serial Number 35
September 2025
Pages 319-349

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