Document Type : Article
Authors
1
PhD Graduate, Faculty of Management, University of Tehran, Tehran, Iran.
2
Professor, Department of Public Policy and Public Administration, Faculty of Public Administration and Organizational Studies, University of Tehran, Tehran, Iran
3
Professor, Department of Public Administration and Organizational Sciences, Faculty of Management, University of Tehran, Tehran, Iran
4
Associate Professor, Department of Shahid Chamran, University of Farhangian, Tehran, Iran
10.30497/rmg.2025.249022.1038
Abstract
Purpose:
This study aims to identify the Iranian-Islamic indices of accreditation in the management discipline. While accreditation models are widely used as effective evaluation frameworks in academic contexts, their development must reflect cultural differences across countries and the specific characteristics of each discipline. This research seeks to determine the accreditation indices appropriate for management programs in Iran based on existing accreditation models and the Iranian-Islamic perspective.
Design/Methodology/Approach:
Conducted within the interpretivist paradigm, the study uses a multiple qualitative methodology. The research setting is library-based. In the first stage, thematic analysis was applied to 15 accreditation models in the management discipline in order to extract accreditation indices relevant to the field. In the second stage, Imam Khomeini’s collected works (Sahifeh-ye Imam) were thematically analyzed to identify university evaluation indicators from his viewpoint. The findings of the two analyses were then subjected to comparative analysis to integrate and align them within a unified Iranian-Islamic accreditation framework.
Findings:
From the examination of the 15 management accreditation models, the study identified 7 factors, 182 criteria, and 424 indicators. The thematic analysis of the Sahifeh-ye Imam produced 859 initial codes and 80 basic themes related to university evaluation. Following comparative analysis and integration of the results from the two sources, the final Iranian-Islamic model of accreditation for the management discipline was formulated, consisting of 7 factors, 195 criteria, and 496 indicators. These integrated indices reflect both international accreditation requirements and the Iranian-Islamic value system.
Practical Implications:
Using these Iranian-Islamic accreditation indices in management program evaluation provides a culturally grounded and value-based framework for ensuring academic quality. It can guide universities in designing, implementing, and improving management programs that cultivate competencies aligned with Iranian-Islamic principles.
Originality/Value:
This study is the first to synthesize existing management accreditation models with indicators derived from Imam Khomeini’s educational thought to produce an integrated Iranian-Islamic accreditation framework. By presenting a comprehensive set of discipline-specific indices, the research contributes to localized accreditation studies and supports the development of culturally relevant, value-based management education in Iran.
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