Developing Performance Standards for Faculty Members based on Grounded Theory: Presenting a Model
Subject Areas :
Masoumeh Mirzakhani
1
(Educational Management, Department of Humanities and Management, West Tehran, Islamic Azad University, Tehran Iran)
ََAmir Hossein Mahmoodi
2
(Assistant Professor, Department of Educational Sciences, Central Tehran Branch, Islamic Azad University, Tehran, Iran)
Maryam Mosleh
3
(Associate Professor of Applied Mathematics, Department of Management, Faculty of Management, Islamic Azad University, Tehran West Branch, Tehran, Iran)
Keywords: performance, Faculty Members, Grounded Theory, Keywords: standard,
Abstract :
The process of evaluating the performance of faculty members leads to the creation of a system of standards, objective expectations from them, and the transparency of the evaluation system. This applied study was conducted with a mixed approach using a qualitative and quantitative approach with exploratory design. To collect the data needed to design a questionnaire from semi-structured interviews with 15 department heads were used. In the quantitative section, 30 faculty members participated. Sampling was done randomly and the tool is a researcher-made questionnaire.After analyzing the interviews and theoretical definitions, a paradigm model was designed. It addresses expectations in performance management, expectations that are met by competencies in terms of job profiles, ISO human resource management standards, and competency models, while intervening conditions such as micro and macro guidelines and policies can affect the indicators. Then the categories extracted from open, axial and selective codes and their sub-components and research strategies and the consequences of implementing this model in performance were formed. Then three main components and twelve indicators were identified. Ranking of indicators respectively concluded: in dimension of providing consulting services: components of competency foreign relations intercultural, creativity, innovation and technology, in dimension of research: communicative competency, modern technology, innovation, creativity and entrepreneurship and cognitive competency and in dimension of education: teaching quality, spiritual competency, psychological and managerial competencies were ranked.
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