Due to the dynamism of cultural phenomenon, policy makers'' complete familiarity with the criteria and indicators considered in the evaluation of cultural policy making is an innovative strategy to be able to respond to social needs and challenging issues. The evaluatio
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Due to the dynamism of cultural phenomenon, policy makers'' complete familiarity with the criteria and indicators considered in the evaluation of cultural policy making is an innovative strategy to be able to respond to social needs and challenging issues. The evaluation of cultural policy lacks a local model. The present study was conducted with the aim of designing a model for evaluating cultural policy making in higher education institutions. This study followed with mixed method research (qualitative – quantitative). In qualitative sector, meta-synthesis of research findings (from 2002 t0 2019) was used. Semi-structured interviews with 19 experts selected through purposive sampling were done for purification, verification and validating of indicators. At final, three criteria including; 1) appropriateness in accompany with (2 factors, 5 criteria, 10 indicators); 2) efficiency (3 factors, 7 criteria, 16 indicators); and effectiveness (3 factors, 7 criteria, 16 indicators) were identified as a model for evaluation of cultural policy making in higher education institutions. In quantitative stage, the descriptive – analytical method was used for testing model. The statistical population was including 3163 faculty members of which with using Morgan table, 341 people in relative sample class method for each of three universities (Tehran, Allameh Tabatabai, and Al-Zahra), and 241, 59, 41 people were chosen respectively. A researcher made questionnaire resulted from qualitative section in Likert spectrum was developed for getting needed information. Validity (face, content, construct validity) was used for investigating quality and accuracy of questionnaire. Cronbach Alpha (0/94) was used for measuring reliability. At final, validity and reliability were confirmed. The results of second - order confirmatory factor analysis showed that the eight factors have a sufficient factor load to predict the cultural policy making evaluation model for higher education institutions. In order to test the model and check the data, 313 questionnaires were analyzed. The results of the second-order factor analysis showed that the eight factors have sufficient factor loading to predict the pattern of cultural policy evaluation of higher education institutions. So, 3 standards, along with 8 factors, 19 criteria and 42 indicators can form localized model for evaluation of cultural policy making and gather useful results for identification, amendment, improvement and promotion.
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