Explaining and Designing a Native Evaluation Model for Science and Technology Policies in Higher Education: A Qualitative Study Based on Thematic Analysis
Keywords:
Policy Evaluation, Native Model, Qualitative Research , Thematic Analysis , Higher Education, Science and Technology Policy EvaluationAbstract
The objective of this study was to explain and design a comprehensive, context-based native model for evaluating science and technology policies in higher education based on expert perspectives and qualitative data analysis. This study is applied in purpose and qualitative in nature, conducted using thematic analysis. The research population consisted of experts in science and technology within higher education, selected through purposive and snowball sampling. Data collection continued until theoretical saturation was reached, resulting in 23 in-depth semi-structured interviews. The collected data were transcribed and analyzed using Braun and Clarke’s approach, including stages of initial coding, theme identification, review, and naming. To ensure rigor, credibility strategies such as member checking, peer review, and detailed documentation of the research process were applied. The findings indicate that the evaluation of science and technology policies is a multidimensional and context-dependent phenomenon influenced by the interaction of internal and external factors. At the internal level, university governance, executive capacity, human and research resources, and managerial transparency significantly affect evaluation effectiveness. At the external level, macro-level policies, inter-institutional collaboration, and governmental financial support were identified as key determinants. The results also revealed that weak policy design, lack of clear indicators, disconnection between evaluation and decision-making, and overreliance on quantitative approaches are major barriers to effective evaluation. The proposed model can serve as a comprehensive and native framework for improving the evaluation of science and technology policies in higher education and can enhance evidence-based decision-making and policy effectiveness.
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Copyright (c) 2025 Mohammad Ali Bagheri Hejaz (Author); Karamollah Daneshfard; Hassan Soltani, Mohammad Ali Afshar Kazemi, Alireza Rousta (Author)
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