The New Approaches in Humanities

The New Approaches in Humanities

Determining Causal Relationships between Policy Research Components and Educational Policy-making Components in University Units in Mazandaran Province

Document Type : Original Article

Authors
1 PhD in Educational Management, Sar.C., Islamic Azad University, Sari, Iran.
2 Master of Science in Educational Management, Sar.C, Islamic Azad University, Sari, Iran
10.22034/nahq.2026.578601.1022
Abstract
Background and Objectives: The purpose of this research was to design a policy research model to make educational policymaking more efficient in university units in Mazandaran province.

Methods: The present research was conducted with a mixed exploratory approach (qualitative-quantitative). In the qualitative phase, the components of the model were identified by analyzing the content of semi-structured interviews with 19 experts. In the quantitative phase, a researcher-made questionnaire was distributed among 242 faculty members of the universities of the province and the data were analyzed using structural equation modeling and confirmatory factor analysis.

Results: The findings showed that there are positive and significant causal relationships between the components of university policy research (including educational, research, socio-cultural, financial-administrative, international and environmental policies) and the components of educational policy-making (including educational content, quality, finance and budget, monitoring and evaluation, political-social and cultural-linguistic). The final model had a good fit and was able to explain more than 80% of the variance of the variables.

Conclusion: The overall conclusion of the research indicates that the establishment of a systematic policy research model can pave the way for evidence-based decision-making, increase the coordination and effectiveness of educational policies, and ultimately improve the quality of higher education in universities in Mazandaran province.
Keywords


Articles in Press, Accepted Manuscript
Available Online from 18 March 2026

  • Receive Date 18 March 2026