Ranking the Indicators of the Model for Enhancing the Quality of Virtual University Education with a Knowledge Management Approach

Objective: The present study aims to rank the indicators of a model for enhancing the quality of virtual university education with a knowledge management approach, conducted at the Electronic Branch of the Islamic Azad University.Methodology: This study employs a mixed-methods approach with an exploratory objective. The statistical population comprises professors and faculty members of the Electronic Branch of the Islamic Azad University, with ۲۰ individuals purposefully selected for interviews. Data collection tools include semi-structured interviews for qualitative data and a researcher-made questionnaire for quantitative data. Qualitative data were analyzed using Glaser's (۱۹۹۲) coding method, while the Importance-Performance Analysis (IPA) method was applied in the quantitative phase to assess the significance and performance of the indicators. Additionally, Interpretive Structural Modeling (ISM) was utilized to stratify the dimensions of the model.Findings: The study identified ۶۸ quality enhancement components for virtual university education. The indicator "educational system capabilities" (code ۴) ranked first with a weight of ۰.۰۲۹۴, positioned in the first quadrant of the Importance-Performance Matrix, where importance is high, but performance is low. For knowledge management indicators, "knowledge retention and prevention of misuse" (code ۱۷) ranked first with a weight of ۰.۰۵۴۵. Using ISM, dimensions were stratified, with "university management and leadership" placed at the highest level (Level ۱۰) and "services and responsiveness" at the lowest level (Level ۱).Conclusion: The findings highlight that knowledge management dimensions significantly impact the quality enhancement of virtual university education. The hierarchical structure underscores the importance of "university management and leadership" as a foundational element, cascading down to "services and responsiveness" as an outcome influenced by other dimensions. Objective: The present study aims to rank the indicators of a model for enhancing the quality of virtual university education with a knowledge management approach, conducted at the Electronic Branch of the Islamic Azad University. Methodology: This study employs a mixed-methods approach with an exploratory objective. The statistical population comprises professors and faculty members of the Electronic Branch of the Islamic Azad University, with ۲۰ individuals purposefully selected for interviews. Data collection tools include semi-structured interviews for qualitative data and a researcher-made questionnaire for quantitative data. Qualitative data were analyzed using Glaser's (۱۹۹۲) coding method, while the Importance-Performance Analysis (IPA) method was applied in the quantitative phase to assess the significance and performance of the indicators. Additionally, Interpretive Structural Modeling (ISM) was utilized to stratify the dimensions of the model. Findings: The study identified ۶۸ quality enhancement components for virtual university education. The indicator "educational system capabilities" (code ۴) ranked first with a weight of ۰.۰۲۹۴, positioned in the first quadrant of the Importance-Performance Matrix, where importance is high, but performance is low. For knowledge management indicators, "knowledge retention and prevention of misuse" (code ۱۷) ranked first with a weight of ۰.۰۵۴۵. Using ISM, dimensions were stratified, with "university management and leadership" placed at the highest level (Level ۱۰) and "services and responsiveness" at the lowest level (Level ۱). Conclusion: The findings highlight that knowledge management dimensions significantly impact the quality enhancement of virtual university education. The hierarchical structure underscores the importance of "university management and leadership" as a foundational element, cascading down to "services and responsiveness" as an outcome influenced by other dimensions.

کلیدواژه ها:

Quality enhancement ، virtual university education ، knowledge management