The dilemma of internal evaluation in higher education: a longitudinal case study

This paper aims to report the process and outcomes of a case study which introduced internal evaluation procedures into academic departments of a university in Iran. The purpose of the study was to identify what benefits could arise from using internal evaluation, and what obstacles existed to its successful introduction.

This paper reports a case study of internal evaluation within the academic departments of a university in Iran. The case study research used a range of methods to collect information on the operation of the intervention. This paper addresses the findings of a recent longitudinal research in relation to the issue of internal evaluation. A qualitative methodology was used to gain the perceptions of faculty members and department directors and reactions to the effects of the internal evaluation on their work and improvement of department quality. The methods of data collection included interviews, group discussions and workshops.

It was concluded in the study that internal evaluation processes are potentially valuable in Iranian universities but, if this value is to be realized on a continuous basis, particularly in the absence of external evaluation as an incentive, then it needs to become an integral part of each department, university, and the nationally accepted framework of quality assurance and management.

The research was only conducted in 23 academic departments where the departmental heads and members of faculty were in agreement with the pilot introduction of internal evaluation.

There are considerable implications for the changes that would be needed in management and decision‐making structures if the internal evaluation is to be fully effective.

The paper is of value because there is considerable interest in systems of internal evaluation in universities, but there are few studies in developing countries and, in particular, there is no previous research in Iran.