Background & Purpose: The present study aims to diagnose the recruitment process in order to inform policymaking by the High Recruitment Board.
Methodology: This qualitative study employs a case study strategy with purposive and judgmental sampling. Based on this approach, 43 interviews were conducted with experts, recruitment specialists, faculty members, and applicants involved in the academic recruitment process. The data were analyzed using thematic analysis. The CIPP model, which is designed to evaluate continuous processes, was utilized to extract the final model.
Findings: The research was conducted across four levels: the High Recruitment Board, the Central Recruitment Board, the Executive Recruitment Committees, and recruitment applicants. The findings were categorized into context, input resources, recruitment process, and outcomes of the recruitment process.
Conclusion: In the context dimension, indicators included overarching recruitment goals, recruitment policies, recruitment regulations, supervision and accountability of the High Recruitment Board, spatial planning programs, and robust oversight by the Central Recruitment Board. In the input resources dimension, indicators involved informing the Central Board about laws and policies, optimization and standardization efforts, informing Executive Boards about regulations, appointment of Executive Board members, recruitment budgets and permits, and recruitment timelines. In the recruitment process dimension, indicators included information dissemination, announcement of calls, preliminary document review, file submission to universities, announcement of needs in calls, initial file evaluation, scientific and general qualification assessment, reference checks, issuance of Executive Board decisions, applicant notification, handling complaints, call reporting, issuance of appointments, participation in calls, and responsiveness during recruitment. Finally, in the outcomes dimension, indicators identified were Islamic governance, justice-orientation, optimization, uniformity of procedures, elimination of closed-group loops, adherence to timelines, budget allocation, demand-driven education system, recruitment of competent individuals, accuracy of job expectations, and fairness in the recruitment process