Scholarlink

<p>Traditional university ranking systems emphasize research productivity while neglecting educational process quality and non-cognitive skill development. This study examines relationships between educational process quality, non-cognitive indicators (social and academic engagement), and graduate labour market readiness across twelve leading universities in Tehran, Iran. A mixed-methods study employing correlation and regression analyses with 383 stratified randomly sampled students from Tehran universities. The study developed a questionnaire measuring educational process quality, social engagement, academic engagement, and labour market readiness (Cronbach’s α &gt; 0.85 for all scales). Multiple regression analysis examined predictors of employment readiness, followed by TOPSIS methodology to develop integrated institutional rankings. Educational process quality (β = 0.305, <i>p</i> &lt; 0.001), social engagement (β = 0.219, <i>p</i> &lt; 0.001), and academic engagement (β = 0.376, <i>p</i> &lt; 0.001) all significantly predicted labour market readiness. The three-predictor model explained 80.5% of variance (R² = 0.805). Substantial institutional variation existed, with University of Tehran, Tarbiat Modares, and Al-Zahra demonstrating higher scores. TOPSIS rankings incorporating process quality and non-cognitive dimensions produced markedly different institutional hierarchies than research-centric systems. Process quality and non-cognitive skill development represent significant dimensions predicting graduate employment readiness. Integrated ranking methodologies incorporating these dimensions provide comprehensive assessment of institutional quality more responsive to labour market needs than research-focused systems alone. Institutions should prioritize educational process quality and deliberately cultivate non-cognitive skill development through engagement opportunities.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Ranking Iranian universities by process quality and non-cognitive engagement for graduate employability

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年6月18日

查看全文
  • Reza Omidifar,
  • Amir Reza Narimani

摘要

Traditional university ranking systems emphasize research productivity while neglecting educational process quality and non-cognitive skill development. This study examines relationships between educational process quality, non-cognitive indicators (social and academic engagement), and graduate labour market readiness across twelve leading universities in Tehran, Iran. A mixed-methods study employing correlation and regression analyses with 383 stratified randomly sampled students from Tehran universities. The study developed a questionnaire measuring educational process quality, social engagement, academic engagement, and labour market readiness (Cronbach’s α > 0.85 for all scales). Multiple regression analysis examined predictors of employment readiness, followed by TOPSIS methodology to develop integrated institutional rankings. Educational process quality (β = 0.305, p < 0.001), social engagement (β = 0.219, p < 0.001), and academic engagement (β = 0.376, p < 0.001) all significantly predicted labour market readiness. The three-predictor model explained 80.5% of variance (R² = 0.805). Substantial institutional variation existed, with University of Tehran, Tarbiat Modares, and Al-Zahra demonstrating higher scores. TOPSIS rankings incorporating process quality and non-cognitive dimensions produced markedly different institutional hierarchies than research-centric systems. Process quality and non-cognitive skill development represent significant dimensions predicting graduate employment readiness. Integrated ranking methodologies incorporating these dimensions provide comprehensive assessment of institutional quality more responsive to labour market needs than research-focused systems alone. Institutions should prioritize educational process quality and deliberately cultivate non-cognitive skill development through engagement opportunities.