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Background <p>In response to increasing demands for accountability and quality assurance in higher education, internal evaluation has become a core mechanism for improving educational performance. Internal evaluation refers to a systematic self-assessment process through which faculty and staff examine educational, research, and administrative performance to identify strengths, weaknesses, and areas for improvement. Faculty members play a central role in implementing internal evaluation; however, their engagement is shaped by multiple facilitators and barriers. Evidence from resource-constrained contexts remains limited, particularly qualitative insights into faculty perceptions. This study qualitatively examines faculty members’ perceptions of the facilitators and barriers influencing internal evaluation.</p> Methods <p>This qualitative study used a conventional content analysis approach. Semi‑structured interviews were conducted with 16 faculty members at Fasa University of Medical Sciences using purposive sampling until data saturation was achieved. Data were collected between January and October 2025 and analyzed using conventional content analysis. Trustworthiness was ensured using Lincoln and Guba’s criteria.</p> Results <p>Three overarching categories emerged inductively from the data: (1) conceptualizations of internal evaluation, including its role as a systematic performance review, a reflective process for identifying strengths and weaknesses, and a cultural mechanism for promoting quality; (2) facilitators, encompassing individual factors (intrinsic motivation, self-efficacy, training), organizational factors (structural support, adequate infrastructure), and cultural factors (learning-oriented culture, collaboration); and (3) barriers, including individual challenges (resistance to change, workload), organizational constraints (limited resources, inefficient procedures), and cultural obstacles (negative attitudes, interdepartmental tensions).</p> Conclusion <p>Internal evaluation is shaped by intersecting individual, organizational, and cultural dynamics. Recognizing these influences can guide context-appropriate strategies; for example, shifting from a compliance-driven model to a developmental model that emphasizes workload adjustments, targeted capacity building, and transparent feedback loops to increase faculty engagement.</p> Clinical trial number <p>not applicable</p>

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Facilitators and barriers to internal evaluation in an Iranian medical Sciences University: a qualitative exploration of faculty perspectives

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年6月18日

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  • Zahra Bastani nejad,
  • Farnoosh Tajik,
  • Zhila Fereidouni,
  • Abolfazl Karimivaselabadi,
  • Najimeh Beygi,
  • Ali Taghinezhad

摘要

Background

In response to increasing demands for accountability and quality assurance in higher education, internal evaluation has become a core mechanism for improving educational performance. Internal evaluation refers to a systematic self-assessment process through which faculty and staff examine educational, research, and administrative performance to identify strengths, weaknesses, and areas for improvement. Faculty members play a central role in implementing internal evaluation; however, their engagement is shaped by multiple facilitators and barriers. Evidence from resource-constrained contexts remains limited, particularly qualitative insights into faculty perceptions. This study qualitatively examines faculty members’ perceptions of the facilitators and barriers influencing internal evaluation.

Methods

This qualitative study used a conventional content analysis approach. Semi‑structured interviews were conducted with 16 faculty members at Fasa University of Medical Sciences using purposive sampling until data saturation was achieved. Data were collected between January and October 2025 and analyzed using conventional content analysis. Trustworthiness was ensured using Lincoln and Guba’s criteria.

Results

Three overarching categories emerged inductively from the data: (1) conceptualizations of internal evaluation, including its role as a systematic performance review, a reflective process for identifying strengths and weaknesses, and a cultural mechanism for promoting quality; (2) facilitators, encompassing individual factors (intrinsic motivation, self-efficacy, training), organizational factors (structural support, adequate infrastructure), and cultural factors (learning-oriented culture, collaboration); and (3) barriers, including individual challenges (resistance to change, workload), organizational constraints (limited resources, inefficient procedures), and cultural obstacles (negative attitudes, interdepartmental tensions).

Conclusion

Internal evaluation is shaped by intersecting individual, organizational, and cultural dynamics. Recognizing these influences can guide context-appropriate strategies; for example, shifting from a compliance-driven model to a developmental model that emphasizes workload adjustments, targeted capacity building, and transparent feedback loops to increase faculty engagement.

Clinical trial number

not applicable