Identifying the Factors Affecting Social Demand for Higher Education in Iran
Keywords:
Social Demand for Higher Education, Meta-synthesis, Delphi Technique, Thematic Analysis, Higher Education PolicyAbstract
The present study aimed to identify and validate the factors influencing social demand for higher education in Iran using an integrated meta-synthesis and Delphi approach. This applied qualitative study was conducted within an interpretive paradigm. In the first phase, a systematic literature review was performed based on the PRISMA framework, resulting in the selection of 18 eligible studies. The extracted data were analyzed through thematic analysis using MAXQDA software. In the second phase, a two-round Delphi process was conducted with 19 academic and executive experts to validate the identified components and achieve consensus. Delphi data were analyzed using descriptive statistics and Kendall’s coefficient of concordance. The meta-synthesis phase yielded 87 initial codes, 16 sub-themes, and four overarching themes, including demographic, economic, cultural, and political factors. During the Delphi process, most extracted indicators exceeded the predefined acceptance threshold and were confirmed by the expert panel. Kendall’s coefficient of concordance was calculated at W = 0.71, indicating a high level of agreement among experts regarding the significance and prioritization of the identified factors. A limited number of indicators were excluded due to insufficient ratings, resulting in the development of a validated framework of factors affecting social demand for higher education. The findings demonstrate that social demand for higher education in Iran is a multidimensional phenomenon shaped by the simultaneous interaction of demographic, economic, cultural, and political factors. The combined meta-synthesis–Delphi approach enabled the systematic identification and validation of these factors through expert consensus. The resulting framework provides a reliable foundation for policy-making, planning, and strategic decision-making within the higher education system.
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Copyright (c) 2025 Mozhgan Shadalouei (Author); Amineh Ahmadi; Zeinab Golzari (Author)
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