Volume 5, Issue 3 (September 2026)
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Nikbakhsh S, Jafari S M, Rahmani J. (2026). Assessing the Educational Quality Model for International Students in Universities across Qom Province. IJER. 5(3),
URL: http://ijer.hormozgan.ac.ir/article-1-658-en.html
URL: http://ijer.hormozgan.ac.ir/article-1-658-en.html
1- Ph.D. Student, Department of Educational Administration, Qo.C., Islamic Azad University, Qom, Iran
2- Associate Professor, Department of Industrial and Technology Management, Faculty of Management and Accounting, College of Farabi, University of Tehran, Qom, Iran ,sm.jafari@ut.ac.ir
3- Associate Professor, Department of Management, Faculty of Management and Accounting, Tolouemehr University, Qom, Iran
2- Associate Professor, Department of Industrial and Technology Management, Faculty of Management and Accounting, College of Farabi, University of Tehran, Qom, Iran ,
3- Associate Professor, Department of Management, Faculty of Management and Accounting, Tolouemehr University, Qom, Iran
Abstract: (16 Views)
Objective: The present study was conducted to assess the educational quality model for international students in universities across Qom Province.
Methods: This study was applied in purpose and quantitative in method. The statistical population comprised all international students enrolled in universities across Qom Province, as well as the faculty members involved in their education (N = 5,000). A final sample of 385 valid questionnaires was analyzed. Stratified random sampling with proportional allocation was used. Data were collected using a researcher-made questionnaire, and the instrument was evaluated for both validity and reliability. Data were analyzed at the descriptive and inferential levels using SPSS and LISREL.
Results: The final educational quality model for international students comprises 6 main dimensions (causal conditions, central phenomenon, contextual conditions, intervening conditions, strategies, and consequences), 28 components, and 121 confirmed indicators. Structural equation modeling (SEM) results indicated that all five research hypotheses were supported. Notably, "strategies" exerted the strongest effect on "consequences" (β = .69), while "causal conditions" had a significant effect on the "central phenomenon" (β = .62). Furthermore, the coefficient of determination for the strategies variable (R² = .54) indicates the model's satisfactory explanatory power. Associate Professor, Department of Industrial and Technology Management, Faculty of Management and Accounting, College of Farabi, University of Tehran, Qom, Iran
Conclusions: The proposed model demonstrates sound empirical validity and adequate model fit. It provides a reliable scientific and operational basis for policymaking, strategic planning, and improving the quality of educational services in higher education institutions hosting international students.
Methods: This study was applied in purpose and quantitative in method. The statistical population comprised all international students enrolled in universities across Qom Province, as well as the faculty members involved in their education (N = 5,000). A final sample of 385 valid questionnaires was analyzed. Stratified random sampling with proportional allocation was used. Data were collected using a researcher-made questionnaire, and the instrument was evaluated for both validity and reliability. Data were analyzed at the descriptive and inferential levels using SPSS and LISREL.
Results: The final educational quality model for international students comprises 6 main dimensions (causal conditions, central phenomenon, contextual conditions, intervening conditions, strategies, and consequences), 28 components, and 121 confirmed indicators. Structural equation modeling (SEM) results indicated that all five research hypotheses were supported. Notably, "strategies" exerted the strongest effect on "consequences" (β = .69), while "causal conditions" had a significant effect on the "central phenomenon" (β = .62). Furthermore, the coefficient of determination for the strategies variable (R² = .54) indicates the model's satisfactory explanatory power. Associate Professor, Department of Industrial and Technology Management, Faculty of Management and Accounting, College of Farabi, University of Tehran, Qom, Iran
Conclusions: The proposed model demonstrates sound empirical validity and adequate model fit. It provides a reliable scientific and operational basis for policymaking, strategic planning, and improving the quality of educational services in higher education institutions hosting international students.
Keywords: Educational Quality, International Students, Confirmatory Factor Analysis (CFA), Structural Equation Modeling (SEM)
Type of Study: Original |
Subject:
Educational Studies
Received: 2026/02/27 | Accepted: 2026/06/10 | Published: 2026/09/1
Received: 2026/02/27 | Accepted: 2026/06/10 | Published: 2026/09/1
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