Measuring the Teaching Efficiency of the Educational Departments of Isfahan University of Medical Sciences Using Data Envelopment Analysis (DEA) (September 2010 - June 2014)

Sakineh Saghaeiannejad_Isfahani, Reza Hoveida, Saeed RajaeePour, Saeideh Ketabi


Providing a valuable tool for the realization of the nation’s aspirations, the teaching system of the nations is deemed as one of their critical assets in dealing with their future potential challenges. Accordingly, assessing the teaching systems would be of critical significance so as to ensure their efficiency and effectiveness.  This study was an effort to measure the teaching efficiency of the educational departments of the Isfahan University of Medical Sciences (IUMS) over the period from 2010 to 2014.

Materials & Method:

 This cross-sectional study was conducted using Data Envelopment Analysis (DEA) technique focusing on the educational departments of IUMS. The criteria used for the inclusion of the educational departments were as follows: student admission rate, independent presentation of the specialty courses, having a continuous teaching experience for more than five consecutive semesters  and the homogeneity of the  educational departments in terms of delivering the teaching services. In this way, 41  educational departments were selected . As for the data collection tool, a checklist was designed for the collection of input/output data of the teaching system whose content validity was confirmed by pooling the practitioners and professionals’ ideas in the Teaching & Operations Research field. In the next step, the gathered data were put into the Excel software to be analyzed using the technical DEA software i.e. GAMS.


In terms of teaching efficiency, it was found that %65.8 of the  educational departments in question (i.e. 27 from 41  educational departments) enjoyed a relative efficiency with all the  educational departments of the Dentistry, Nursing and Midwifery & Nutrition faculties being considered as efficient. The most frequent deficit observed for the output of the inefficient  educational departments was related to their AGPs. As for the inputs, the number of the admitted students and the number of the part-time lecturers were the two most frequent factors contributing to inefficiency reported for the educational departments in question.

Discussion & Conclusion:

This study yielded a relative estimation of the efficiency so that a change in the inputs and outputs of the model may contribute to a change in the calculated efficiency scores. The efficiency estimation reported here was merely a reflection of the teaching activities of the educational departments and cannot be used as a basis for the general comparison of the  educational departments.  As a result, the  educational departments should prepare a set of objectives contributing to the attainment of higher efficiency scores moving towards efficiency improvement by monitoring and managing their consumption resources set. Since the results of this study were mainly centered on increasing the AGP, much more attention must be paid to monitoring the teaching method and standardizing the tests. In addition, the senior management of the university must clarify the contribution of each mission defined within individual  educational departments clearly and accurately giving a continuous due consideration to the efficiency preservation of the  educational departments in both its current policy-making and decision-making processes such as the admission rate of the students and faculty members etc. .


teaching efficiency, performance assessment, educational department, data envelopment analysis

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