Globalization, the emergent knowledge economy, and the competitive conditions increase the importance of debate on quality of higher education. Quality assurance (Q.A.) in higher education is not possible without institutional changes and reforms. The latecomers of development (Iran included) face the contradictory issues. On the one hand, they have to follow a set of international and common norms and consensuses about Q.A. in higher education; on the other hand, they have their particular cultures and societies with some structural limitations and difficulties.
The analysis of relationship between socio-cultural context of these societies (the Iran’s case being discussed here) with the components of Q.A. in higher education helps us to develop a cognitive map that would change agents in the developing countries. Such a map is intended to help actors (at three levels: society, university, and the state) to make decisions and to act on the basis of an appropriate model of higher education evaluation, accreditation, essential policies, strategies and operations.
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