Industrial and Organizational Psychology Studies

Inestigating the Lived Experiences of Farhangian University’s Applicants Regarding Assessment Centers (ACS)

Document Type : Research Article

Authors

Mohhammad alipour 1
Mojtabi Maleki Zohan 2
Morteza Soleimani Kia 2
Amirhossein Ebrahimi shahrodi 2
Mohammad Khosravitanak 1

1 PhD Student of Curriculum Planning, Faculty of Educational Sciences and Psychology, University of Birjand, Birjand, Iran

2 Bachelor Student of Education, Farhangian University, Tehran, Iran

https://doi.org/10.22055/jiops.2025.48484.1456
Abstract
Introduction
This study aimed to investigate the lived experiences of Farhangian University applicants with a specific focus on the assessment centers and the specialized interview process involved in their admission. The significance of this research lies in the critical role that assessment processes play in selecting highly qualified teachers who are well-suited to educational roles. With growing demands for accuracy and fairness in such selection procedures, understanding the perceptions and experiences of candidates is essential to refine and improve the existing methods.
 
Method
The research employed a qualitative phenomenological approach to deeply explore the subjective experiences of participants. The study focused on applicants who participated in the admission process at Farhangian University, Shahid Bahonar Campus, South Khorasan Province. From this pool, 18 participants were selected purposefully based on specific criteria. Semi-structured interviews were conducted to collect rich and meaningful data. The validity of the interview questions was thoroughly assessed, ensuring their relevance and clarity. The data were analyzed using Smith's phenomenological model, which facilitated a systematic interpretation of participants' insights.
Results
The analysis of the interviews led to the extraction of 49 distinct codes. These findings were organized into four major themes and 11 sub-themes. The main themes included: experiences related to evaluators (evaluator expertise and professional ethics within the assessment environment), applicant-related experiences (peer interaction, competition, and academic background), tool- and activity-based experiences (group games, discussions, and psychological tests), and process-related experiences (logistics, execution timing, and physical environment). Each theme was further detailed with specific components.
 
Discussion
Evaluating the professional competencies of student teachers through the structured framework of assessment centers proves to be a significantly more effective and specialized approach than traditional interviews. This method ensures robust criteria for selecting qualified candidates. Moreover, it is crucial to incorporate additional tools, allocate extended evaluation periods, and involve highly trained and specialized personnel in the process. Such enhancements not only improve the accuracy and fairness of candidate selection but also contribute to fostering a higher standard of teacher training, ultimately benefiting the educational system as a whole.

Keywords

Assessment Centers
farhangian university
expert interview
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Industrial and Organizational Psychology Studies
Volume 12, Issue 2
July 2025
Pages 167-183

  • Receive Date 27 February 2025
  • Revise Date 20 April 2025
  • Accept Date 20 May 2025

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