Keyvan Kaveh; Taghi AghaHosseini; Mahboubeh Sadat Fadavi
Abstract
Purpose: Today, the importance of knowledge and its production is not hidden from anyone and universities are considered as the main axis of its production. Knowledge production, like all other productions, has challenges and disadvantages that need to be studied. Therefore, the main purpose of this ...
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Purpose: Today, the importance of knowledge and its production is not hidden from anyone and universities are considered as the main axis of its production. Knowledge production, like all other productions, has challenges and disadvantages that need to be studied. Therefore, the main purpose of this study was to identify the components of pathology of knowledge production in Islamic Azad University.Methodology: This study was applied in terms of purpose and qualitative in terms of implementation method. Participants in the study included academic experts of the Islamic Azad University of Isfahan in the academic year 2020-21. Based on the theoretical saturation method, 22 people were selected by purposive samplingThe research tool was semi-structured interviews. To validate the findings, two methods of content validity were used by 4 experts outside the research and 2 experts inside the research. Also, for reliability, the coding agreement method was used, which resulted in 0.86. For data analysis, open, axial and selective coding method was used using thematic analysis method with Maxqda18 softwareFindings: Findings showed that 86 open codes, 9 central codes and three selected codes for knowledge production pathology were identified in Islamic Azad University; So that the selected codes include the harms of the university system (policy makers, stakeholders); There were structural damage (higher education curriculum, research structure, support structure, dependent structure) and economic, cultural and social damage (cultural, social, economic).Conclusion: Based on the findings, it can be concluded that knowledge production in Islamic Azad University has challenges in three areas (Academic, structural and cultural injuries) that in order to improve the quantity and quality of knowledge production, the laws related to science and science should be reviewed as well as scientific promotion of professors and students.
Nahid Rostamaneh Najafabadi; Mahboubeh Sadat Fadavi; Badri Shah Talebi
Abstract
Purpose: Considering the importance of fundamental transformation and national curriculum documents in education programs, the present research was conducted with the aim of developing a value-based leadership pattern based on the fundamental transformation document and national curriculum document in ...
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Purpose: Considering the importance of fundamental transformation and national curriculum documents in education programs, the present research was conducted with the aim of developing a value-based leadership pattern based on the fundamental transformation document and national curriculum document in Iranian education.Methodology: This study was applied and in terms of implementation method was qualitative. The research population was two documents of fundamental transformation and national curriculum in Iranian education that all sentences and paragraphs were selected as a sample by census sampling method. To collect the data were used from complete review of both mentioned documents and the recording of sentences and paragraphs related to value-based leadership, which content validity was confirmed by 15 experts and specialists and their reliability was obtained through an agreement coefficient between the two coders 0.77. Data were analyzed by open, axial and selective coding method.Findings: The findings showed that the fundamental transformation document had 227 indicators in two categories of processes and missions; so that the category of processes included two sub-categories of structural leadership processes (with three concepts of organizational-centered strategies, family-centered strategies and school-centered strategies) and content leadership processes (with a one concept of education-centered strategies) and the category of missions included four subcategories of missions about teachers, students and educators, educational spaces, value-educational areas and areas of Islamic-Iranian culture and civilization. Other findings showed that the national curriculum document had 322 indicators in four categories of principles, strategies, elements and indicators; So that the category of principles included three subcategories of values governing on the evaluation of academic and educational achievement, values governing on the choice of teaching and learning strategies and values governing on the academic and educational curricula, the category of strategies included two subcategories of strategies for production and implementation of programs and central strategy of monotheistic naturalism, the category of elements included five subcategories of reason, faith, science, practice and ethics and the category of indicators included six subcategories of religious and national values of generation education, moral values of generation education, value programs of generation education, goal setting pattern in generation education, general objectives of academic and educational programs in value generation education and achieving the academic and educational curriculum goals in educating the value generation education. Finally, the value-based leadership pattern based on the both documents of fundamental transformation and national curriculum was painted.Conclusion: According to the two patterns of value-based leadership according to the documents of fundamental transformation and national curriculum, the education specialists and planners can use them which for it are necessary to improve the categories and subcategories.
