Parvin Shayesteh nia; Hamid Shafizadeh; Nader Soleimani
Abstract
Purpose: The link of school and society can play an important role in preparing students for life in society. Therefore, the aim of this study was identifying the dimensions and components of the school and society link pattern based on the grounded theory.Methodology: This study in terms of purpose ...
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Purpose: The link of school and society can play an important role in preparing students for life in society. Therefore, the aim of this study was identifying the dimensions and components of the school and society link pattern based on the grounded theory.Methodology: This study in terms of purpose was applied and in terms of implementation method was qualitative. The research population was professors and experts, policy makers of the Ministry of Education, managers of the General Departments of Education and schools managers in the 2021-2022 academic year. The sample size based on the principle of theoretical saturation was determined 18 people, who this number were selected by purposeful and snowball sampling methods. The data were collected with a demographic information form and a semi-structured interview, which the validity of the interviews was confirmed by triangulation and peer review methods and its reliability was calculated with a Cohen's Kappa coefficient 0.79. The data were analyzed by open, axial and selective coding method based on the grounded theory in MAXQDA software version 2021.Findings: The findings showed that for the school and society link pattern were identified 42 subcategories in 15 main categories; So that in the central phenomenon there were one main category of school and society link in Iran, in the causal conditions there were two main categories of structural factors and content factors, in contextual conditions there were four main categories of dominant structural focus, dominant organizational culture, accelerated and untimely managerial changes and intellectual and attitudinal factors, in the intervening conditions there were three main categories of role of virtual space and social networks, role of councils in the education system and role of the family, in the strategies there were three main categories of policy making in the field of attracting civil participation, appropriate governance of the educational system and re-engineering and refining the structure of the educational system and in the consequences there were two main categories of individual consequences and social consequences. According to the identified dimensions and components for the school and society link pattern, a pattern based on the grounded theory was drawn.Conclusion: The identified dimensions and components in this research for the school and society link pattern have many practical implications for the officials, managers and planners of the Ministry of Education. They in order to increase and improve the link school and society can provide the basis for the emergence and realization of the identified dimensions and components in this research.
Zahra Shahroudi; Ruhollah Samiei; Mohammad Bagher Gorji
Abstract
Purpose: The aim of this research was designing an organizational friction pattern in education of Golestan province with approach of grounded theory. Methodology: This study in terms of purpose was applied and in terms of implementation method was qualitative from type of exploratory and with approach ...
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Purpose: The aim of this research was designing an organizational friction pattern in education of Golestan province with approach of grounded theory. Methodology: This study in terms of purpose was applied and in terms of implementation method was qualitative from type of exploratory and with approach of grounded theory. The research population was experts in the fields of educational management, human resource management and organizational behavior of education in Golestan province in 2020 academic year. The sample size based on the principle of theoretical saturation was estimated 20 people who were selected according to the inclusion criteria by purposive and snowball sampling methods. Data were collected through semi-structured interviews and analyzed by open, axial and selective coding methods based on Strauss and Corbin (1998) theory in NVivo software. Findings: The results showed that organizational friction in education had 87 concepts and 20 sub-categories in 6 main categories including organization weak strategies (causal conditions), organizational friction (axial phenomena), mental pressure in the workplace (interventionist conditions), internal organizational factors (contextual conditions), organizational anti-citizenship behaviors (actions) and organizational laziness (consequences). The organization weak strategies as causal conditions were included defective organizational structure, weakness in human resource management and weakness in strategic management, organizational friction as axial phenomena were included working indifference, working wasting time, lack of sense of responsibility, functional stupidity and heterogeneity of workforce management, mental pressure in the workplace as interventionist conditions were included concentration of control and power, nervous pressure in the workplace and distrust in the organization, internal organizational factors as contextual conditions were included weakness in performance evaluation, inefficiency of the administrative system, inattention to staff performance and inequality of financial and material, organizational anti-citizenship behaviors as actions were included anti-value behaviors and politicization and organizational laziness as consequences were included reduced organizational productivity, inefficient management of the organization and tendency to leave the job. Finally, organizational friction pattern in education were designed. Conclusion: The organizational friction pattern of the present research can be used by professionals and planners of education as a suitable pattern to reduce organizational friction through the identified categories.
Golare Mohaghegh Daghigh; Mohammad Salehi; Majid Fatahi
Abstract
Purpose: This study aimed to identify the preferred learning style and dominant behavioral patterns of students and to investigate the relationship between the two with entrepreneurial components. Methodology: The present study was applied in terms of purpose and descriptive-survey in terms of the type ...
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Purpose: This study aimed to identify the preferred learning style and dominant behavioral patterns of students and to investigate the relationship between the two with entrepreneurial components. Methodology: The present study was applied in terms of purpose and descriptive-survey in terms of the type of research. The current study method was based on the grounded theory qualitative research method, which was selected through interviews with 12 experts, including faculty members of universities and members working in the profession, including various professional categories, by purposeful snowball sampling. Took. The classification of data, interviews, was analyzed based on the first two stages of the three-stage system of Strauss and Corbin, i.e., open and axial coding, and subcategories were obtained. This study's statistical population was undergraduate students of technical and engineering, basic sciences, and humanities of the Ferdowsi University of Mashhad in the academic year 1397-98. The sample size was determined using Cochran's formula of 245 people, and the respondents were selected by stratified sampling method. The researcher-made questionnaire of individual entrepreneurial components was collected and analyzed with SPSS 23 and Lisrel software. Results: The findings of the study indicate that most of the students had a result-oriented behavioral pattern and in the technical and engineering field most students had an extroverted and task-oriented behavioral model with a convergent dominant learning style; In the field of basic sciences, most students had an introverted and task-oriented behavioral model adapted to the preferred learning style, and in the humanities, most students had an extroverted and people-centered behavioral model with a divergent preferential learning style. Conclusion: there was a significant relationship between learning style and students' behavioral patterns. Findings can improve personal, academic, and occupational cognition as effectively and efficiently as possible in the path of metacognition.
