Psychology
Kamalaldin Yarali; Tayebeh Tajari; Maryam Safari
Abstract
Purpose: Higher education through entrepreneurial teaching can create a competitive advantage for itself. Therefore, the aim of this study was designing an entrepreneurial teaching pattern in Iran's higher education.Methodology: The current research in terms of its purpose was applied and in terms of ...
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Purpose: Higher education through entrepreneurial teaching can create a competitive advantage for itself. Therefore, the aim of this study was designing an entrepreneurial teaching pattern in Iran's higher education.Methodology: The current research in terms of its purpose was applied and in terms of its purpose implementation method was descriptive from type of survey. The current research population includes six groups of business startups and establishment of knowledge-based companies, cooperation with entrepreneurial intermediary institutions, entrepreneurship education and teaching, authoring articles, books and guidance or counseling of dissertations and thesis in the field of entrepreneurship, specialist of curriculum and managers of planning higher education in Iranian universities in the academic years of 2020-21. The sample size based on the table of Krejcie and Morgan table was determined 322 people, who this number were selected by simple random sampling method. The instrument of the current research was the researcher-made questionnaire of entrepreneurship teaching in Iran's higher education with 214 items, that whose face and content validity was confirmed by the opinion of experts and its reliability with using combined and Cronbach's alpha methods was obtained above 0.70. The data of this study were analyzed with the methods of exploratory factor analysis and structural equation modeling in SPSS and Lisrel software.Findings: The findings of the present study indicated that entrepreneurial teaching in Iran's higher education had 214 concepts in 13 components and 6 categories. The category of causal conditions includes the components of the need to face transformations and necessity of creating capabilities (33 concepts), the category of background conditions includes the component of the internal environment or variables (36 concepts), the category of intervening conditions includes the components of the effective professors, universal support and protection and environmental barriers (28 concepts) ), the core category includes the component of entrepreneurial teaching (39 concepts), category of strategies includes the components of the improving the ability of professors, the use of new methods, interaction and rich learning environment (53 concepts), and the category of consequences includes the components of the changing values in higher education and economic dynamics of society (25 concepts); So that the factor load of all components was higher than 0.50, the average variance extracted was higher than 0.60, and the Cronbach and combined reliability of all of them was higher than 0.70. Also, the entrepreneurial teaching pattern in Iran's higher education had a good fit and in this pattern, the category of causal conditions had a direct and significant effect on the core category, the categories of contextual conditions, intervening conditions and core conditions d a direct and significant effect on the category of strategies, and the category of strategies had a direct and significant effect on the category of consequences (P<0.001).Conclusion: The designed pattern in the present research about entrepreneurial teaching in Iran's higher education can be used by curriculum experts and planners, and they based on the results of this study can conduct to entrepreneurial teaching in higher education.
Psychology
Parisa Safamanesh; Kourosh Parsa Moein; Soghra Afkaneh
Abstract
Purpose: The current research was conducted with the aim of identifying and evaluating the dimensions of the research system in higher education.
Methodology: In terms of the purpose, this research is fundamental-applied and also, in terms of the type of data, it is mixed (qualitative-quantitative) ...
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Purpose: The current research was conducted with the aim of identifying and evaluating the dimensions of the research system in higher education.
Methodology: In terms of the purpose, this research is fundamental-applied and also, in terms of the type of data, it is mixed (qualitative-quantitative) of the exploratory type, which was thematic analysis in the qualitative part and descriptive-survey in the quantitative part. The population studied in the qualitative section included academic (faculty members) and organizational (responsible for Islamic Azad Universities) experts, and in the quantitative section it included all academic faculty members of Islamic Azad Universities. The sample size in the qualitative section was 19 interviewees according to the principle of saturation and the purposeful sampling method, and in the quantitative section, 272 people were selected based on the calculation of the sample size in structural equations and the stepwise cluster random sampling method. To collect information, two documentary (library) and field methods were used: semi-structured interviews and a researcher-made questionnaire. Also, the answer was taken from a closed questionnaire from the model presented in the qualitative section, which was designed to measure the opinion of experts regarding the validity of the model (external validity). The method of data analysis in the qualitative part of theoretical coding was derived from thematic analysis method with Maxqda software. In the quantitative part, also, in the inferential part to answer the research questions from tests such as Pearson correlation, sample t-test, hierarchical analysis process and confirmatory factor analysis using SPSS-v23, Smart Pls-v3 software. and Lisrel V8.8 and Expertchoice-V11 were used.
Findings: The data collection tools were semi-structured interviews in the qualitative part and researcher-made questionnaires in the quantitative part. The validity and reliability of the instruments were examined and confirmed. The method of data analysis in the qualitative part was theoretical coding (open, central and selective) and in the quantitative part included descriptive and inferential statistics (Pearson correlation, sample t-test and structural equation modeling and confirmatory factor analysis).
Conclusion: The findings of the qualitative section showed that the research system includes the dimensions of individual factors, infrastructural factors, and policy making. Also, the results showed that the components in the existing condition have a favorable condition.
Psychology
Kamalaldin Yarali; Tayebeh Tajari; Maryam Safari
Abstract
Purpose: Paying attention to entrepreneurial teaching is very important in curriculum elements, and accordingly, the purpose of this study was to analyzing the curriculum elements of entrepreneurial teaching in the field of humanities sciences in Iran's higher education.Methodology: This study in terms ...
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Purpose: Paying attention to entrepreneurial teaching is very important in curriculum elements, and accordingly, the purpose of this study was to analyzing the curriculum elements of entrepreneurial teaching in the field of humanities sciences in Iran's higher education.Methodology: This study in terms of purpose was applied and in terms of execution method was qualitative. The population of this study includes six groups of business startups and establishment of knowledge-based companies, cooperation with entrepreneurial intermediary institutions, entrepreneurship education and teaching, authoring articles, books and guidance or counseling of dissertations and thesis in the field of entrepreneurship, specialist of curriculum and managers of planning higher education in Iranian universities in the academic years of 2020-21. The samples were selected according to the principle of theoretical saturation and with the purposeful sampling method, which their number was 25 people. The tool of the current research was a semi-structured interview which whose validity and reliability were checked and confirmed. The data were analyzed by the coding method based on the grounded theory in MAXQDA software.Findings: The findings of the present research showed that the curriculum elements of entrepreneurial teaching in the field of humanities sciences in Iran's higher education had 216 concepts in 47 components and 6 categories. The category of causal conditions includes 8 components and 33 concepts, the category of background conditions includes 8 components and 36 concepts, the category of intervening conditions includes 9 components and 28 concepts, the core category includes 5 components and 39 concepts, the category of strategies includes 12 components and 54 concepts, and the category of consequences includes 5 components and 26 concepts.Conclusion: Based on the findings of this study, experts and planners curriculum can take an effective step towards improving the curriculum elements of entrepreneurial teaching in the field of humanities sciences of higher education.
Homeira Mehrabi; Amirhossein Mahmoudi; Alireza Araqie
Abstract
Purpose: The present research was conducted with the aim of presenting a model of creative leadership in higher education.Methodology: This study was applied in terms of purpose and descriptive in terms of qualitative type. The research community was experts and experts of creative leadership in Islamic ...
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Purpose: The present research was conducted with the aim of presenting a model of creative leadership in higher education.Methodology: This study was applied in terms of purpose and descriptive in terms of qualitative type. The research community was experts and experts of creative leadership in Islamic Azad University of higher education, and according to the principle of theoretical saturation, 12 of them were selected as a sample using available and snowball sampling methods. The research tool was a semi-structured interview with experts, whose validity was confirmed by triangulation and face validity methods, and their reliability was calculated by the agreement coefficient method between two coders at 0.85. The data obtained from semi-structured interviews were analyzed with open, central and selective coding method based on data base theory in MAXQDA software.Findings: The findings showed that 29 components were identified in 16 dimensions for the model of creative leadership in higher education based on data base theory; So that in the category of causal conditions, there are 4 components in 2 dimensions of the requirements of academic management and culture building (respectively, each with 2 components of organizational innovation, knowledge enhancement, collaborative management, and ethical atmosphere), in the category of contextual conditions, there are 2 components in 2 dimensions of managerial maturity and creativity cultivation system. (respectively, each with 1 component of evaluating and applying policies for creative leadership and strategic attitude and expanding interpersonal and academic relations), in the category of intervening conditions, 2 components in 1 dimension of appropriate response to internal and external needs and structural reform (with 2 components of social artistry and development of infrastructures and attention to economic resources), in the category of the central phenomenon of 14 components in 7 dimensions of entrepreneurial leadership, transformational leadership, effective leadership, intelligent leadership, organizational intelligence, educational leadership and emotional intelligence (respectively, each with 2 components of entrepreneurship, development of strategies , participation, cognitive and emotional trust, insight and insight, cultural innovation, strategic thinking and joint goal-setting, using new technologies and using competent and capable managers, raising awareness, motivation and attitude change, self-motivation and self-management), in the strategies of 4 components in 2 dimensions Paying attention to the conditions and requirements and self-awareness and responsibility (respectively each with 2 components of flexible and creative policy making and using new management methods, self-management and having a specific plan to implement creative leadership) and in the results 3 components in 2 dimensions of internal and external organizational requirements and social development (dimension First with 2 components of individual competence development and development and growth of the university and the second dimension with 1 component of social character formation and guardian of development and transformation. According to the dimensions identified in the current research, the model of creative leadership in higher education was drawn based on the data base theory.Conclusion: Considering the dimensions and components identified for creative leadership in higher education, planning is necessary to realize creative leadership in the higher education system.
Mahnaz Miraki Zadeh Mohammadabad; Negin Jabbari; Kambiz Esmaeilnia Shirvani
Abstract
Purpose: Today, due to being in the 21st century, the discussion of virtual learning and the appropriate culture with it has become very important. Therefore, the aim of this study was to providing a virtual learning culture pattern in higher education centers.Methodology: This study in terms of purpose ...
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Purpose: Today, due to being in the 21st century, the discussion of virtual learning and the appropriate culture with it has become very important. Therefore, the aim of this study was to providing a virtual learning culture pattern in higher education centers.Methodology: This study in terms of purpose and implementation method was applied and descriptive from type of qualitative, respectively. The current study population were experts of higher education institutions who were aware of the research field, and number of 12 of them were selected as a sample according to the principle of theoretical saturation and with using purposive and snowball sampling methods. The research tool was semi-structured interview, whivh whose validity was confirmed by triangulation method and its reliability was calculated by Cohen's kappa coefficient method 0.89. To analyze the data of this study were used from open, central and selective coding methods.Findings: The findings of this study indicate that for virtual learning culture pattern in higher education centers were identified 49 concepts, 8 components and 2 categories. In the current research, the categories were included the category of structural factors with five components of software and hardware infrastructure, design and management of virtual learning interactions, platform and virtual learning environment, virtual learning development and operational support ability and the category of behavioral factors with three components of culture building, individual attitude and motivation of learners. Finally, the categories and components pattern of virtual learning culture in higher education centers was drawn.Conclusion: The results of the present study can contribute to better awareness and cognition of the virtual learning culture in higher education centers and higher education specialists and planners based on its categories, components and concepts can take an effective step towards improving the virtual learning culture.
Seyed Mohammad Tafreshi; Hamdollah Manzari Tavakoli; Sanjar Salajegheh
Abstract
Purpose: This study aimed to identify the obstacles and challenges to implementation of strategic planning in the higher education system and its effect on organizational innovation.Methodology: The present study was applied in terms of purpose and integrated (qualitative-quantitative) in terms of implementation ...
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Purpose: This study aimed to identify the obstacles and challenges to implementation of strategic planning in the higher education system and its effect on organizational innovation.Methodology: The present study was applied in terms of purpose and integrated (qualitative-quantitative) in terms of implementation method. The population of the qualitative department included academic experts in the fields of planning in Khorasan Razavi province in the academic year 2019-2020, 30 of whom were selected as a sample by purposive sampling method according to the principle of theoretical saturation. In the quantitative part, the study population consisted of all presidents and deputies of universities of Khorasan Razavi Province in the academic year 2019- 2020 (N = 320), among whom 175 individuals were selected as the sample using Cochran’s sample size formula and simple random sampling. The research tool in the qualitative part of the interview and its validity was obtained with content validity and reliability with coding agreement coefficient. The data were collected using a researcher-made questionnaire called obstacles to Strategic Planning, Bryson’s Strategic Planning Implementation Scale (2010), and Organizational Innovation Inventory of Esmail (2002). The face validity of all the tools was confirmed, and their reliability was also confirmed with Cronbach’s alpha coefficients of 0.93, 0.91, and 0.94, respectively. Qualitative data analysis was used using content analysis method and in the quantitative part descriptive statistics were used with Spss26 software and confirmatory factor analysis and structural equation modeling was used in Smart pls24 software.Findings: obstacles and challenges to strategic planning were categorized into 5 main categories (including individual, organizational, environmental, planning, and managerial obstacles) and were 50 indicators. The results also showed that the challenges and challenges of strategic planning in the implementation of effective strategic planning (t = 25.39) and the coefficient with the path coefficient (-0.74) and the implementation of strategic planning of organizational innovation have a significant effect (t = 48.81) and با It had a path coefficient (0.84).Conclusion: Higher education authorities must pay special attention to different intra- and extra-organizational obstacles to properly implement strategic educational plans, and thereby foster various innovations.
Jamshid Edalatian Shahriyari; Farzad Ghasemzadeh; Mahmood Mohammadi
Abstract
Purpose: The present study was conducted with the aim of explain and design the process of internationalization of higher education with a mixed approach. Methodology: This study was mixed in terms of practical purpose and method of implementation. The research population was in the qualitative section ...
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Purpose: The present study was conducted with the aim of explain and design the process of internationalization of higher education with a mixed approach. Methodology: This study was mixed in terms of practical purpose and method of implementation. The research population was in the qualitative section of documents and international experts on higher education of Payame Noor University, Georgia International Branch. According to the principle of theoretical saturation, 15 of them were selected as the sample by purposive sampling. The research population was a small part of the students of the mentioned university in the academic year of 2009-2010. According to Krejcie and Morgan table, 350 students were selected as a sample by random sampling method. Semi-structured interviews were used to collect data in the qualitative part and a researcher-made questionnaire (47 items) was used in the quantitative part, and their psychometric indices were confirmed. Data were analyzed by open, axial and selective coding methods and partial least squares in SPSS and Smart PLS software. Findings: The findings showed that in the process of internationalization of higher education, causal conditions included of cultural and social components and economic components, underlying conditions included of financial infrastructure, facilities and equipment components and political components, intervening conditions included of administrative components and support and service components, strategies included of organizational components and academic components and outcomes included of international communication components and educational and curricular components. Also, the process of internationalization of higher education had a good fit and causal conditions on the internationalization of higher education, internationalization of higher education, underlying conditions and intervening conditions on strategies and strategies on outcomes had a significant effect (p < 0.05). Conclusion: According to the results of the present study, it is necessary to plan for the internationalization of higher education, which for this purpose the use of identified components can be effective.
