Psychology
Mohammad Hossein Mohammadi kia; Mohammad Naghi Imani; Alireza Mohammadinejad Ganji
Abstract
Purpose: Today, policymaking is of great value and importance to improve the relationship between university and industry, and university education should be based on the needs of industry and society. Therefore, the purpose of this research was to design a university education model based on the needs ...
Read More
Purpose: Today, policymaking is of great value and importance to improve the relationship between university and industry, and university education should be based on the needs of industry and society. Therefore, the purpose of this research was to design a university education model based on the needs of the industry in the Islamic Azad University of Damavand branch.Method: This research was applied in terms of purpose and exploratory (qualitative-quantitative) in terms of mixed methodology. The statistical population in the qualitative part included the faculty members of the Islamic Azad University, Damavand branch, and the managers and activists of industries in Damavand city. Data collection was done through semi-structured interviews with 15 members of the statistical community who were selected by purposive sampling. The interview protocol was approved both in terms of formal and content validity and in terms of reliability based on the agreement between the two coders. The research data were analyzed based on the qualitative analysis process during open, central and selective triple coding through MaxQuda 2020 software.Findings: The findings showed that the model of university education based on the needs of the industry in the university based on the results of the qualitative section, among the 114 open codes identified, twelve components of the university education based on the needs of the industry including the training of employability skills, curriculum development, industrial partnerships, planning and educational development, entrepreneurial, legal and legal culture, government support, policy making, finance, infrastructure, university human resources development policies, educational and research policies were identified. Also, based on the results of quantitative analysis, the highest priority was related to the curriculum development component and the lowest priority was related to the financial component. Finally, the university education model based on industry needs was designed in the university.Conclusion: According to the results of this study about the model of university education based on the needs of the industry in the university, based on the validation of the model, all dimensions of the model were valid and the model had a suitable fit.
Social Sciences
Shokouh Jamali Zavareh; Gholamreza Manshaee; Mohammad Ali Nadi
Abstract
Objective: the aim of this study was to compilation, normalization and validation of ineffective behaviors of universities professors.Method: This study was a descriptive from type of correlation that its population was all the faculty members of five big universities in the 2019-2020 academic years. ...
Read More
Objective: the aim of this study was to compilation, normalization and validation of ineffective behaviors of universities professors.Method: This study was a descriptive from type of correlation that its population was all the faculty members of five big universities in the 2019-2020 academic years. The sample of the research was 123 professors of the mentioned universities who were selected by available sampling method. The research tool was a researcher-made questionnaire of ineffective behaviors of universities professors with 64 items in three factors of educational, research and communication. The data were analyzed with the methods of content validity ratio, content validity index and exploratory factor analysis in SPSS and Smart-PLS software.Results: The results of content validity ratio and content validity index showed that these statistics were obtained for all three educational, research and communication factors and the components of each of them were higher than 0.80. the results of exploratory factor analysis showed that there were three factors for the ineffective behavior of universities professors; So that the first factor i.e. the educational factor had 3 components, the second factor i.e. the research factor had 4 components and the third factor i.e. the communication factor had 5 components, which the factor loading of all of them was higher than 0.60 and the Cronbach and combined reliability of all of them was higher than 0.70. In addition, the values of R2 for all factors and components were higher than 0.50 and the GOF index was equal to 0.43, which indicated the appropriate fit of the model and the model of ineffective behaviors of universities professors was drawn in the factor loading and t-test modes, which based on, the inefficient behaviors of universities professors had a significant effect on educational, research and communication factors and each factor on its components due to a t-statistic higher than 1.96.Conclusion: The questionnaire of the current research is a valid and reliable tool for measuring the ineffective behaviors of universities professors. University administrators and officials can use it to measure the ineffective behaviors of their university professors and design programs to reduce these behaviors.
Social Sciences
Saeed Shafahi; Alireza Chenari; Soghra Afkaneh
Abstract
Purpose: Knowledge management plays an important role in the growth and development of various organizations, especially educational organizations. Therefore, the aim of this study was investigating the impact of future study development indicators of knowledge management in Islamic Azad Universities ...
Read More
Purpose: Knowledge management plays an important role in the growth and development of various organizations, especially educational organizations. Therefore, the aim of this study was investigating the impact of future study development indicators of knowledge management in Islamic Azad Universities of Tehran province.Methodology: The current research in terms of purpose was applied and in terms of implementation method was cross-sectional. The research population was all the members of the faculty and teaching staff of the faculties of educational sciences of the Islamic Azad Universities of Tehran province in the 2022-2023 academic years with number of 210 people. The research sample based on the Krejcie and Morgan table was estimated to be 160 people, who were selected by stratified random sampling method. The research tool was a researcher-made questionnaire of future study development of knowledge management (67 items), whose face validity was confirmed by academic experts and its reliability was calculated using Cronbach's alpha method 0.92. Data were analyzed with exploratory factor analysis and structural equations in SPSS version 23 and LISREL version 8.7 software.Findings: The findings showed that the future study development of knowledge management has 67 items in 14 factors and 6 dimensions of organizational structure and information technology infrastructure as causal factors, effective cultural platforms on the development of future study and management strategies as underlying factors, alignment of the university with the changing needs of society and higher education as intervening factors, knowledge creation, knowledge sharing, knowledge application and knowledge policies storage as central phenomenon, transformation in the educational system and the institutionalization of foresight and policy making as strategies and the development of organizational awareness and human resource productivity as consequences; So that all factors had a content validity ratio was higher than 0.70, average variance extracted was higher than 0.5, and Cronbach's reliability was higher than 0.80. The model of future study development indicators of knowledge management in Islamic Azad Universities of Tehran province had a good fit. In this model, each of the factors has a direct and significant effect on the underlying factors, and causal factors had a direct and significant effect on the underlying factors, intervening factors and central phenomenon, underlying factors, intervening factors and central phenomenon had a direct and significant effect on the strategies and underlying factors, central phenomenon and strategies had a direct and significant effect on the consequences (P<0.001).Conclusion: The results of this study can be used by managers and officials of educational systems, especially in the higher education system with the aim of future study development of knowledge management in order to create a competitive advantage.
Psychology
Hava Motamedi barabadi; Masoumeh Samadi; Mohammad Reza Sarmadi; Mahdi Mahmoudi
Abstract
Purpose: Moral education is an important topic that has been studied in many PhD theses of education philosophy field. Therefore, the purpose of this study was to exploration the PhD theses of education philosophy field of government universities in the field of moral education.
Methodology: This study ...
Read More
Purpose: Moral education is an important topic that has been studied in many PhD theses of education philosophy field. Therefore, the purpose of this study was to exploration the PhD theses of education philosophy field of government universities in the field of moral education.
Methodology: This study in terms of purpose was applied and in terms of implementation method was qualitative. The research population was the PhD theses of education philosophy field of government universities in the 1991 to 2020 years with number 263 cases, which 31 cases were selected as a sample by purposive sampling method and based on the abstract and keywords related to the field of moral education. The data were collected by taking notes from PhD theses of education philosophy field and were analyzed by inductive method.
Findings: The findings showed that the exploration the PhD theses of education philosophy field of government universities in the field of moral education indicated that the theses were located in the 6 areas include comparing the views of Muslim thinkers with the views of Western thinkers, moral education based on the opinion of Islam, moral education based on the opinions of Muslim thinkers, moral education based on the opinion of western thinkers, designing the pattern of moral education in the schools and other subjects which most of them compared the views of Muslim thinkers with the views of Western thinkers. All theses had a dual nature and numbers of 17 theses were examined moral education with a theoretical and abstract view and numbers of 14 theses were examined moral education with a functional and practical view.
Conclusion: Examining PhD theses of education philosophy field of government universities in the field of moral education helps to better understand of moral education and clearly shows the existing gaps. Also, the theses did not have the necessary and sufficient compliance with the needs and issues of society and educational needs, and no theses were found on the pathology of moral education in the society and educational system. These results can have many practical implications for specialists, planners and university professors in the education philosophy field and provide the basis for further research and application of the results.
Zahra Khoshnejad; Mahtab Salimi; Ramezan Jahanian; Mozhgan Abdollahi
Abstract
Purpose: The universities play an important role in regional dynamics and growth, and fourth generation universities play a more effective role in this regard than the first to third generation universities. Therefore, the purpose of this study was identifying and determining the relationships between ...
Read More
Purpose: The universities play an important role in regional dynamics and growth, and fourth generation universities play a more effective role in this regard than the first to third generation universities. Therefore, the purpose of this study was identifying and determining the relationships between the pillars and components of the fourth generation university in the Islamic Azad University.Methodology: The present study was applied in terms of purpose and mixed (qualitative-quantitative) in terms of implementation method. The population of the qualitative section was the professors and educational managers of the Islamic Azad Universities of Alborz province, and according to the principle of theoretical saturation, 12 of them were selected as a sample using the purposeful and snowball sampling method. In the academic year of 2020-21, there were 620 people in the quantitative department of Alborz Islamic Azad University, and according to the Cochran formula, 273 of them were selected as a sample by stratified random sampling based on gender. Data were collected by semi-structured interview and researcher-made questionnaire and their validity and reliability were evaluated. Also, for data analysis in the qualitative part, thematic analysis method was used in MAXQDA-2020 software and in the quantitative part, exploratory factor analysis and structural equation modeling methods were used in SPSS-25 and Smart PLS-3 software.Findings: The qualitative findings showed that 48 indicators, 16 components and 4 pillars were identified for the fourth generation university in the Islamic Azad University; So that the pillars were included organizational level (with 3 components of competitors analysis, financial resources and human resources), macro level (with 6 components of strategic management, internal environment analysis, external environmental analysis, making culture, futurism and futures and policy making), middle level (with 2 components of technology and independence and freedom) and micro level (with 5 components of applied training, assessment and content changes, opportunity recognition, creativity and skill-based). Also, the quantitative findings showed that all components had a factor load above 0.70, the average variance extracted above 0.50 and reliability above 0.70. In addition, all four organizational, macro, middle and micro levels had a significant positive effect on the fourth generation university and each component had a significant positive effect on related dimensions (P<0.05).Conclusion: Regarded to the identified pillars and components in the present study, to improve the status of the fourth generation university can be improved the basic to improve the pillars and components of the fourth generation university through the indicators of each of them.
Arash Khodabakhsh; Hossein Ali Taghipour; Mehran Mokhtari Baye Kalaei
Abstract
Purpose: In our country, most universities are in the first generation and a limited number of them are in the second generation, and the third and fourth generations of universities in Iran have not been seriously considered yet. Accordingly, many graduates do not succeed in the market due to lack of ...
Read More
Purpose: In our country, most universities are in the first generation and a limited number of them are in the second generation, and the third and fourth generations of universities in Iran have not been seriously considered yet. Accordingly, many graduates do not succeed in the market due to lack of entrepreneurial skills. Therefore, it is essential that the university, as the source of all changes in society, be at the forefront of the entrepreneurial process, and in order to change educational and research patterns and change students' skills and abilities, they must change their education strategy and train entrepreneurial and creative people. In fact, third and fourth generation universities are education-oriented, research-oriented and knowledge-based universities that seek to create value and wealth by developing effective knowledge and entrepreneurship. Curricula, as the heart of higher education, must be aligned with the indicators of this generation of academics in order to pave the way for progress in line with these indicators. The fourth generation universities provide the ground for the realization of up-to-date progress and in accordance with the requirements that are commensurate with the development of changing knowledge and technology. The present study was conducted with the aim of providing a curriculum model for fourth generation universities in Iran.Methodology: The research method was fundamental in terms of purpose and mixed (qualitative-quantitative) in terms of implementation method. The qualitative community consisted of experts and professors of Iranian university educational planning in the academic year 2020-21, according to the principle of theoretical saturation, 17 of them were selected as a sample by snowball and targeted sampling methods. The quantitative population consisted of all students of higher education centers throughout Iran in the academic year 1399-400, according to the Cochran's formula, 384 of them were selected as a sample by multi-stage cluster sampling. Semi-structured interviews were used to collect information in the qualitative section and a researcher-made questionnaire was used in the quantitative section, and their psychometric indices were confirmed. Data were analyzed by coding methods in MAXQDA software and heuristic factor analysis and structural equation modeling in SPSS and LISREL software.Findings: The findings of the qualitative section showed that 51 indicators in the form of 7 categories of educational approach based on peer education, action-based education, facilitating simulated opportunities, attention to group learning methods, self-directed and self-directed learning, activities based on exploratory learning and new methods Teaching was identified. The findings of the quantitative section showed that 17 items were removed due to a factor load of less than 0.30 and the initial questionnaire was reduced from 51 items to 34 items. , According to group learning methods, self-directed and self-directed learning, activities based on exploratory learning and new teaching methods, all of which have a factor load of more than 0.70, the mean variance of all of them is higher than 0.60 and the reliability of all of them is higher than It was 0.80 that their factor loading was confirmed due to being higher than 0.30, their mean extracted variance was confirmed due to being higher than 0.50 and their reliability was confirmed due to being higher than 0.70. Other results showed that the curriculum for fourth generation universities on all seven categories of peer-to-peer educational approach, action-based education, simulated opportunities, attention to group learning methods, self-directed and self-directed learning, exploratory learning-based activities and new methods. Teaching had a direct and significant effect (P <0.05).Conclusion: Considering the identification of seven categories and the direct and significant effect of the current research curriculum on the seven categories, planning to improve the curriculum for fourth generation universities through the seven categories mentioned above is necessary.
Mahdi Mahdi; Mohammad Yamani Duozi Sorkhabi; Morteza Rezaeizadeh; Morteza Monadi
Abstract
Purpose: The aim of this study was to identify the existing educational and research inequities against students during university study.Methodology: This study is applied research in terms of purpose and descriptive in terms of implementation method. Therefore, a qualitative phenomenological approach ...
Read More
Purpose: The aim of this study was to identify the existing educational and research inequities against students during university study.Methodology: This study is applied research in terms of purpose and descriptive in terms of implementation method. Therefore, a qualitative phenomenological approach was used. The population of the study was students of a comprehensive public university in Tehran in the academic year 2019-2020. Twenty students were selected according to the principle of theoretical saturation by purposive and standard sampling. Data were collected through semi-structured interviews. The content validity of the interview tool was confirmed by experts and its reliability was confirmed by the inter-coder reliability method with a coefficient of 78%. Also, Van Kaam’s analysis method was used for data analysis.Findings: The findings showed that educational inequities had eight main themes and 45 sub-themes and research inequities had five main themes and 21 sub-themes. The main themes of educational inequities were teachers' weakness in teaching, lack of seriousness in teaching and learning, low criticism of teachers, unruly student evaluation, undermining student motivation, humiliation of students, non-recognition of student diversity, and limited access to professors. In the field of research, the main themes of inequity were discrimination in doctoral admissibility, restrictions on cooperation with professors, weakness and discrimination in providing scientific guidance, instrumental view to the student, and problems in obtaining the resources needed for research. These inequities are factors that negatively affect the development and strengthening of students' core capabilities, namely respect and dignity; knowledge and imagination; emotional integrity; learning disposition; voice; aspiration; practical reasoning; and relationships and social networks.Conclusion: Workshops for professors on the subject of educational and research equity, increasing the diversity of professors and the educational content in accordance with the differences of students, paying attention to students' opinions on various university issues, and addressing their objections, are some of the strategies to address existing inequities.
Azam Jafarzadeh; Asghar Soltani; Badrosadat Daneshmand
Abstract
Purpose: The purpose of the present study was to examine the faculty members' lived experience of faculty-student interaction strategies in the academic environments. Methodology: The research method was phenomenology in which the faculty members' perceptions of interaction with students were ...
Read More
Purpose: The purpose of the present study was to examine the faculty members' lived experience of faculty-student interaction strategies in the academic environments. Methodology: The research method was phenomenology in which the faculty members' perceptions of interaction with students were examined. The statistical population of study consisted of 81 faculty members of the Faculties of Science and Physics of Shahid Bahonar University of Kerman during the 2018-2019 academic year. By purposeful sampling and theoretical saturation procedure, 18 individuals were selected as the sample. Interview questions were prepared through in-depth research on the subject of faculty-student interactionand the interviews were semi-structured. The three-step coding method including open, axial, and selective codingwas used for data analysis. Results: The findings showed that the conditions for the formation of the student-student interaction included the contextual and enhancing factors such as student perception of the subject, holding of debugging hours, motivation in the faculty and student, and reducing factors such as the nature of course theory, the student's low academic level, high volume of practical work, limited time, and lack of self-confidence. The results also showed that student engagement strategies and methods were included general, conditioned, and studentinteraction strategies. In addition, the consequences of adopting faculty-student interaction strategies also includedstudent-centered outcomes such as scientific, personality, social, occupational, as well as faculty-based outcomes such as gaining experience, updating faculty’s information and knowledge, inner satisfaction, and feedback was provided to identify strengths and weaknesses. Conclusion: The results have important implications for higher education curriculum planners in order to improve the areas of faculty-student interaction. Accordingly, it is necessary to use interactive content with a practical and collaborative nature, and teaching methods based on different interactive strategies, and planning to provide more student access to the faculty through out-of-class activities and provide more opportunities for students to communicate with the faculty members on a more personal level.
Shiva Shaabani; Ali Badizadeh; Hamidreza Saeidnia; Kambiz Heidarzadeh Hanzaei
Abstract
Purpose: The present study aimed to provide an entrepreneurial branding model with a social ethics approach in knowledge-based educational companies. Methodology: According to the purpose of the study, the present study was performed using the fuzzy Delphi method in three stages. The present study population ...
Read More
Purpose: The present study aimed to provide an entrepreneurial branding model with a social ethics approach in knowledge-based educational companies. Methodology: According to the purpose of the study, the present study was performed using the fuzzy Delphi method in three stages. The present study population consisted of experts in marketing and branding industry. In this study, purposive sampling method was used and 20 experts in marketing and branding industry were selected as a sample. To collect information, library studies (related books and articles) and a questionnaire were used to measure the variables of this research. Results: The results of the research obtained from the responses of 20 marketing and branding experts in this industry, showed that ethics is one of the effective components in entrepreneurial branding in knowledge-based training companies and includes strategic management profiles, technical-executive prerequisites, entrepreneurial prerequisites, prerequisites Stakeholders, Brand Value Content, Brand Inductions, Brand Technical Aspects, Brand Participation, Brand Mental Nature, Brand Management, Competitive Strategies, Executive Management Strategies, Professional Ethics, Advertising and Sales Promotion Strategies, Public Governance, Corporate Governance, Social Background , Technological context, economic context, natural context, ethical context, financial implications, competitive implications, customer implications, operational implications. Conclusion: According to the findings of social ethics research and its observance is effective in entrepreneurial branding of knowledge-based educational companies and to business growth, customer confidence, loyal customer development, creating a valuable and ethical mental image of the brand, preserving environmental issues and Sustainable development helps
Abstract
The Academic Education and Cultural Capital Studying the Relationship Morteza Monadi Associate Professor, Alzahra University Abstract Culture or in the interpretation of Bourdieu (1989) cultural capital, includes level of education, physical and material elements ...
Read More
The Academic Education and Cultural Capital Studying the Relationship Morteza Monadi Associate Professor, Alzahra University Abstract Culture or in the interpretation of Bourdieu (1989) cultural capital, includes level of education, physical and material elements of culture and habitus which are always found in cultural behaviors and activities such as watching TV, listening to music, going to the cinema, museum or a theater, reading books, newspapers, etc. Such acts requires objective material and cultural elements such as having a library, paintings, sculptures and antiques. Based on this, the members who have higher levels of education, should contain most of cultural goods of the consumers or as Adorno (1384) interpreted, cultural industries. This means that the universities, in addition to improving the level of individual’s knowledge, should increase their cultural capital and educational level. This may occur in Western societies, but the two research projects conducted in Tehran, on the family and women's groups of different classes enjoying varying economic, social, cultural and educational levels, imply that there is not a considerable difference between the academic and non-academic individuals in the use of cultural goods. In other words, universities had not been able to increase the cultural activities of the people up to the level at which their cultural capital level is also raised. Another important point is that the theories of the Western world do not necessarily respond accordingly in our society because our society is in transition from a traditional path towards the modernization and finally to amodernity (Berman, 1389).
