Mahza Pakzad; abbas abbaspour; Hamid Rahimian; Ali Khorsandi Taskoh
Abstract
The internationalization of universities, student migration, and the diversity of international students from various cultures have led to elevated communication, interactions, and human commitments. This phenomenon has sparked the interest of scholars in the concept of acculturation and its social, ...
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The internationalization of universities, student migration, and the diversity of international students from various cultures have led to elevated communication, interactions, and human commitments. This phenomenon has sparked the interest of scholars in the concept of acculturation and its social, cultural, political, and psychological impacts. The process of acculturation among international students is recognized as stress-inducing due to various factors. The interaction between these students and the host community plays a crucial role in their cross-cultural adaptation. However, limited research has explored and evaluated such interactions in the context of international students' acculturation. Therefore, the main objective of this study has been to enumerate and evaluate the influential factors affecting international students’ acculturation in the Medical Science universities of Tehran, towards facilitating living conditions and enhancing the academic performance of these students in Iran. Consequently, this research, grounded in acculturation, aims to investigate the alignment between students and the university in various dimensions as predictors of the psychological adjustment of international students in Medical Sciences universities in Tehran. The research population consisted of 56 international students enrolled in Medical Sciences universities in Tehran, who were selected using snowball sampling. To analyze the obtained data, statistical analysis was employed in conjunction with descriptive indices. The results indicated that cultural norms significantly influence the level of acculturation in these students. Additionally, the analysis revealed a significant gender difference in lifestyle factors among female and male students, which, in turn, plays a fundamental role in acculturation.
Seyed Kamal Vaezi; Leila Mirza Abolalhassan Khan Ilchi
Abstract
Given the unique nature of management studies and the significant increase in doctoral admissions in this field, the quality of teaching and learning processes in these programs has been severely impacted, posing challenges to achieving the primary objectives of doctoral education. Although various factors ...
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Given the unique nature of management studies and the significant increase in doctoral admissions in this field, the quality of teaching and learning processes in these programs has been severely impacted, posing challenges to achieving the primary objectives of doctoral education. Although various factors contribute to this inefficiency, one key reason is undoubtedly the lack of an appropriate behavioral framework to achieve learning objectives. This article assumes the necessity of engaging with the current state of doctoral education and explores the potential for implementing behavioral interventions, or "nudges," as a cost-effective and quick-return tool for enhancing learning processes in the stages of interviews, training, research, and dissertation defense.Data collected through semi-structured interviews with 15 graduates and current doctoral candidates in management were analyzed using thematic analysis, with coding performed using MAXQDA software. The findings indicate that nudges can significantly improve learning outcomes at the doctoral level. Based on theoretical studies and field research, 281 foundational themes were extracted, which were organized into 19 structured themes and 7 overarching themes, validated by experts to ensure alignment with practical applications of nudges in behavioral interventions.Proposed nudges include preemptive nudges, clarifying nudges, informative nudges, directional nudges, commitment-inducing nudges, awareness-raising (warning) nudges, feedback-oriented nudges, capacity-building nudges, identity-forming nudges, satisfaction-enhancing nudges, motivational nudges, future-oriented nudges, opportunity-creating nudges, digital nudges, courage-inducing nudges, risk-managing nudges, reverse-thinking nudges, evaluative nudges, and expectation-modifying nudges. These are suggested as effective tools for facilitating learning processes in management doctoral programs.
Aso Mojtahedi; GA YU; Enayatollah Zamanpour; morteza taheri; Mohammad Ali Babaei Zakliki
Abstract
Most of the administrators of the universities are faculty members and they have not received the necessary training and have not been evaluated in an organized manner. Considering the importance of paying attention to competency in the selection of efficient and effective administrators and considering ...
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Most of the administrators of the universities are faculty members and they have not received the necessary training and have not been evaluated in an organized manner. Considering the importance of paying attention to competency in the selection of efficient and effective administrators and considering the critical role of universities in the society, the aim of the current research is to development and validation a general competencies model for public universities’ administrators in Tehran. A qualitative method was used in this research; Thematic analysis method was used to design the competency model and Delphi technique was used to validation the designed model. The sample was the administrators of the public universities in Tehran, and semi-structured interviews were conducted with 27 of them. After the qualitative analysis of the implemented interviews, the primary model was extracted using thematic analysis. Delphi technique was used to validating the extracted model, and the final competency model, which consists of 12 competencies, was formulated with the opinion of experts. Competencies were classified into three general categories: managerial competencies, interpersonal competencies, and personal characteristics. Managerial competencies include leadership, organizational awareness, problem solving, planning and organizing, and supervision and control; Interpersonal competencies include communication skills, networking and negotiation and persuasion, and personal characteristics include result orientation, continuous learning, resilience and professionalism. Considering the key role of managers in achieving the goals of universities, it is recommended to use the competency model extracted in this research for the appointment and promotion of administrators.
Abbas Abbaspour; mohammad mojtabazadeh
Abstract
The present study was conducted to design and validate a model for accreditation and quality assurance of Iranian higher education.This study was performed using a mixed method of explorative plan-tool development model. First, in qualitative part of this study, questionnaire consisted of 25 factors ...
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The present study was conducted to design and validate a model for accreditation and quality assurance of Iranian higher education.This study was performed using a mixed method of explorative plan-tool development model. First, in qualitative part of this study, questionnaire consisted of 25 factors and 157 Criteria were designed by using the method of Grounded Theory and interview with 36 experts. For the validity of qualitative findings, were used from the criteria of credibility, confirmability, dependability and transferability. Then, in the quantitative section, designed questionnaires were conducted on 84 members of Iranian experts with high education. Based on the received feedback, the questionnaires were revised, then the final and modified version was put in the hands of 293 experts in different cities of Iran. The validity of the questionnaire was confirmed by experts and its reliability was calculated by Cronbach's alpha which was equal to (0.982). Non-probability purposive sampling method was used in the qualitative part of the study whereas random classified sampling method was applied in the quantitative part. In addition, analysis of structural equation modeling was used for testing mentioned scale. By doing first-order confirmatory factor analysis, mentioned model were modified to 22 factors and 150 Criteria. Results of second-order confirmatory factor analysis, also showed that 22 extracted components are sufficient factor leading to prediction model related to accreditation and quality assurance of high education systems in Iran. In addition, goodness of fit indices such as, (CMIN/DF) which is equal to 1.924, (RMSEA) = 0.39, (GFI) equal= 0.976, (AGFI) = 0.939, (CFI) = 0.928, (NNFI) = 0.935, (TLI) = 1.000, (IFI) = 0.928 and (RFI) = 0925 Conclusion: The results of statistical tests displayed that the designed model enjoys very favorable fitness for the accreditation and quality assurance of high education system in universities of Iran.
ahmad keykha
Abstract
Education systems (public and higher) play a key role in the comprehensive development of diverse ecosystems, but in recent decades, with increasing turbulence and global financial crises, governments have lacked funding to provide education. Higher education budget deficits have become increasingly ...
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Education systems (public and higher) play a key role in the comprehensive development of diverse ecosystems, but in recent decades, with increasing turbulence and global financial crises, governments have lacked funding to provide education. Higher education budget deficits have become increasingly important. This has made it imperative to pay more attention to evaluating the performance of educational units to improve their financial resources to increase their efficiency and effectiveness. Therefore, using this qualitative method, in particular, the cross-cutting strategy seeks to answer two questions: 1) What are the categories and concepts of content analysis and content analysis strategy with the educational system? Can these concepts and categories be presented to improve the status of the education system? Succeeded. In the first question, for the first question, there were five sub-categories: governance, management-executive, welfare, consequence, educational system. In the second question, corresponding to each of these categories, the status of the educational system was criticized and then the policies proposed.
mohammad mojtabazadeh
Abstract
This study aimed to identify factors affecting the model of accreditation and quality assurance of higher education in Iran. the study was conducted using qualitative research through grounded theory. the study population had higher education experts, which 36 persons by purposive sampling for semi-structured ...
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This study aimed to identify factors affecting the model of accreditation and quality assurance of higher education in Iran. the study was conducted using qualitative research through grounded theory. the study population had higher education experts, which 36 persons by purposive sampling for semi-structured interview were selected. in addition to interview, 3 other sources were used to collect data, which are, observing, taking notes and documents. for this purpose, data obtained from interviews, observations, notes and documents were converted into text data. after that, we act the first to open coding, then, to have axial and selective action. in axial coding stage, 25 core categories were determined. in selective coding stage, all major categories and core categories in terms of condition, interactive / process and outcome characteristics was classified. in the end, category of quality discourse, fear and hope, as the most original and the most ultimate core category select and according to its features were developed. then, related made other categories in the form of a paradigm model with the this category.
sayed ahmad hashemi
Abstract
The purpose of this study was to investigate the effect of organizational climate on organizational silence in Lamerd Islamic Azad University. This research is applied in terms of target type and in terms of data collection method is descriptive-correlation. The statistical population of this research ...
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The purpose of this study was to investigate the effect of organizational climate on organizational silence in Lamerd Islamic Azad University. This research is applied in terms of target type and in terms of data collection method is descriptive-correlation. The statistical population of this research consisted of 84 professors of Islamic Azad University of Lamerd in the academic year 1396/1395. A census method was used to select the sample and each 84 faculty members of the Islamic Azad University of Lamard were selected. The instrument for collecting data in this study was the organizational climate questionnaire based on Halpin and Kraft (1963) and Organizational Silence Questionnaire (KOLA and BORDAS, 2005). The content validity and appearance of the questionnaires were confirmed by the experts and their reliability, which was the result of a two week trial of 30, was estimated using Cronbach's alpha coefficient, which was 0.78 for the organizational climate questionnaire and The organizational silence questionnaire was 0.83. To analyze the data, regression analysis was used at a significant level of 0.05. The results show that by upgrading one unit of organizational climate, 0.990 unit of standard deviation of organizational silence will increase, resulting in a positive relationship. Also, the results showed that the dimensions of organizational climate of the organizational climate of command, limitation, pretending to work, unwillingness and distancing have a significant effect on organizational silence in Lamard Islamic Azad University.
mohammad mojtabazadeh
Abstract
In this paper based on the grounded theory, from the perspective of higher education actors we paid to recognized of conditional factors, criteria and indicators (causal, contextual and intermediary ) accreditation. this study, by adopting social interpretivism, emphasize that people outside the university, ...
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In this paper based on the grounded theory, from the perspective of higher education actors we paid to recognized of conditional factors, criteria and indicators (causal, contextual and intermediary ) accreditation. this study, by adopting social interpretivism, emphasize that people outside the university, Can not be known beforehand components of accreditation and understand it. Because, the actors in higher education are that your scientific community environment create and interpret it as they want. accordingly, Any assumption about the accreditation system, can not express the mind and understanding academic community actors. in other words, in this research we have been looking for that actors higher education how to see conditional factors, criteria and indicators (causal, contextual and intermediary ) accreditation And what had interpretation and understanding of it. the data of this study were obtained from four sources, which include, interviews, observations, notes and documents. therefore, data obtained from interviews, observations, notes and documents were converted into text data. after that, in order to categorize the great mass of the collected data, paid to categorization of data. we act first, open coding, then, axial and selective coding. On this basis, in 691 the indicator, 98 criteria and 11 factor were determined in accordance with native features of Iran's higher education system.
Adel Zahed babaelan; HASAN AHMADI; Seyyed mohammad Seyyed kalan
Abstract
The aim of the current research was to identify causes of organizational silence among the staff of the University of Mohaghegh Ardabil. To achieve the aim, case study was used which first qualitative phase was conducted and after that quantitative data was collected and analyzed. The research population ...
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The aim of the current research was to identify causes of organizational silence among the staff of the University of Mohaghegh Ardabil. To achieve the aim, case study was used which first qualitative phase was conducted and after that quantitative data was collected and analyzed. The research population was 354 faculty members of mohaghegh university which 11 members of them were studied through cluster sampling in the qualitative phase and 153 members of them were selected via cluster sampling method. to collect qualitative data, unstructured interview was conducted which validated based on triangulation and participant feedback. On the other hand, the tool for quantitative phase was researcher- designed questionnaire which reliability was 0/92. Inductive content analysis through open coding was applied for analyzing qualitative data and software pls were used for quantitative data. The results showed that that organizational factors such as organizational structure, culture and negative reaction on the part of management and leadership styles and personal factors such as fear of job loss, type of personality, and lack of employee commitment are the reasons that lead to silence people in organizations . Findings also showed the negative reaction from staff managers have the greatest impact on organizational silence.
Mohammad Sharafi; Mina Moghadam
Abstract
Aims: This study was an attempt to examine the employment status of the graduates . The authors tried to determine to what extent the graduates were employed in organizations and companies that were related to their field of study and to what extent the university prepared the graduates for the work ...
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Aims: This study was an attempt to examine the employment status of the graduates . The authors tried to determine to what extent the graduates were employed in organizations and companies that were related to their field of study and to what extent the university prepared the graduates for the work market. In addition, The participants of the study consisted of three groups of graduates between the years 2004 and 2008. Methods: The research method used in this research is descriptive and survey-based approach. The method used for sampling was accessible method. Data was collected through a questionnaire and analysed by the descriptive methods.Results:The main results were: 1) the employment rate of graduates while studying in the master level was 22.5 percent, and after graduation this rates reached 80 percent, and 2) most of the graduates worked in the public sector especially in higher education and educational training system. Additionally, the rate of employment in the industrial sector has increased in recent years. Conclusion: The results reveal that the duration between graduation and employment ranged from 3 months to 1 year. Eventually, the suggestion of graduates for the optimal preparing of students for the work market is offered.
Ehsan Parvin; Saeed Ghiasi Nodoushan; Sharare Mohammadi
Abstract
Education is the most effective mechanism for dealing with one of the biggest challenges of this century, i.e., sustainable development. Sustainable development needs a holistic human being with systemic thinking ...
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Education is the most effective mechanism for dealing with one of the biggest challenges of this century, i.e., sustainable development. Sustainable development needs a holistic human being with systemic thinking and interdisciplinary and intra-disciplinary vision who is informed, creative and participatory. Production of such qualified human resources needs high quality elements and factors of the educational system (input, process, output, and outcome) in line with sustainable development. Higher education and expert human resources play a key role in sustainable development of any societies. Universities, as places for study and research, should strive for sustainable development. Higher education should acquire the best way to exploit limited resources and facilities. In this article, developing a model for assuring the quality of higher education system in order to reach sustainable development based on systems approach is discussed. To reach sustainable development, we should provide coordination and interaction among the parts of development. A descriptive-analytic method, similar to library studies, is used in this article.
