نشریه نامه آموزش عالی
پیاپی 19 (پاییز 1391)

Faculty members are the most important capital in universities and higher education institutes, and investment in Development programs and improving them is so important. The research goal is to study the obstacles of faculty members Development in Islamic Azad University. It is a descriptive survey research and used researcher-made questionnaire for gathering data. The statistic Society consists of all full-time faculty members of IAU in regions 8 and12. By means of stratified sampling method, 360 of them were selected. Research tool in validity aspect is content and was confirmed by some of the professional professors in higher education. Cronbach alpha is used for determining the questionnaire reliability) =0. 81). Data analysis was done by means of SPSS software program (version 11. 5). The results show that from 13 obstacles of faculty member improvement an average of 8 obstacles were higher than the middle average. Friedman test results show that the most important obstacles consist of ignoring faculty members’ needs and preferences, lack of enough support from university managers, non-arbitrariness of programs and lack of necessary motivations and encouragement. Investigating the demographic variables shows that there is no meaningful relation between variables (gender, faculty members work experience, scientific grade and educational course) and obstacles of faculty member improvement. Finally some proposals were presented to enhance the efficiency of faculty members’ improving programs.

Human capital has economic and non- economic effects on development of countries around the world especially the developing countries. Despite the fact that non- market human capital effects originate from educating women, which improves the economic development, human capital gender inequality can reduce the speed of development. The main goal of this study is to determine the human capital inequality among men and women between 1960 and 2005 in different regions of the world in comparison with Iran. Regarding the non- market effect of human capital, the Gini coefficient is calculated through mathematical – statistical methods in order to illustrate the inequality between men and women. The results indicate that inequality trend has decreased through the years except in developed countries. However, the coefficient is continuously greater among women than men. In recent three decades, intensification of investment in order to decrease the illiteracy rate and expansion of universities, human capital inequality in Iran has remarkably decreased especially among women.

The goal of this research was investigation and explanation of Structural Equation Model of Educational Programs performance of Mazandaran University for nurturing students’ Entrepreneurial Specifications. Based on this, the literature of entrepreneurship in general and nurturing students by Educational Programs in particular was reviewed. The statistical population consisted of 335 elements that were chosen through both stratified and random sampling methods. Data collection instruments were Documents and Questionnaire specially, with reliability of 0.90 as non-experimental survey research. The statistical tests were Alpha Cronbach, Friedman, Correlation, and interactional Regression among variables (direct and indirect effects) in the format of Path Analysis using SPSS and Lisrel. The results of research state that the generality of model is confirmed, and all five variables of Educational Programs performance include Establishment and Administration of a business, Risk Taking, Creativity and Innovation, Cognition of Opportunities and utilization of them, affected and explained Educational Programs performance directly, indirectly and also internationally. Based on the direct relationship coefficients of Structural Equation Model, the Fifth variable (0.80) affected Educational Programs performance more than others, and from this viewpoint, variables of Second (0.79), First (0.70), Third (0.70) and Forth (0.68) were in next rating, respectively. Finally, discussion, summary of implications for managers, and directions for further work are included.

The main goal of the current study is to determine academicians’ levels of study using information technology in Isfahan University as a criterion for admission of curriculum innovation based on Concern-Based Adoption Model (CBAM). Another goal of this study is to investigate the comparative level of IT use by faculty members based on demographic factors (gender, job experience, academic rank). Type A is a descriptive survey and the sample included 126 cases of Isfahan University faculty members through stratified random sampling method. The Method tool is the standard questionnaire measuring levels of ICT usage in education based on Concern- Based Adoption Model (CBAM) (version 1. 1). Data were collected using statistical "t-test, ANOVA. Correlation and agreement were also analyzed. Results showed: 1) regarding Concern-Based Adoption Model (CBAM), the majority of professors (65.9%) are at levels 2 to 5 of application of information technology (i.e., ready to regular use) 2) Female faculty members(coaches, associate professors and assistant professors) are at the lower levels of information technology use compared to male faculty members. 3)There is no significant relation between professors’ use of information technology and their job experience.

Malaysia higher education went through the stage of establishing the first institutions before 1957 when Malaysia gained its independence, and afterward, it has passed through four stages of development.The present study aims to illustrate both qualitative and quantitative aspects of higher education developments in Malaysia as one of Iran’s serious competitors in Asia. In the qualitative developments section, the research method is documentary study, and in other sections, the research method is statistical evaluation.The findings show that Malaysia has gained significant achievements especially in developing access capacities and creating equal opportunities through developing two programs named 2010 and 2020.This country, projecting an independent structure named “the Management Department of Private Higher Education” in the Ministry of Science, has a great tendency to develop private universities and attract foreign students. Five major policies regarding Malaysia higher education are increasing academic autonomy, quality promotion, and increase in attracting foreign students, reconstructing teacher training and restructuring student admissions.Concerning the quantitative components section, we distinguish an increase in capacities and considerable progress in most areas. However, this development was accompanied by some harms and challenges such as the inequality in the ratio of professors to students and quality assurance issues.

One of the problems of university graduates is employment. Rapid expansion of universities in recent years has fueled the problem so that the community is faced with a phenomenon called unemployed graduates. The structures of the university are currently formed based on the aim of Specialized Training and less attention is paid to entrepreneurship education. Although more attention has been given to entrepreneurship education in universities, it is not desirable yet. The purpose of this paper is to investigate the methods of entrepreneurship education in universities and to provide a model for entrepreneurship education at university level by using the experiences of successful countries in entrepreneurship education.The method used is document, and internal and external documents, databases and authoritative information, books and articles are used for gathering data.. The results show that Entrepreneurship is a skill which can be taught, and there are various methods for teaching it such as offering entrepreneurship training courses, e.g., offering formal entrepreneurship courses at Master’s and PhD degrees and integration of Entrepreneurial skills with other subjects.

Universities are the most important institutes for producing new ideas and technologies, which depends on creative thinking. For reinforcing creativity among students, we need to learn more about theoretical bases of creativity.In this article, relationships between rationality, emotions and creativity are discussed, and then, some educational denotations for higher education are suggested.The results showed that there are different styles of rationality, and only algorithmic style is not related to emotions. But some other styles of rationality (such as relational, reflective, means-end and judgmental rationality) have internal relations with emotions. So, not only do emotions not disturb rationality, but also they are an important and supplementary part of rational processes such as decision-making. On the other hand, this essay showed that integrity of emotions with rationality enhances mind openness, prevents rationality freezing and activates explorative and transcendentive creativity. So, for integrating emotions to rationality and reforming teaching and assessment methods, some suggestions are put forward.