نشریه مدیریت و برنامه ریزی در نظام های آموزشی
پیاپی 27 (پاییز و زمستان 1400)

The purpose of this study was to explain the place of participation in education super ordinate documents and to examine the compatibility of these documents around the issue of participation in education. The lack of coordination of education programs on the issue of participation and their constant change can be rooted in the interpretability or silence of education documents. Accordingly, studying and analyzing the documents of education system as the main source and orienting educational decisions can lead to recognizing the position of participation of contributing and effective factors in education; and explaining how to integrate and adapt the orientation of documents around concept of participation.

The research method was document analysis and the technique used to analyze the collected data was content analysis.Documents examined include the Constitution of the Islamic Republic of Iran, general education transformation policies, theoretical foundations of the educational transformation document (philosophy of education, philosophy of formal and public education, guideline), fundamental education reform document, national curriculum, map of country's scientific comprehensive and the Sixth Development Plan Act.

The findings showed that participation status can be categorized into seven categories: foundations, principles, necessity, driving policies, requirements, areas and factors and models of participation. Theoretical conflict, ambiguity, silence on some dimensions and overcoming one-dimensional views on participation, unsupported policies on participation, and lack of general policies across other documents; It has been revised and made necessary in some documents, such as the document of fundamental change and its theoretical foundations. In the issue of the principles governing participation, there are contradictory statements in the super ordinate documents that contradict each other. the principle of cost-benefit analysis is inconsistent with the primacy of educational materials in politics, and in many cases leads to conflict. Although various dimensions of participation has been highlighted in the theoretical principles, the economic aspect of participation prevails to the other aspects of partnership to the extent that the position of documents moves away from the big level and gets closer to the practical realm. The lack of a clear explanation of participation in other aspects, such as professional and specialized aspects, parents or councils, and conversely, the availability of clear models of global experiences of participation in the economic sector and imitating them has overwhelmed the one-dimensional view of participation endangering the integrity of the documents on the subject of the participation since there is no comprehensive model for participation. it seems that the super ordinate documents should define a boundary between the sovereignty and nontransferable sectors and the incumbency and transferable sectors. But the theoretical ambiguity and confusion of the position of the documents in the objective division of these tasks is evident. the main problem that has undermined the position of participation in super ordinate education documents is the lack of an indigenous paradigm for participation, and at the same time the propositional and austere use of liberal models of participation in education. This leads us to revise models of participation and to formulate an indigenous model for participation. Without an indigenous and religious-based model for participation, it will be very likely to be influenced by liberal models and these models will not lead us to Islamic justice.

The present study aims to present the policy model of the digital university. The digital university is an emerging concept that has recently emerged with the presence of technology in higher education. The best way to guide emerging concepts is to make the right policies about that emerging phenomenon, and the digital university is no exception. In order to make good use of the capacity of the digital age and technology in higher education and the academic system, the first step is to formulate policies in this field so that the concept is in its original mission and position and gradually grows.

In order to conduct the present study, a qualitative approach and meta-synthesis were used. The research community included all 2000 articles, books, work reports, and university publications, of which 67 were selected and analyzed In order to analyze the data, coding method was used, so that first the open coding was done, then the primary central codes were compiled and finally by combining the primary codes, the secondary codes were formed and thus the dimensions and components of digital university policy were developed.

The research findings indicated the identification of five dimensions of policy, including educational, structural, technological, cultural and economic policies. Educational policy included the components of digital evaluation, the quality of digital education, the digital learning ecosystem, digital content, the digital curriculum, and the digital learning learning process; Structural policy included digital policies and laws, digital management and leadership, digital evaluation and control, and digital human resources, and technology policy included software policies, hardware policies, and support policies. Also, cultural policy included the management of digital communications, international higher education courses, knowledge and attitudes toward digital courses, and access to higher education (digital courses) - social equality. Finally, economic policy included financial management, funding methods, and digital university funding methods. Attention to the five dimensions of policy at the University of Digital is strongly recommended, as each of these dimensions addresses part of the phenomenon of the digital university and together will lead to the realization and development of the digital university.

The purpose of present study is to evaluate the Rah-e Roshd educational Complex strategic training & development courses according to Noe Strategic Training & Development Model in order to specify the pertinence of this organization in the way of excellence.

The methodology was adopted to obtain information on training strategies with mixed method (quantitative–qualitative). The research method in the quantitative section was a descriptive – survey and in the qualitative section was the phenomenology method. The statistical population include (N=200) member of Rahe Roshd educational complex which (N=132) were selected based on Cochran formula by using simple random sampling. The statistical population of the qualitative section were experienced managers and staff of the complex who were selected by purposeful criterion sampling. Semi-structured interview was conducted to collect information until the researcher achieved theoretical saturation. Data collection was done in a quantitative section using a researcher-made questionnaire based on the Noe strategic training & development model. Using the questionnaire, the challenges existing in the strategic training & development courses of the complex were identified and used as questions in the qualitative section of the research. In order to analyze the research data in the quantitative section, descriptive statistics and inferential statistics (Yu Mann Whitney and Kruskal Wallis) were used and in the qualitative section Strauss and Corbin coding method were used.

The results of descriptive section research showed that based on the Noe strategic training and development model, the complex faced with some challenges like: needs assessment, outsourcing, team working and sharing knowledge, satisfying and job rotation, reducing time and cost strategic training and development. In the qualitative section, there were identified suggestions and mechanisms for addressing these challenges, including six main categories of "strategic educational planning", "reviewing in needs assessment requirements", " conducting group training courses with the supervision and participation of managers, "utilizing the benefits of outsourcing under ideal conditions, "improvement and correction management  of Courses in cooperation with the monitoring and evaluation Unit," and "organizational measures to improve and promote training through monitoring and evaluation".

The present study aims to "develop a model for assessing the performance of schools in the Islamic Republic of Iran" using the "Balanced Scorecard" model based on studies carried out in the National IMAWA Project (Pattern of an Iranian and Islamic School), and methodologically A hybrid approach. This means that in the first step (with a qualitative approach), first, the study documents and related researches and examination of the documents collected in the IMAWA project were dealt with, and then interviews collected in the project (491 interviews with managers, Deputy heads, teachers and parents of students) were evaluated by applying a targeted sampling method and by examining the texts, 100 interviews with the directors and vice-chairs of the research schools reached the stage of saturation. Accordingly, 54 indicators for evaluating the performance of schools in the Islamic Republic of Iran were identified as 15 categories and 5 dimensions of "financial", "internal processes", "growth and learning", "customer orientation" (dimensions of conventional balanced scorecard model) And then "management and schooling". In the second stage of the research (quantitative approach) using the "researcher-made questionnaire" and using the method of "hierarchical analysis and paired comparisons", the categories were compared by several experts. Since the categories have been obtained from the results of some examination of the documents and interviews, its content validity was examined based on the "expert view". Also, due to group comparisons performed using EXPERT CHOICE software, the results of the surveys showed that the "school goals and strategies" as well as "manpower management" of the "management and school" dimension are considered as the most important The categories and categories of "school health programs" are considered as the "least important" category of "internal processes".

Academic research is usually done in groups, teams and collaboratively. Researchers in this process have different identities, positions, abilities, personality types, desires and aspirations. Hence, power relations and inequalities in this process are its inherent characteristics. Since the students in terms of power, mainly with respect to other actors such as professors and administrators are less powerful, it is important to understand their experiences than other actors. Therefore, the main purpose of the research is to identify evidences of the exercise of power in the research process, based on the views of students and graduates.

Since the exploration and description of the experiences of students and graduates from the exercise of power in the research process has been the purpose of the research, the research plan is qualitative using descriptive phenomenological method. In this research, graduate students have formed the study population. The sampling method of the present study is non-targeted and criterion-based. Based on this, students and graduates participated in this research to have the criterion of team research experience, availability and agreement to conduct the interview. A semi-structured interview was conducted with 19 students and graduates of the University of Tehran. In order to analyze the data, the Stokes-Colaizzi-Kane analysis method was used.

Students and graduates of the University of Tehran understood Exercising Power in the Research Process through collusion, misbehavior, discrimination and injustice, bullying, abuse of position, breach, inadequate/ inappropriate supervision, and immoral authorship. According to the research findings, the selection of a supervisor through department lobbying, zigzag authorship, factionalism in accepting articles in research journals, are the most important sub-themes of the collusion; maximum student participation and maximum benefit of the professor from the research privilege and exploitation of the student by the professor are the most important sub-themes describing bullying in the research process; abusing the student by the professor because of his or her ability to write articles, abusing the student's respect for him or her to determine the order of the authors by the professor, abusing the student's need for research by the professor, the referee's biased interference in student references, immoral acquisition of authorship credibility by the professor and default presence of the head of department in all theses or dissertations are the most important sub-themes of position abuse; inadequate guidance of the supervisor, lack of study of the dissertation by the referee and lack of the supervisor mastery on the subject of research are the most important sub-themes of inadequate/inappropriate supervision; the professor discrimination between students based on his or her feeling indebted to a student and injustice in the dissertation score are two sub-themes of discrimination and injustice; the nominal authorship of the professor by the student, the salvation articles and their fictitious names, the nominal role of the supervisor, adding the ghost author by the supervisor, and removing authors of the research are the most important sub-themes describing immoral authorship. Since students {and graduates} are one of the most important actors in the research process, their understanding of the exercise of power in this process should be considered; Because not paying attention to how they feel and understand about such events may lead to changes or deviations from research policies. Thus, the need to pay attention to open policy-making in higher education and to listen to the voices of all academic actors, including students and graduates, and to involve them in the higher education policy-making process doubles.

The research Development of faculty members as a quality-enhancing mechanism for productive forces of science promotes the performance and effectiveness of the university and its role as a trustee of various aspects of prominent societies. Therefore, the aim of this study was to identify the dimensions and components of research Development in order to design a conceptual model among faculty members of Urmia University.

This study was a qualitative study based on a phenomenological approach. The research community includes all faculty members of Urmia University who have worked in positions such as dean of the faculty, dean of the university, research director of the university and the faculty, editor of ISI magazine or scientific-research journal. Twenty people from the research community were selected as a sample by targeted snowball-based sampling. This number was determined based on the theoretical saturation of the data. This means that sampling continued until newer theories and theories were proposed by the sample group. The data collection tool was a semi-organized interview that was implemented comparatively. To ensure the validity of the research, the following measures were taken: analysis and review of qualitative categories by experts and professors in the field of humanities at Urmia University, and participatory feedback method to provide interpretations and analysis to participants to correct and edit. It is worth noting that in order to increase the validity of the research, some direct quotations from the contributors are also provided in the text of the article.

Data analysis was performed simultaneously with interviews and using three stages of open, central and selective coding. The most efficient quality data analysis software is the Maxqda 12 data quality analysis software. For coding categories, open coding (initial coding without data restriction) is first on the agenda. To do this coding, the texts (interviews and field notes) are read line by line, and some of them, which represent a category, are placed in one place and the categories are listed. .And. In the next step, the codes and categories made close to each other were merged using the central coding method and the final coding was extracted selectively and selectively. The results showed that 72 open codes identified in this study were included in 13 categories of core code, which include methodological knowledge, specialized knowledge, and organizational knowledge. Professional research skills, managerial skills, information and communication technology skills. Participants' rights, intellectual property rights, avoidance of relationship orientation, lack of manipulation in research. Psychological and cognitive and attitude. Finally, the present research topics were presented to the research Development of faculty members in four dimensions: knowledge, skills, research ethics, individual characteristics analysis and final model.

Gaining and maintaining a sustainable competitive advantage in higher education institutions is a long-term process and involves several stages. The purpose of this study is to identify and evaluate the opportunities and challenges of achieving sustainable competitive advantage, which is one of the first steps in achieving sustainable competitive advantage and one of its important pillars. In this research, the opportunities and challenges facing Shahrood University of Technology have been studied as a case study.

In order to identify opportunistic or challenging factors, future research tools based on the opinions of experts active in the field of higher education have been used. Integrated analysis of influential variables in the future has been done with the method of structural analysis, which is one of the efficient and modern methods of futures research. Initially, opportunities and challenges were identified through interviews with experts. From the collected information, 23 opportunities and 30 challenges were selected based on the relevance of the research topic and then provided to the experts for ranking. After ranking the variables, the interrelationships of 14 variables were investigated using structural analysis. The results of the feedback received on the interaction analysis were analyzed by MicMac software.

The research findings indicate that categories such as the quality of evaluation of professors 'performance, lack of attention to teachers' educational efficiency and excessive focus on publishing articles are among the most important challenges in the field of human resource management in Shahrood University of Technology. Also, categories such as good geographical position in relation to the two major population centers of the country (Tehran and Mashhad) and the university industrial brand and having relative power in mining and earth sciences and some engineering disciplines, have been identified as the most effective opportunities of Shahrood University of Technology.

The present study was conducted in order to continuously improve the quality and with the aim of designing and validating the educational quality model of Iranian universities.

The research was conducted through a combined approach (qualitative-quantitative) with exploratory design-tool development model. In the qualitative part of the research, semi-structured exploratory interviews were conducted with 18 higher education experts through non-probabilistic purposive sampling. The results of the interviews were analyzed through the field theory method in three stages of interval coding, axial coding and selective coding. In a small part, after that, all the categories that make up the educational quality model of Iranian universities were identified. A questionnaire with 77 questions was designed. After designing the questionnaire, in a preliminary study, in order to estimate the validity, the questionnaire was sent to 42 experts, experts and professors proficient in the subject of research and the questionnaire. At this stage, the reliability coefficient was 0.88. Following corrective feedback, a revised version of the questionnaire was administered to 166 higher education experts selected through stratified random sampling. In the implementation of the main questionnaire, the reliability coefficient was 0.941. Data obtained from the questionnaires were analyzed using SPSS software version 24 and Amos version 24.

In the qualitative part of the research, in the first stage of open coding, 79 major categories were obtained. The data of the second stage of open coding were classified into 77 major categories. In the axial coding stage, 6 nuclear categories were identified. In the selective coding stage, following the presentation of an integrated, convergent model with a high level of abstraction, the six nuclear categories were again categorized according to their conditional, strategic and consequential characteristics. Then, in the form of a logical model based on the understanding and interpretation of higher education experts, the category of comprehensible education was selected as the final core category. In the quantitative part, by modeling structural equations, it was determined that all factors (courses and fields of study, training courses, general and extracurricular education, curricula, educational performance and educational services) were approved and had a factor burden. They are enough to predict the educational quality pattern of the country's universities. Also, according to the fit indices, educational quality model Iranian universities have a very good fit. The results showed that the educational quality of universities is a complex and multidimensional concept. Considering that the pressure for accountability of universities by suppliers of funds (government, taxpayers, families, etc.) and consumers of higher education (students, industry, market, etc.) has transformed the quality of education Concerned about the very important concern of higher education institutions, it is suggested that universities, in order to institutionalize their effective organizational activities, to develop quality according to the perspective of higher education and the cultural characteristics of the country. Also, due to the complexity of the university organization, pay attention to all aspects of university quality as a whole. An island view, partiality, partisanship and simplification, and highlighting some dimensions and ignoring other dimensions, will degrade the academic quality. In addition, by conducting comparative studies, to gain knowledge about the educational status of other universities in the country and the world, and to gain the required knowledge in order to have a competitive advantage.

One of the major issues in education, given the expansion of the human resources community, especially teachers, is the strengthening of human resources. Teachers are one of the most important variables that need to be changed in order to improve educational systems. The purpose of this study is to investigate the current situation of professional development of primary school teachers.

The approach of the present study was qualitative and based grounded theory approach. The statistical population included all the agents involved in the professional development programs of teachers in South Khorasan province who were selected through purposive sampling of the criterion type. Data were obtained through semi-structured interviews with 12 teachers, 4 school principals and 2 human resources education experts in South Khorasan. In order to analyze the data, open, axial and selective coding methods were used. In order to keep each of the participants in the research process confidential and to observe the research ethics, a code was assigned to each of them. The data collection tool in this study is a semi-structured interview. Lincoln and Cuba (1980) criteria were used to ensure validity and reliability. In the field of validity, the method of controlling the participating members was used. In the field of portability, the findings were made available to experts. In the field of reliability, the method of agreement between coders was used and in the field of peer verification and peer verification.

The results of the research show thirty-three central concepts and thirteen selected categories, which in the form of a five-factor model include lack of proper program and unprofessional view of professional development as a central category and causal conditions ( Individual and organizational factors), contextual factors (environmental and organizational factors), facilitator intervention conditions (motivation, needs assessment and empowerment programs), restrictive intervention conditions (program challenges and challenges) Financial and policy (strategies) (current and actions felt needed) and consequences (reduction of motivation and waste of resources) were organized.

Identity discourse and having a perception of one’s own self have always been one of the main human concerns. Identity refers to various ways in which individuals and groups are distinguished from other individuals and groups in their social relationships.The identity construction process is not emotionally neutral and is always under the influence of emotions. Emotional identity refers to the identification process through emotions. It considers how emotions guide a person toward an understanding of who he is and how he perceives the world. This study was conducted to achieve a better understanding of the female students’ emotional identity based on their meaningful experiences in higher education and hermeneutic phenomenology.

The participants of this research are 4 Ph.D. students studying in the humanities and sciences fields in public universities. These women’s narratives regarding their emotional lived experiences in the university were collected through a semi-structured phone interview and the additional steps had been conducted through WhatsApp Messenger. The Data were analyzed using thematic analysis and Max van Manen’s approach in phenomenology.

Findings indicate that the professor's emotional support of the student, emotional imitation of the professor, interest in the university living environment, having a voice, and ethnic intersection with emotion are among the factors that are affecting the emotional identity construction and reconstruction of the women participating in this study. These women’s most influential experiences on the emotional identity developed from their interactions with the professors, especially their supervisors, furthermore, participants considered their professors as a source to confirm and strengthen their emotional identity. According to the present study’s conclusions, since emotional change is tied to learning, the professor’s emotional support of female Ph.D. students has improved their personal and scientific abilities. Moreover, creating a flexible, safe, and pluralistic environment for the students, especially female students, creates a sense of belonging and better interaction with oneself and others. Therefore, the struggle for self-identity confirmation becomes a profound discourse to understand oneself and others in a facilitating environment.

Educational innovations in education and higher education in Iran have become more important during the outbreak of the Corona virus. After the outbreak of the coronavirus in Iran, all conferences, specialized meetings, as well as university training classes were closed by the order of the Minister of Health, and measures had to be taken to ensure that education continued. The University of Tehran, which is the symbol of higher education in the country and education and learning is one of the most basic pillars of this university, according to the message of the President of the University of Tehran, it was decided to hold all educational classes, including bachelor, master and doctorate electronically to turn. Therefore, the aim of this study was to investigate the problems of e-learning in the University of Tehran due to the prevalence of coronavirus.

The research method was qualitative and phenomenological. The research field was the University of Tehran. The research sample consisted of 13 undergraduate, graduate and doctoral students in the academic year 1399-1400, which was continued by purposeful and criterion-based sampling until theoretical saturation. In order to validate the findings, a supplementary interview was conducted, but no new information was obtained, so the interview process was stopped and reporting began. Semi-structured interviews were used to collect data. The seven-step method was used to analyze the research data. A total of 7 themes and 36 sub-themes were identified. To evaluate the research findings, member review and peer audit and long-term presence in the environment were used.

The results showed that some of the problems are related to Internet infrastructure in the country and some of them are related to students and professors. This study revealed some of the problems of e-learning at the University of Tehran from the perspective of students. Of course, there is no doubt that the e-learning center is always looking to upgrade the infrastructure and solve the problems that exist in this space, but a precise pathology makes this space more efficient and effective day by day. Therefore, it is hoped that the people in charge of such education in the higher education system of universities, with diligent efforts to solve these problems and take a fundamental step in advancing the goals of the education system during the outbreak of coronavirus in the beloved country, Iran. It is suggested that the internet infrastructure in the country be strengthened by stakeholders, and that the e-learning system be reviewed in terms of equipment and efficiency, Problems with the microphone and sound echo amplify, By creating visual contacts with students during the classroom, the problem of interaction is solved, then a solution is thought for scientific courses that can not be evaluated through cyberspace, Professors should be required to place a number of their educational units on the e-learning system of the University of Tehran under normal circumstances, and finally professors from different universities should be required to use the combined teaching method to teach graduate students, At the end of the study, it is suggested that the higher education system as well as education have the necessary predictions in the field of problems such as coronavirus in advance and also the happy software launched by education, its problems and facilities will be seen by future researchers to take.

The emergence of the Quid 19 global epidemic crisis has increasingly increased the users of e-learning systems. One of the important challenges of these systems is to provide the appropriate hardware and software infrastructure to respond to its growing users and maintain efficiency. The advent of cloud computing has revolutionized the way data storage and access resources are accessed. Easy access through standard network communication mechanisms and automatic resource allocation has made cloud computing an ideal infrastructure for e-learning systems. However, due to the multiplicity of cloud suppliers and the diversity of their services, as well as the various quality of these services components, the issue of choosing infrastructure as a service is a serious challenge for educational institutions. The purpose of this study is to design a conceptual framework for selecting the appropriate cloud service for e-learning systems.

The present study has tried to follow a mixed approach and use the methods of systematic literature review, fuzzy Delphi and prioritization of the fuzzy best worst in the form of an exploratory plan, a coherent and comprehensive view of "factors influencing cloud service selection for e-learning" Provide. In the first step, using the method of SLR and meta-combination of findings of 105 scientific sources in the field of cloud service selection, the concepts and categories of the initial framework were extracted. The initial research framework has been used as the input of the fuzzy Delphi study and based on the opinions of experts, the initial framework has been developed, refined and approved. In the final step, with the help of the fuzzy best worst method, the weight of each of the specific dimensions and elements and the conceptual framework of the research have been compiled and explained.

The framework for selecting the appropriate cloud service for e-learning systems consists of 259 conceptual elements organized in 5 dimensions and 27 components. Functional dimensions (7 components) 34.8%, security (6 components) 22.1%, organizational and environmental (7 components) 20.3%, personal data protection (5 components) 16.1% and data management (3 components) 6.7%, respectively Cloud services are effective. The results show that in choosing a cloud service, respectively, the components of availability, reliability, governance, virtual machine hardware features (such as throughput, memory, etc.), total cost (sum of rent cost, ISP cost and data transfer cost) and the geographical location of the data storage are most important.