نشریه نامه آموزش عالی
پیاپی 64 (زمستان 1402)

The purpose of this study was to Multiple Prediction of Job Satisfaction Using Professional development Components of Faculty Members of Universities and Higher Education Institutions.

The research method was descriptive-correlation type regression. The population of the study consisted of all faculty members of the University of Tehran. 267 of them were selected randomly using stratified sampling. To collect the data, a Professional Developmental Questionnaire (PP89) with reliability of α = 0.94  and job satisfaction with a reliability of α = 0.80 were used. For instrument validity, content validity as well as construct validity were used.

The results showed that the professional development of the faculty members in all component components has a higher status than the average level,  and also job satisfaction of faculty members is higher than the average level. The correlation obtained also indicates a positive relationship (r = 0.17) and a significant (0.01sig:) relationship between professional development and job satisfaction. Also, the results of multiple regression showed that among the components of professional development, educational development (β = 0.36) and component of ICT development (β = -0.16), predictive ability (with positive effect) on job satisfaction.

According to the research findings; It can be concluded that by implementing programs for the professional development of faculty members; It helped to increase their job satisfaction.

Do students, consciously or unconsciously, show biased attitudes in their evaluation of the teacher's teaching in next semesters? The purpose of the present panel study was to test the hypothesis that failed students will give a lower evaluation score to their professors in the subsequent semesters.

In order to test this assumption, the data of academic progress and evaluation of students of a specific entry during two consecutive semesters was checked and after conditioning the data according to the design and purpose of the research, a sample of 268 failed students was obtained.

The analyzes showed that, contrary to the initial hypothesis, the average evaluation scores of failed students in the next semester are significantly higher than the previous semester. At the same time, after applying the random effects parameters model and controlling the variance caused by the teacher factor; on the one hand, it was observed that with a decrease of one unit in student's GPA as the main indicator of academic ability and talent, there is a decrease of thirteen percent in the evaluation of the student. On the other hand, with one-unit increase in the score of failed students, there is a significant increase of one percent in their evaluation of professors.

From the sum of these findings, it can be concluded that although there is a relationship between the academic ability and the grade of failed students with their evaluation of their professors, these students’ evaluations is more influenced by impression and understanding of the professor's educational and professional activities in the next semester rather than their poor grade in the previous semester.

This research was conducted with the aim of investigating the desire of agricultural students of Razi University for lifelong learning and the factors affecting it using Bandura's social cognition theory.

This research was done in a descriptive –correlational way. The statistical population of the research was 1,365 students of Razi University's Agriculture and Natural Resources Campus, of which 300 were selected by stratified random sampling with proportional assignment according to the level of education. Standard questionnaires were used in order to collect data. In addition to confirming the validity and reliability of standard questionnaires in past studies, in the present study, the questionnaires were examined and localized for agricultural students in terms of content and appearance. The collected data were analyzed using SPSS and Smart-PLS software and in two descriptive and inferential sections

The current situation of the four dimensions of Bandura's social cognition theory showed that the three dimensions of expectation-value, self efficacy and self-regulation were at a high level in students. But the students were at an average level in terms of self-control. The results of structural equation modeling also showed that the two variables of self-efficacy as the first factor and self-regulation as the second factor had an effect on the desire for lifelong learning.

By institutionalizing lifelong learning and training students based on it, and on the other hand, by strengthening lifelong learning through promoting self-efficacy and self-regulation in students, the issue of lack of skills and unemployment of graduates can be overcome to some extent.

The purpose of this study is to examine the opportunities and threats of virtual curricula.

This research is of an applied type. In conducting this research, the SWOT qualitative approach has been used in accordance with the subject. The research community consists of a group of curriculum specialists; the designers were instructors of virtual curricula and participants of these courses (students), 40 of whom were selected by purposive sampling. Research data were collected through semi-structured interviews.

Findings have shown that the most important strengths (facilitating access to the curriculum, promoting learner-centeredness in the curriculum, conducting core research, improving the quality and efficiency of teachers and creating challenges and attractiveness in the learning environment), the most important weaknesses (reducing social communication, Weak framework of elements, increasing costs, reducing teacher authority, weak evaluation and unfair evaluation), the most important opportunities (expanding educational access, investing in education, updating knowledge, expanding scientific relationships, curriculum innovation and application of education) And the most important threats (diminishing the functions of higher education, challenging professors, reducing effective goals, reducing the quality of content, increasing the level of evaluation and pessimism about the virtual curriculum.

Although virtual curriculums have faced challenges in design and implementation due to the lack of necessary infrastructure, but with the professional actions of educational officials, the weaknesses and challenges can be reduced in a way.

Entrepreneurial skill and training of entrepreneurs is an important factor in socio-economic growth and development. Accordingly, this study seeks to analyze the challenges of entrepreneurship education in higher education.

This research is applied in terms of purpose and qualitative in terms of method. First, among 320 research articles and using the prism method, 22 articles, between 1390 and 1400, from the international scientific sources "Tyler and Francis", "Eric", "Web of Science", "Science Direct", "Google Scholar scientific search engine and Persian information sources, "Kashish Publications Information Bank", "University Jihad Scientific Information Database", "Iran Institute of Information Science and Technology" and "Noor Specialized Journals Database", after meeting the entry and exit criteria, selected and studied and collecting information based on available sources were reviewed.

The findings show that entrepreneurship education in higher education has four main challenges such as "organizational challenges", "professors' challenges", "students' challenges" and "educational challenges".

The findings of the research show that entrepreneurship education has many challenges due to the establishment of the traditional system in Iranian universities. Therefore, in order to provide efficient entrepreneurship education at the level of higher education, action should be taken to solve these challenges.

The purpose of this research was to find out how and how much postgraduate students use virtual space in research activities.

This research was conducted with a mixed exploratory approach. In the qualitative phase, The field of research was 20 students were selected for semi-structured interview based on criteria. The results of the interviews were analyzed using the hierarchical thematic analysis method. Then, in the quantitative stage, a survey method was used to collect information. The statistical population of the research was the students of humanities faculties of Bu -Ali Sina University, 252 people were selected in a relative stratified manner. Data were analyzed using descriptive statistics and one-sample T-test.

The result of the qualitative analysis of the research indicated that: students use resources search and retrieval tools, collaborative tools and content preparation tools in accordance with the twelve stages of research. Also, the results of the quantitative phase of the research showed that the amount of students' use of virtual space in the form of resources search and retrieval tools, collaborative tools, and content preparation tools in research activities was at a significant level and above the average level, among the tools, the most The use is related to search and resource retrieval tools, content preparation tools, and collaborative tools.

Universities should take practical steps and make important decisions to acquaint students with the capabilities of the Internet in research.