فهرست مطالب مهدیه فرازکیش

Obtaining feedback from the results and achievements of the science, technology, and innovation systems, especially at the national level, is a requirement for any policy system's long-term success. The Ministry of Science, Research and Technology (MSRT), the most vital player in Iran's science, technology, and innovation system, needs to have such a feedback mechanism based on its priority functions of the science, technology, and innovation system, obtaining the best performance.For this purpose, in this research, using the methodology of framework synthesis, an integrated and comprehensive framework for evaluating the performance of the Ministry of Science, Research and Technology based on the selection of 40 key indicators has been presented and validated using the expert panel method. The results of applying the proposed evaluation framework should be adapted to the goals and policies of the national STI system. Based on the latest statistics and information available (from September to March 2022), the performance of the MSRT in the evaluation quadrants is lower than average. Also, we offered some policy recommendations focused on improving key indicators' performance.

The term "Scientific Leadership" (SL) was first coined by the Supreme Leader during a meeting with Imam Sadegh students on Eid Ghadir in 2005. The aim of this study is to present a systematic model of "Scientific Leadership" based on the viewpoints of the Supreme Leader, based on a qualitative approach and the use of the Thematic Analysis Method, well suited for recognizing the patterns of data. For this purpose, the content related to SL was extracted from each Supreme Leader's statements about SL. Then through the three stages of the research methodology, 40 main themes in four dimensions of SL including scientific, managerial, cultural, and political dimensions, and five functions of SL including agenda-setting, policy formulation, policy adoption, policy implementation, and policy evaluation, were categorized. After identifying three types of components including concepts (topics and main keywords), dimensions, and functions related to SL, the three-level model of SL was achieved. The results show that the scientific, cultural, and management dimensions are respectively the most emphasized by the leadership, and "Policy formulation" is at the top of the functions. Also, "Policy adoption" is the least important function. In the final part, the comparison of research findings with previous similar research and the most important policy suggestions of the research are presented.

The continuous monitoring and evaluation of research and technology provides a basis for policy makers to deal with evidence-based policymaking or reforming research and technology policies with a comprehensive view. Based on this, the main goal of this research is to analyze the extent to which the quantitative goals of research and technology have been achieved in the sixth development plan based on a systematic approach under the four categories of input, output, consequence and impact indicators and subsequently to extract key lessons in order to prepare the document for the country's future development plans. To this end, the qualitative methodology of document study has been used for the purpose of indexing analysis of performance evaluation of the sixth development program in the field of research and technology. The findings of the research indicate that from the perspective of conceptual design, the indexing system of research and technology under the sixth development plan lacks sufficient balance. In the final part, it is emphasized that as an alternative to the outdated approach of using absolute indicators, the use of relative and combined indicators brings the possibility of more accurate evaluations of the suitability, efficiency, effectiveness and usefulness of research and technology. Also, the policy makers should provide solutions to focus more on the long-term impact of research and technology at the community level by using appropriate indexing.

There is a common misconception that technology is limited to physical devices (i.e., hard technology). However, technology also includes soft technology, concerned with human and social factors. The emphasis on hard technology has prevented technology education from widening its scope and thus catering to the needs of a changing society. This paper first briefly identifies the common definitions of soft and hard technologies. It then argues that e-learning systems should emphasize both hard and soft technologies.

Through a case study of Iranian universities, the paper identifies seven dimensions of soft technologies in e-learning systems. Then, readiness data for 12 selected Iranian universities are gathered.

According to the results, the "regulations" dimension has the highest relative importance, while its level of preparation is estimated poorly among the selected universities. the score of the “culture” dimension is "average" and the score of other readiness dimensions, including “policy”, "regulations", "supervision", "digital content", "standards" and "financial resources" is "weak" and "relatively weak". Thus, the overall readiness of selected universities is "weak".

Conclustion: 

This shows the need for policy-making and strategic planning by senior management groups and deans of the universities in order to improve their "e-learning prioritization", "budgeting and allocation", "content standards", "supporting regulations", " monitoring systems"; and "stakeholder awareness of the benefits of e-learning systems".

In recent decades, policymakers have confirmed the necessity and value of the role of applied research in the guidance and effectiveness of policy decisions. This research provides an evaluation framework for policy-research institutes based on the mission-oriented approach. Using the mixed methodology approach and the framework synthesis research method, we have selected the most important dimensions, indices, and measures for evaluating the performance of these institutions corresponding to their functional position in the national innovation system. In addition, we have validated the evaluation framework by expert survey and determined the importance of its components based on the one-sample T-test. The final evaluation framework shows in the form of a radar chart consisting of four quadrants of appropriateness, efficiency, effectiveness, and usefulness, 18 dimensions, and its sub-categories. Also, the most important results of this research, focusing on the different aspects of evaluating the performance of political research institutes and think tanks, indicate key axes derived from the specific missions of such institutes. Factors such as the specialized variety of political and technical researchers required by the institute, distinguished guest politicians, participation in the public discourse of the work field, policy networking, learning programs, knowledge enhancement through intellectual leadership in the political environment, and good governance, are the most important results

The main purpose of this study is to evaluate the achievement of goals and the quantitative indicators of higher education focusing on capacity building and human resource development according to the Sixth Development Plan and at the same time, highlighting key lessons as to the preparation of documents for the Seventh Development Plan.

Using the Design Science Research (DSR) methodology together with prescriptive orientation, this study applied the case study research method and documentary study to evaluate the outcomes of higher education in the Sixth Development Plan. In terms of data collection and analysis, independent samples of T-test and bibliographic method based on indexing were performed.

The findings of the study indicate that conceptually all indicators in the higher education sector have been input and/or output-oriented; however, effectiveness and outcomes have not been considered. In terms of performance review, such indicators as "share of non-governmental university students", "ratio of full-time faculty members including assistant professor and higher ranks to the total of full-time faculty members in universities affiliated to the Ministry of Science, Research, and Technology", as well as "number of Iranian university branches abroad" are all in a good condition; Nevertheless, the indicators "share of foreign students", "number of postgraduate students in departments of Basic Sciences" and "share of skills training" are not satisfactory.

Originality:

 Applying index-based and outcome-based model, the performance of the quantitative goals of higher education under the Sixth Development Plan has been evaluated for the first time in Iran. Accordingly, the research results provide policy implications for policymakers so that they may consider a more diverse range of indicators in different performance dimensions.

In the last decade, information technology has been identified as a key factor in most countries’ development, including the countries of Iran’s Outlook 1404, and has been used in particular to restructure and redesign higher education systems in these countries. Turkey is one of the countries experiencing the most growth through ICT development and its impact on higher education is highly evident. In 2020, more than 40% of the population of eight million Turkish students studied in distance courses. In contrast, despite the not-so-delayed and powerful entry of Iranian universities in e-learning field, a very small percentage of the country’s students (less than 10%) studied in distance courses, while this trend is also declining. Given the need to implement e-learning courses in the face of the Corona pandemic, this article seeks to answer the question of why Iranian universities have failed in the field of e-learning (as the most important manifestation of distance learning in the information age), a comparative study of four major Iranian universities (Tehran, Khajeh Nasir, Shiraz, and Isfahan) with four important Turkish universities (Ankara, Hajat Tepe, Ghazi and Technical University of Middle East) in the face of the Corona pandemic is attempted. The ability of universities to create an e-learning environment has been investigated by sending a team of experts to the mentioned universities and collecting real data. The results of this survey show that the capacity of selected universities in Turkey is at the "medium and above average" level, but in Iran is estimated at a "relatively weak" level. Finally, based on an analysis of the reasons for the failure of Iran’s selected universities to implement e-learning, especially in comparison with the competing universities in the outlook 1404, some more coherent planning and policy guidance are provided.

The current generation of academic learners is considered "digital natives" because of their ease of use and familiarity with networking technologies; However, there are ambiguities about the readiness of students to study in an e-learning environment. In particular, Iranian students' lack of motivation for e-learning, despite much infrastructure investment over the past two decades, has been a major challenge that has recently attracted the attention of higher education planners to e-learning readiness, especially from a perceptual perspective. This study investigated the perceptual readiness level of Iranian students for e-learning. Therefore, the current state of perceptual readiness of Iranian students to participate in the e-learning environment beyond the presumption of "existence" or "lack" of this preparation is such that their actual readiness is determined in a number of important universities.

This research is philosophically placed in the positivism paradigm and the logic of deductive reasoning is used. Its macro-targeting is applied, and the survey research strategy is used to collect first-hand data using a questionnaire tool. The survey data were collected between April 2018 and February 2019. In addition, two complementary approaches have been used to formulate and weigh the indicators and criteria for assessing students' e-learning readiness: first, the use of indicators and criteria developed in previous research, and second, and the use of subject matter experts in the country. The use of data from other researches makes it possible to compare the results with the findings of other researchers, and the use of expert opinion causes the localization of indicators and criteria with the requirements and context of higher education in the country. The students' perceptual readiness was measured by the following four scales: Attitude, Perceived usefulness, Willingness and Perceived self-efficacy; Then, the weight of each scale and measure will be calculated. Finally, based on the rating results, the students' perceptual readiness at the number of comprehensive universities and specialized universities will be estimated.

The average perceptual readiness of students for e-learning in 15 selected Iranian universities is 4.9 out of 10, which indicates the situation at the "average" level. Also, the findings show that about 35% of the students' readiness measures are below the "good" level, and the average of all readiness measures is at the "medium" level. Also, considering students' relative perceptual readiness for e-learning, especially in "perceived self-efficacy" and "attitudes" scales, the deans of universities should focus on the two main activities of "enhancing students' self-efficacy through e-learning" and "providing an appropriate e-learning environment”.

Considering the decrease in the number of e-learning Iranian students, the results of this study show that one of the important reasons for the failure of e-learning systems in Iranian universities can be students' lack of perceptual readiness. At the same time, considering the lower than average level of students' readiness in the "willingness" and "perceived usefulness" scales, there is a need to focus on awareness and education of students in this regard. Besides, relying on students 'relative readiness to understand self-efficacy and attitude indicators, universities should put two main activities on their agenda: 1) further strengthening students' self-efficacy through e-learning, and 2) providing a suitable environment. For e-learning for students. 

In the era of knowledge, communities should be developed based on knowledge-based educational systems. In order to achieve the knowledge-based development, it is necessary to cross the path of higher education. It imposes a requirement for a widespread wave of universities and higher education institutions on the agenda of different countries, but at the same time as globalization and the increasing importance of “world-class universities”, the balance of quantitative and qualitative development has been a fundamental challenge, especially in the higher education sector of developing countries. Accordingly, in this paper, the evaluation of the quantitative and qualitative performance of a number of Iranian universities, classified based on the “logistics plan of Iran higher education”, has been investigated in terms of inputs by using the documentary studies. Six main criteria consisting of two quantitative criteria and four qualitative ones have been selected and the changes in these criteria has been analyzed during the period of recent fifty years. The results show that the trend of changes in the quantitative criteria has been improved almost for all the selected universities, although there were some fluctuations. Also the trend of qualitative criteria in the first and third decade after Islamic revolution has been progressed. In the second decade after revolution, due to the special circumstances in the country, almost all criteria have fallen seriously.

The development of information technology has provided new capacities for higher education that one of these capacities is "e-learning". As a result, the implementation of electronic learning systems (ELS) has become one of the most important investment trends in different countries. The successful implementation of these systems will be achieved when the readiness of the university is provided in terms of human, infrastructural and content dimensions. From the human perspective, establishing an effective interaction between instructor and learner has been identified as the key factor in the success of ELS.
This paper aims to assess the readiness of faculty members and students for using ELSs in academic environments; so, we first formulated various appropriate readiness assessment measures of e-learning readiness. Then we gathered readiness data from 8 Iranian comprehensive universities, through a survey. According to the average score and importance grade of each measure, we calculated the readiness level of faculty members and students in the selected universities for each measure.
The results indicated that the score of over 25% of the students’readiness measures and about 40% of the faculty members’ readiness measures were "less than medium", and both total average scores were "medium". These results confirm that the policy-makers and deans of universities should be aware of the ELSs benefits, the human resources' empowerment mechanisms, and the level of access of instructors and learners to the network facilities.

Recently, with the advent of knowledge-based economies, the importance of science, technology and innovation (STI) have grown in different countries development. Therefore, the performance evaluation of STI activities recognized as a necessity. In this paper, the STI evaluation concepts and models introduce and a new evaluation model has been proposed based on the integration of performance-based and key stakeholders-based evaluation approaches. The pool of input, output, outcome and impact indicators have classified into five specialized fields including natural sciences, engineering sciences, human sciences, social sciences, and health sciences. Then, performance evaluation is feasible in terms of relevance, efficiency, effectiveness, and usefulness for the four main stakeholders including policymakers, researchers and technicians, industrial beneficiaries, and the public. The final results presented in the form of a radar chart which we showed one sample performance evaluation of universities and research institutes.

Studying the experience of evaluating science, technology and innovation (STI) in Iran shows many challenges in different political, institutional, legal and cultural aspect of the subject. The main objective of this article is to investigate the roots of the reasons of the inefficiency of current experience and to identify the contextual aspects governing STI evaluation in Iran and to find the current relevant shortages. In this regard, we determine the similar national STI evaluation experiences at five levels of system, framework, map, pattern and process of the evaluation in order to analyze the situation of Iran systematically compared to other countries. The results of library studies, field study and experimental experiences show that one of the main reasons for the inefficiency of Iranian national STI evaluation system is its index-oriented model based on controlling the costs of beneficiary organization. Thus in this article, we design a desirable conceptual system of evaluation that is based on index-oriented and functional approaches, in order to facilitate the learning and make it possible to assign the resources of current system optimally. The results of model development have been obtained by choosing 45 index types based on three organizational groups, five specializing fields and three types of functional outcomes, in which each organization leads to a performance evaluation dashboard including five radar charts. The designed dashboard has been evaluated through evaluating the performance of three academic institutions (including University of Tehran, Sharif University of Technology, and Shahed University). Then we have compared the results of this evaluation to the outputs of the previous model. The results confirm the serious effect of the evaluation model on analyzing the policy-making results and Management at the macro level in the field of STI

In the era of knowledge, the wave of expansion of universities and higher education centers has been on the agenda of different countries, but the balance between quantitative and qualitative development and consequently university funding for both dimensions is a major challenge, especially in the field of higher education. It has become the focus of the government’ allocation in the developing countries. Accordingly, this paper evaluates the qualitative and quantitative performance of top universities in the Iran in terms of financial input criteria and public sector investment. For this purpose, using documentary studies, three main criteria consisting of one quantitative and two qualitative criteria have been selected and the trend of changes of these criteria over 1983 To 2016 has been analyzed. The results show that the trend of changes in the quantitative criteria of “university approved budget” has been for almost all selected universities. Qualitative measures of “university budget per student” and “university budget per professor” also showed an improving trend over the period of 1990 to 2003. Due to the specific conditions in the Iran, in almost all of the three criteria, there has been a serious decline in them over the period of 1984 to 1991 years.