جستجوی مقالات مرتبط با کلیدواژه "undergraduate" در نشریات گروه "علوم انسانی"

The present study was conducted with the aim of employment pathology in undergraduate counseling graduates.

The present study is qualitative and has been done by content analysis method. The study population was undergraduate counseling graduates in which 15 people were selected as a sample by targeted and snowball methods. Sampling continued until the data reached saturation. Semi-structured interviews were used to collect data. After the initial coding, the topics were analyzed and the categories were categorized.

The analysis of the findings of the semi-structured interview led to the extraction of 2 main themes, 6 sub-themes and 23 sub-themes on employment challenges from 88 codes. The main themes are intrapersonal challenges and extrapersonal challenges; Intrapersonal challenges include two sub-themes: personality issues and cognitive issues, and interpersonal challenges include four sub-themes: economic issues, educational issues, socio-cultural issues, and professional issues.

Findings obtained from the sub-themes of cognitive and personality issues show that it is important to know the different dimensions of the field of study at the time of choosing it and personality traits in choosing and finding a suitable job appropriate to their field of study. The results obtained from the sub-topics of external challenges also show that the unhealthy economic situation and livelihood problems on the failure to achieve a job commensurate with education, poor quality and non-practical education in the undergraduate course, lack of diversity in related jobs, the difficulty of the counseling profession and the time consumption are obstacles that make it difficult for graduates of this field at the undergraduate level to be employed in more suitable jobs.

Aim:

 The aim of the present study was to identify and explain the prerequisites of a problem-based teaching-learning strategy tailored to the generational characteristics of undergraduate students of educational sciences and social sciences. The research design is exploratory mixed-methods. Grounded theory was used for the qualitative phase, and descriptive survey was used for the quantitative phase. The statistical population in the qualitative phase included experts in the two fields of educational and social sciences, and that of the quantitative phase consisted of professors and undergraduate students from the two faculties of educational sciences and social sciences at Tehran University and Isfahan University. Data was collected through semi-structured interviews in the qualitative phase, and through a researcher-made questionnaire in the quantitative phase. Based on the findings, “integrating lesson concepts with real-life issues” topped the eight major prerequisites identified. Hence, currently students’ academic motivation and scientific development depends on the application of these components. Therefore, it is suggested that professors use the said methods in order to make the best use of educational opportunities.

Emotions are involved in people's shopping behavior and influence the choice of goods. This research aimed to the comparison of the percentage of medium product selection in the two groups of positive and negative affect and high and low openness to feelings in students.The research method was quasi-experimental with the reversed-treatment non-equivalent control group design. The statistical population was all undergraduate and graduate students of psychology at the University of Isfahan in all fields. A sample of 144 population members was selected as volunteers and responded to positive affect, negative affect scale (PANAS)(Watson,Clark & Tellegen, 1988), short-form, and openness to feeling scale(Forgas & Ciarrochi, 2001). Then they were induced with positive and negative moods. These subjects then chose from three goods packages (two packages with high risk and one package with medium risk). Data were analyzed by independent t-test and logit analysis. The Cronbach's alpha reliability of the tools was satisfactory. Findings indicated that the percent choice of medium goods is higher in subjects with positive affect and high openness to feel. Also, the effect of openness to feeling on the selection of goods by participants is moderate with positive and negative affect. According to findings, sellers can increase the probability of buying safety (high risk) goods in buyers by inducing positive (negative) effects and achieve their selling goals.

The purpose of this research was to identify and explain the requirements of synectics teaching-learning strategy appropriate to the generational characteristics of undergraduate students in 2020-21. ‎ The research design was mixed and of sequential  exploratory type (qualitative-quantitative). The research method in the qualitative part was based on grounded theory and in the quantitative part was descriptive-survey. The statistical population in the qualitative section was the experts in the two fields of educational and social sciences, of which the sample of them continued to be 31 people in a purposeful and snowball manner until the saturation of information. The statistical population of the quantitative section included professors and undergraduate students from the Faculties of Educational Sciences and Social Sciences of Tehran and Isfahan Universities from which a sample of 121 faculty members and 349 students were selected by quota sampling method. In the qualitative part, the semi-structured interview tool and in the quantitative part, the researcher-made questionnaire was used.  The content validity of the questionnaire and interview was estimated according to the opinion of 8 experts and the reliability of the questionnaire was also estimated through Cronbach's alpha with a value of 0.90.  The findings were analyzed in the qualitative part with thematic analysis approach (structural and interpretive) and in the quantitative part by using descriptive and inferential statistics. Based on the findings, the most important requirements of the synectics strategy corresponding to the generational characteristics of the students were:‏‎ preparation of creative and idea-generating activities, abstain from absolutism, encourage innovative ideas, provide multidimensional thinking contexts, using analogy, metaphor and simile techniques, using brainstorming technique, application of artistic and aesthetic models and finally attention to imagination to achieve logical inference. As a result, one can say: the application of these elements leads to academic motivation and scientific growth of today's students. Therefore, it is suggested that the mentioned methods be used by professors in order to make the best use of educational opportunities and effective teaching.

The aim of this study was to evaluate language needs and identify the priority of using language skills (reading, listening, writing and speaking) in different situations (private, academic, and professional). The research method is descriptive-analytic and the data collection tool is a questionnaire consisting of 49 items. The statistical population consisted of 199 students (73 males and 126 females) at BA (n = 69), MA (n =67) and Ph.D (n =63) at the University of Mazandaran. The responses of the participants were analyzed using SPSS software. In general, the results of the comparison of mean scores of language skills reavealed that with increasing educational level, students' needs to use language skills especially in academic domains increased steadily. Also, receptive skills (reading and hearing) have more usage than productive skills (speaking and writing) in all three groups. The results of data analysis through non-parametric tests showed that there were significant differences in reading skill among all groups, in writing skill between the Ph.D group and the two groups, and in speaking skill between the Ph.D and BA groups. In terms of language usage, while the needs of participants in the undergraduate level were related to their private life situations, doctoral students often expressed their needs in academic situations. There was no significant difference between different sections in the professional situation and listening skill. This study has implications for researchers, instructors, and learners of English language.

Many scholars have stressed that the content of English courses do not correspond to the learners’ needs in a particular learning context. Therefore, before designing and implementing any curriculum for English for Academic Purposes (EAP), it is necessary to conduct a needs analysis to assess the language needs of language learners. This study attempts to identify the most important needs of university students as well as their preferences for using language skills in different academic, private and professional situations.
Research Questions:The present study sought to provide a general analysis of the target language needs of the students in three educational levels. Therefore, the study sought to answer the following questions:1. How do university students (undergraduate and postgraduate) compare in their needs for the use of language skills in different situations?
 2. Is there any significant difference in the needs to use language skills (reading, listening, writing and speaking) among BA, MA and PhD students?
3. Is there any significant difference in the needs to use language in different situations (private, academic and professional) among BA, MA and PhD students?

Literature Review 

The principles underlying course design in most of the English language programs are not consistent with the language needs of the university students (Atai & Tahririan, 2003; Eslami, 2010). Jordan (1997) suggested that the academic curriculum of an EAP course, in which attempt is made to meet the needs of the students in advanced university level, must be academically-oriented and consider the learners’ literacy abilities. In this regard, the EAP curriculum is designed based on the students’ awareness towards a particular language of specialty and therefore particular methods of speaking, writing or reading academic texts are applied. Analysis of needs as a first step in the design of courses can confirm the validity of courses (Johns, 1991). Since teaching all aspects of language is not possible, all approaches should be focused as much as possible on that part of the language which is related to the future needs of students (Mackey,1995). According to Brown (1995), the needs are not absolute, and once identified, they must be continuously validated to ensure that they are real. Needs analysis not only reflects the needs of language learners, but also enables the process of prioritizing needs through highly effective and feasible advanced statistics (Čapková & Kroupová, 2017). Mohammadi Rakati et al. (2015) emphasize that the most important objective of the needs analysis is to collect information about learners' problems in language skills, familiarize themselves with the gap between current abilities and the needs of learners, and determine the success rate of programs and textbooks in meeting these needs.Conducting a need analysis not only facilitates the process of constructing course objectives, but also it will lead to learners’ assurance in achieving the expected learning outcome.

Data were collected from 199 students (73 males and 126 females) studying in different fields of study, including basic sciences, humanities and social sciences. The age of the participants ranged from 19 to 42 years. The first language of all participants was Persian and none of the participants had the experience of living in a foreign country. In this descriptive inferential study, data were collected using a questionnaire adopted from Kormos et al. (2002), which used a combination of the existing questionnaires (Nunan, 1988; Richterch, 1980) and the framework presented by the Education Committee of the European Union (council of Europe, 2001). The questionnaire was piloted and validated by think-aloud interviews and its reliability was ensured (r > 0.7). It comprised 49 questions requiring the participants to answer on a five-point Likert scale ranging from “never” (value 1) to  “always” (value 5). For the purpose of analysis, the questions were divided into 3 major domains of language use situations: private (18 items), academic (14 items), and professional (17 items).  After administration of the questionnaire, the responses of the students were scored, tabulated and subjected to a series of statistical analyses.

The study indicated that the students from different educational levels reported different levels of  using language skills and expressed different needs in private, academic and professional domains. The difference was particularly meaningful between PhD students with both BA and MA students. Findings related to the first research question indicated a significant difference between the linguistic needs of undergraduate and postgraduate students in the academic and professional domains. In order to determine the exact location of the differences, multiple comparisons from the three levels of study were performed. The results of the analysis indicated that there was a significant difference in academic domain of English language use between undergraduate and postgraduate groups of students (MA and PhD). Concerning the second research question, PhD and undergraduate students reported the highest and lowest application of language skills, respectively. Furthermore, the receptive skills (reading and listening) in general were more used than the productive skills of speaking and writing in all three groups. Considering the last question, there was a significant difference in academic domain of English language use between undergraduate students and the two other groups of students (MA and PhD). In addition, all three groups differred significantly from each other in the use of English in professional domain. 

Findings of the study indicate that the students are in need of increasing their general language proficiency particularly the written mode (reading and writing). This result seems to be in line with the findings of the studies by Eslami Rasekh (2010) and Atai and Nazari (2010). Therefore, most of the attention should be drawn to the written mode of language skills in academic course design of the university, since this mode was shown to be more frequent in the situations in which students use the target language.Secondly, it was found that the situations for using English language in academic and also teaching and other professional domains were considerably different considering the level of education. But no significant difference in private domain was observed. This finding could be justifiable since the participants reside in a country that English is considered as a foreign language; therefore, they are not expected to use language on a daily basis. Findings of the current study have obvious implications for the curriculum development for English programs as well as Iranian EFL instructors and course designers. They can revise and restructure the present courses based on the students’ most frequent perceived needs.

Evaluating the quality of selected majors of university students is one of the issues of interest to educational researchers. In this regard, the purpose of this study was to assess the quality of the undergraduate curriculum in textile engineering in Yazd University, based on the Kano model.

A descriptive-survey method was used. The statistical population of the study included all seniors of the Faculty of Textile Engineering of Yazd University (75) in the academic year of 2018-2019 and the research sample was selected by using total population sampling. The research means included three questionnaires of expectations, perceptions and Kano model in determining the quality of the academic major. The formal and content validity of the questionnaires were determined by receiving the opinions of six professors from Yazd University. Also, the reliability of the instruments was determined by Cronbach’s alpha coefficient of 0/7, which is desirable for different structures of the questionnaires. Data were analyzed at both descriptive and inferential levels in the form of Friedman test in SPSS software

The results showed that the quality of the textile engineering major in terms of content, structure and characteristics of the professors is at a relatively high level, and in terms of educational facilities is at a poor level. Also, comparing students' expectations and their perceptions of the current situation showed that there is a significant difference between their expectations and perceptions. In addition, the results of the analysis of the Kano model showed that the greatest need of students in academic major is 'one-dimensional needs' and then 'mandatory needs'.

Based on the research findings, the need to pay attention to improving the quality of the textile engineering curriculum through the optimal development of facilities and also to meet the one-dimensional needs of students is suggested.

The purpose of this study is to reevaluate the new undergraduatecurriculum of Knowledge and Information Science (KIS) in Iran to determine the rate of content changes, consistency, and advantages and disadvantages.

Content and documentary analysis methods are used. The content of the curriculum approved in 2015 and previous LIS curricula are compared. A purposeful selected sample of 71 articles related to the education and curriculum development for KIS are analyzed.

The structure of the new curriculum is based on library science. The required courses consist of the 6 groups: 1) bibliography, 2) collection development, 3) information organization, 4) service delivery, 5) library building design and architecture, and 6) management basics. Due to the dispersion of courses we noticed, the program does not cover various aspects of library science. The wide spectrum of topics needed in current library education should be added to the developing curriculum and syllabuses in the areas of collection development and content production, organization of information and knowledge, service delivery, management, access and dissemination, and marketing of products and services. The output of such a curriculum is will not be an information scientist, but a librarian who is familiar with information technologies. The content shows that the new curriculum has a hybrid approach orientation, that is, a technological - market friendly - pragmatic approach based on library science. As to the rate of change, the new curriculum compared to previous ones, contains 80 credits of the undergraduate curriculum which was taught at the University of Tehran in 1970s, merged into 45 credits in the 2015 program. Also, compared to the 1996 curriculum, 27 new courses follow the same format. The 80 credits of specialized courses of 1996 curriculum are grouped into 57 credits in the 2015 curriculum. This has caused discrepancy between the title of the discipline (Knowledge and Information Science) and the content of the curriculum.

Reconstruction of the new curriculum is necessary. It is necessary to create a mechanism to ensure the quality of the curriculum as information ecosystem is changing. On the one hand, traditional library environment and its practices, such as cataloging and classification, face serious challenges. On the other hand, the Web has become the new library. Webology is the new specialization. This new environment requires a range of activities and services that calls for new knowledge and skills. We suggest that Iranian Library and Information Science Association (ILISA) reviews the curriculum.

The purpose of this study is to investigate the desirable methods of evaluation of undergraduate law & psychology internship. This study adopted a mixed approach. In the qualitative section, interviews were conducted with 53 experts, faculty members from the University of Isfahan, lawyers, psychologists and graduate students who were selected using a purposive random sampling method. The statistical population of the quantitative section of this study was a small number of 5th-7th grade students and graduates of 2014-2017 in law and psychology, 264 of them were selected by stratified random sampling method. The data were collected through semi-structured interviews and researcher-made questionnaires. Content validity was used to determine the validity of the interview and the questionnaire. Reliability of the questionnaire was calculated by Cronbach's alpha coefficient and 85% were reported. In this research, the categorization method for qualitative analysis and inferential statistics tests; Kolmogorov-Smirnov, single sample t, t two independent samples, Friedman and multivariate analysis of variance for quantitative analysis are used. The results of the study showed to assess internship in the field of law, examine student performance in simulated situations and in the field of psychology examining the students' practical and diagnostic ability to address the clients' problems should be highly focused. The participants in the interview also emphasized the assessment by the professor based on the portfolio in real situations of law students and reviewing sample work in objective situations and providing written reports by students of the field of psychology.