جستجوی مقالات مرتبط با کلیدواژه « پذیرش دانشجو » در نشریات گروه « علوم تربیتی »

The student admission system of any country can lead to justice when its policies are fair. In this regard, the objective of this study is to analyze one of the most important student admission policies in Iran, namely the quota policy and creating quotas for some candidates from the perspective of justice. To this end, this descriptive-analytical study used library studies (study of documents and literature) for data collection. Therefore, among all the documents related to student admission quotas (research community), documents related to student admission quotas after the Islamic Revolution were selected as the research sample. Then, two important theories of justice, namely the theories of John Rawls and Sen, were used to analyze those documents. The trustworthiness of the research was confirmed through showing the details of how to derive the concepts and meanings from the two theories, mentioning the details of the data, and presenting many examples. Finally, the research results were compared with those of other studies. The results of the analysis generally show that since John Rawls, in addition to equality in process, considered equality in outcome, according to his theory, it is fair to create a quota based on conditions. Unlike Rawls, Sen places more emphasis on equality in process than equality in outcome. Therefore, according to Sen's theory, empowerment and capability building are recommended instead of quotas. Furthermore, the results of the analysis show that according to Rawls’s Theory of Justice, it is fair to create a quota when discrimination is positive. Otherwise, it will cause injustice in the society because it violates the principle of equal opportunity for the candidates to enter the universities. It is also possible to ensure that the quota is fair when the problem of conflict of interest is resolved in the student admissions decision-making and policy-making system.

The Objective of this study is to examine the history of student admission in Iran.

This research is a qualitative research that used the historical research method. The method of data collection was library studies in such a way that the legal documents related to student admission (with emphasis on the documents of the Supreme Council of Cultural Revolution, the Islamic Parliament Research Center, the National Organization of  Educational testing and historical resources) were studied.

This research generally shows four time periods for student admission in Iran: 1- assessment and admission period by faculties and universities (1313 to 1348); 2- assessment period by the national organization of educational testing and admission by universities (1348 to 1359); 3- assessment and admission period by the national organization of educational testing (1361 to 1386); 4- assessment period by the national organization of educational testing and the Ministry of Education and admission by the national organization of educational testing (1386 to now). Also, during these periods, many quotas were allocated to some volunteers, which can be categorized into five types of geographical quotas, revolutionary and self-sacrificing quotas, organizational (union) quotas, individual (award) quotas, and gender quotas.

In the end, after the historical study of student admission in Iran, it was concluded that although at the beginning, most of the transformations were related to how to select students, gradually, as the actors of student selection increased, especially in the post-revolution period, there were more disputes about who.

The aim of this study was to evaluate the status of the components of specialized interviews for candidates entering the teacher education in Iran. The research method used is a mixmethod of exploratory type. The statistical population of the study included all faculty members and lecturers of Farhangian University. In the qualitative section, 18 faculty members and 20 lecturers using voluntary purposive sampling method and in the quantitative section, 372 people using sampling Multi-stage clusters were selected as a statistical sample. Semi-structured interview and researcher-made questionnaire were used to collect the required data. Semi-structured interview and researcher-made questionnaire were used to collect the required data. To analyze the qualitative data, Thematic analysis method was used and to analyze the quantitative data, one-group t-test and utility spectrum were used. The results show that from the perspective of faculty members and lecturers, the problems of the interview process for candidates to enter the teacher education course in terms of content are in six main categories. Also, the status of the evaluation of the components of the specialized interview is not appropriate and needs to be corrected. According to the findings, it can be concluded that the components of specialized interviews of candidates for teacher education are not accurately evaluated by interviewers for various reasons. Therefore, in order to accept volunteers with professional qualifications, motivated and interested, with appropriate physical and mental health to enter the teaching profession, it is recommended to use the results of paraclinical examinations and psychological tests along with specialized interviews, to evaluate the physical and mental health, and personality traits to do the work of the volunteers.

A review of changes in student admission policy over the last four decades has shown that these policies still need to be changed, because in many of the applied changes there is a lack of attention to learning approach. Learning enables successful policy changes to be made that reflect changes in external environmental conditions and requirements, as well as the evaluation of previous policies. The methodology of the present study is applied in terms of results and mixed in terms of implementation method; which has been performed in two parts, quantitative and qualitative. According to the nature and objectives of the research, inductive content analysis has been conducted. Accordingly in the qualitative section, research data is qualitative and its approach is inductive content analysis. The statistical population of the study included experts and specialists familiar with the process of changing student admission policy with a learning approach. Through purposive sampling, 12 of them were interviewed. Similarly, in order to confirm the presented model in the quantitative section, The data collection tool in this section is a researcher-made question.For data analysis in a quantitative part, the SmartPLS software was used, which finally confirmed the proposed model.In this study, the researcher respect to the exogenous dimension requires attention to the wishes and needs of the community, the role of advocacy groups,interest groups and the media, population developments and ideological issues, political and economic conditions governing society and the status of volunteers. In the endogenous dimension, it requires the consideration of policies and politics proposed by the government, political attitudes and opinions by avoiding politicization, opinions and views of experts and thinkers, goals and programs of related and synchronized organizations and decisions of decision-making councils. The study shows that the policy of student admission has changed significantly over the years, Basically, these changes are apparent and there is always a lack of attention to the learning approach.Student admission policy is important because of the learning approach because it has potentially more desirable outcomes for the higher education system so that policymakers can have a more appropriate policy for student admissions policy.

The aim of this study was to identify the problems of the specialized interview process of candidates for admission to Farhangian University in order to provide a favorable model. The research method used is qualitative Grounded theory. The statistical population of the study included all faculty members and lecturers of Farhangian University of Tehran and Markazi provinces, from which 18 faculty members and 20 lecturers were selected as a statistical sample using purposive sampling method. Semi-structured interviews were used to collect the required data and content validity was used to determine the validity of the interview questions. For data analysis was used to thematic analysis method. The results show that from the experts' point of view, the issues and problems of the specialized interview process of candidates for admission to Farhangian University in terms of content and performance are in ordering six and eight main categories. For the specialized interview process of the candidates, a model was presented which was reviewed based on the opinions of the members of the focus group, and after making the necessary corrections, the final model was developed, which includes two parts: pre-entrance exam measures and specialized interview. According to the findings of the study, it can be concluded that the process of specialized interviews of candidates, in terms of content and implementation has many problems that by solving them based on the components of the model, can be accepted candidates with professional competencies, motivated and interested in the teaching profession and with appropriate physical and mental health, to training at Farhangian University.

The purpose of this study was to identify the problems of process to select candidates for admission to Farhangian University in order to provide a suitable model. According to the purpose, the research method used is qualitative grounded theory. The statistical population of the study consisted of all faculty members and lecturers of Tehran and Markazi provinces, among whom 18 faculty members and 20 lecturers were selected using voluntary sampling method. Semi-structured interviews were used to collect the required data. Thematic analysis method was used to analyze the data. The results show that from the perspective of the experts, the problems of the interview process and the selection of candidates for admission to the Farhangian University are six and eight, respectively. Based on the findings of the present study, it can be concluded that the interview and selection process of candidates for admission to Farhangian University has significant problems in terms of content and implementation. It seems that by resolving its content and implementation problems based on the components of the model presented, it is possible to recruit qualified, motivated and interested volunteers with professional competency, and physically and mental health , to study at Farhangian University and enter the teaching profession. It is suggested that, depending on the components of the model, the interview process and selection of candidates for admission to Farhangian University be carried out to select the gunmen.

This descriptive survey aimed to investigate challenges of indigenous selection in University Entrance Exams. The study population included vice-chancellors of academic affairs, vice-chancellors of student's affairs, heads of security department of state universities affiliated to the Ministry of Science, Research, and Technology, and those managers involved in indigenous selection from Supreme Council of Cultural Revolution, Ministry of Science, Research, and Technology, and National Organization for Educational Testing. Each completed a measure developed based on interview and previous records to assess indicators related to each dimension. Factor Analysis and Analysis of Variance indicated that educational, cultural-familial, social, and economic dimensions are the most important challenges of indigenous selection, respectively. Current results also indicated that the most significant challenge in the educational dimension was the reduction of elite student's access to top universities and professors. Overall, 53.5% of the respondents expressed their strongest opposition to the educational dimension of indigenous selection, with vice-Chancellors of academic affairs accounting for 61.5% of the total figure. Finally, a significant difference was found between respondent's opinions in terms of educational and cultural-familial dimensions, but not social and economic aspects.

The aim of the present study was to identify factors influencing the academic achievement of students admitted to postgraduate courses (MS) in engineering and management fields in e-learning courses and compile them in the form of a prediction model.
This study performed with a correlation design. The participants were all of accepted students in the e-learning center of Iran University of Science and Technology (IUST) at postgraduate level, who had recorded formal marks at least in one semester, by the end of the second semester of the academic year 2012-13. The method of entering to the postgraduate course, the kind of university in the graduate program(BS), BS major, and BS grade point average (GPA) for each of participants, have taken as predictor variables and the grade point average (GPA) of the lessons in MS has considered as the criterion variable. Data were analyzed using linear regression model.
Among the predictor variables entered into the analysis; BS major (Engineering), admission through university entrance exam (with negative weight), BS grade point average, BS university type (governmental) and BS major (Science), are respectively identified as the most influential factors or predictors of success in post graduate course.
Conclusion and Noticing the relatively low prediction power of the current variables set, some more powerful predictors should be applied if an accurate prediction for academic achievement is expected.

The present research has been undertaken with a view to specify the student admission status in Iranian higher education system from the point of view of students studying in some of the state owned universities in Tehran university, professors in Sanjesh organization and some of the related higher education officials.Object: The attitudes derived from three sample populations were investigated which revolved around the procedures and the current constituents (including the concentrated testing method, comprehensive examination method, the factor of average written score, the knowledge baseline score, the students quota and students gender) as well as other influential factors (such as non-concentrated examination method, the educational background factor, intelligence and educational aptitude). The research was a descriptive survey. The sample was prepared based on Iran's Morgan table and the research subjects were composed of 346 students from three well known universities such as Sharif Industrial University Shahid Beheshtee University and Allameh Tabatabai University along with their member board of academicians and a number of the higher education officials. The results obtained in this research are as follows. The greatest percentage of student's responses was related to the concentrated examination method, which showed their relative acceptance; also the highest percentage of professor's response and officials which represented a favorable attitude was to questions related to the concentrated examination method, and non-concentrated examination method which received unfavorable attitudes. There appeared to be no major attitudinal differences among students, university professors and officials towards concentrated examination method, comprehensive examination method, written average score, knowledge score, quotas, and admissions of gender. Based on the views of both students and professors, their responses to questions concerning admission quotas, revealed that some of these quotas resulted in divers complications amongst students including unpleasant feelings, annoyance, and incongruity among students etc. Therefore combining the quotas together or applying them in the form of additional quotas in general entrance exams might prove effective in alleviating anxieties and problems.