جستجوی مقالات مرتبط با کلیدواژه « foundation data theory » در نشریات گروه « علوم تربیتی »

This research focuses on validating the educational entrepreneurship model in Iranian universities and higher education institutions. The dimensions and components of the qualitative research in this study were investigated using a survey approach. The research community consisted of managers and experts from the entrepreneurship centers of the universities in Tehran. Using the Morgan and Krajcie table, a sample size of 256 people was determined. The sampling was then conducted using the available method. The research tool was a researcher-made questionnaire, which underwent validity and reliability checks using content validity and Cronbach's alpha coefficient, respectively, with the assistance of SPSS software. The Kolmogorov-Smirnov test was used to assess the normality of the data. Statistical analysis in this research was conducted using SPSS and LISREL software. Confirmatory factor analysis was used to validate the model. The factor loading and T-test of 17 main categories were examined in the form of 6 dimensions of the paradigm model in the educational entrepreneurship model of universities, which comprises 108 subcategories. The results indicate that there is a favorable relationship between the observed variable and its component, as well as between the components and the factors dimension, in all 6 categories. Goodness-of-fit indices were examined for all six categories, and the results showed that the model has a good fit based on the acceptance range of each index. The results of this research show that the factors and components identified in the presented model of educational entrepreneurship in Iranian universities and higher education institutions have validity and meaningful relationships. This model can serve as an effective tool for developing and enhancing entrepreneurship education in these institutions.

The learning organization takes advantage of the mechanism of "research"-based education, which is an important innovation and experts consider it to stimulate research skills and acquire scientific knowledge; this type of teaching and learning is actually an educational exercise where students search for content, examine and answer questions, and take ownership of their learning experience 

The qualitative method of Grounded Theory and using the interview tool was the chosen research method in the present study. The target population of the research was experts, specialists, professors and university informants in the field of management as well as education managers of Kermanshah province were selected using the "snowball sampling" method, theoretical saturation was done.

The findings of this study showed that the "learning organization" as an organization based on dynamics and transformation and resulting from individual, group and organizational activism, is a dynamic and changing entity that "individual and organizational" causal factors (including personality traits, beliefs and needs) trainers, job motivations and organizational planning), contextual factors based on "fundamental modernization and transformation" (including transformation in the education system, organization transformation, individual transformation, cultural transformation and transformation in social interactions), intervening factors "Inter-organizational" (including organizational facilities and capacities, structure, management and culture) have an effect on the emergence of this phenomenon in the education of Kermanshah province.

In the model that is presented in order to realize the learning organization in the education of this province, attention should be paid to "factors at both individual and organizational levels" and in line with the above-mentioned influential factors, macro-management strategies to change the management paradigm, including transformation in the structure, empowering employees, strengthening organizational culture and applied to witness organizational and extra-organizational results and achievements including individual growth and excellence (trainers), organizational excellence, satisfaction and finally, the improvement of the country's scientific level.

The first step in organizing research in society is to gain a proper understanding of the available facilities and to identify the strengths, weaknesses and obstacles facing research. The present study was conducted to identify barriers to research in the field of educational management. In this study, a qualitative research method based on data foundation theory based on the Strauss-Corbin model was used and semi-structured interviews with 18 professors and experts in the field of educational management were continued by purposeful sampling method until theoretical saturation was achieved. In order to ensure the validity of the tool, the opinions of educational management experts were used and to ensure the reliability of the data, the non-participating elite review method was used. After three stages of open, axial and selective coding, the results of data analysis around the paradigm model, eight general categories were extracted that look at the most important obstacles to research in the field of educational management. These barriers are economic barriers, barriers related to the specialized field of educational management with the category of discipline specialization, individual barriers related to weak research capability, barriers related to access to research information, structural and administrative barriers, motivational and attitude barriers of the researcher, physical barriers And hardware and cultural and social barriers. According to the results regarding research barriers, it can be said that the existence of these barriers has reduced the quality of research in the field of educational management. Facilitating access to facilities, providing financial resources and allocating appropriate budgets, reforming the rules and regulations of research processes, motivating and changing the attitude of society towards research can be an effective step towards the quantitative and qualitative development of research in the field of educational management.

Organizational trauma is a public health problem that has been neglected by developing countries, and this problem has led to the unfavorable process of trauma in the organization. Therefore, the current research sought to provide a model for explaining organizational trauma management in new teachers. Due to the lack of a model presented in the existing literature, the obtained data were collected through the qualitative data method of the Foundation. In the current research, using the purposeful sampling approach, a total of 25 (10 male and 15 female) new teachers of the Education Organization who have been employed through Article 28 recruitment and Farhangian University were interviewed. Candidates (with 1 to 3 years of work experience) were selected in the research and the interview continued until the theoretical saturation stage was reached. The data collection tool was semi-structured interview and note-taking, and its validity was used through the method of agreement between two coders to calculate the reliability of the texts. After completing the interviews, the data were recorded and coded using MAXQDA software. By classifying concepts and using open, central and selective coding, the formed categories of organizational trauma management in new teachers were extracted and finally presented in the form of a model that includes causal conditions (3 categories), core category (management) organizational trauma, strategy (6 categories), context (3 categories), intervening conditions (3 categories) and consequences (6 categories).

The aim of the present research was to provide a model of an effective training system for primary education managers in Tehran. The research method was applied in terms of the purpose, and in terms of the type of data, it was mixed exploratory, and in terms of the nature and type of the study, in the qualitative part, self-emerging data-base, and in the quantitative part, cross-sectional survey. The research community in the qualitative part was all the experts in the field of educational sciences and educational management, 30 of them were selected by the purposeful method of snowball type and with the criterion of theoretical data saturation. In the quantitative part, the research community included all the principals of the elementary school in Tehran, 269 people were randomly selected based on Morgan's table. The research tool was a semi-structured interview in the qualitative part and a researcher-made questionnaire in the quantitative part, the validity and reliability of which was confirmed by factor analysis. Data analysis was analyzed and evaluated in the qualitative part through coding and in the quantitative part with the help of confirmatory factor analysis test. In order to analyze the qualitative data from the Strauss and Corbin method, 154 primary concepts, 36 secondary concepts and 8 major categories were extracted during the three stages of open, central and selective coding, and in the central coding stage, the concepts obtained from the open coding stage in the form of: causal factors including leadership and policy-making, management structure; The main category includes effective training; Strategies include educational design, educational planning; background conditions including executive management; Intervening factors including executive requirements; And the consequences of evaluation and monitoring were connected in the form of a paradigm model. Therefore, providing the necessary conditions for formulating and implementing an effective education system model for primary school principals should be considered, which as the dimensions of effective training play an important role in fulfilling the mission of school principals.

In the cultural and social atmosphere of Iranian society, the entrance exam has a special role in the fate of students; Therefore, the entrance exam phenomenon has been the focus of Iranian researchers. The aim of the current research is to investigate the causes, background, strategy and consequences of the entrance exam failure, through qualitative method and foundational data theory approach. The method of data collection in the present study was through in-depth interview and coding process following the analytical model of Strauss and Corbin. The statistical population of the present study was formed by the entrance examination students of three southern cities of Kerman province, namely Jiroft, Kohnouj and Rudbar South in 2019, from which 10 people, including 6 boys and 4 girls, were selected for the interview with the available sampling method and maximum variety. became After going through the research process, findings were obtained, including the necessity of all-round personal and social awareness, attention to curricular and non-curricular components, the importance of nobility and control over the atmosphere after entrance exam and receiving effective experiences, also in the individual dimension, findings such as The importance of student's motivation, effort, mental issues, time management, etc., and in the social dimension, the up-to-dateness and adequacy of educational facilities, the interaction of educational institutions and family, etc., were obtained

The purpose of this research is to identify the necessary indicators to design a suitable model of transformational management for secondary schools.The research was conducted through a mixed (qualitative-quantitative) approach. In the qualitative phase, the Foundation's data method was used, and semi-structured interviews were used to obtain the research model, and the research community consisted of selected experts, including university professors and general managers of education, who had expertise and experience in the subject. For this purpose, 30 samples were selected through non-probability targeted sampling and theoretical saturation approach. In the quantitative part, the statistical population, including all principals and teachers of secondary schools in Ardabil city, in the academic year of 1399-1400, was 1714 people, using the table of Karjesi and Morgan (1970), through the simple random sampling method, 314 people It was selected as a sample of the research, then a paired comparison questionnaire was prepared and completed by managers and related teachers. Validation of the qualitative part was done by retest method, and in the quantitative part, the method of content validity index and Cronbach's alpha coefficient was used, which indicated the validity and reliability of both qualitative and quantitative parts. The results showed that facilitating factors in planning and education; Management and maintenance of human resources; creating innovation; supportive leadership; self-management; motivational leadership; Organizational performance management system design, effectiveness and strategy are the key factors of transformational management. Also, the fit of the transformational management model was confirmed using the factor analysis method.

The purpose of this research is to investigate the current pattern of using information and communication technology (ICT) in exceptional schools. This research was conducted with a qualitative approach and a data-based method. The statistical population includes all agents involved in the use of Fava in exceptional schools, who were selected through purposeful criterion-based sampling. The data is obtained through semi-structured interviews with fifteen teachers of special schools, five school principals and three middle managers of Mashhad Special Education Department. In order to analyze the data, open, axial and selective coding method was used. Lincoln and Cuban criteria were used to ensure validity and reliability. The results of the research show twenty-six key concepts that, in the form of a paradigm model, include lack of planning and a non-specialist view of the use of FAVA in exceptional schools as a central category and causal conditions (skill weakness, attitude weakness, financial and infrastructural challenges) ), contextual factors (management factors of exceptional schools and environmental-contextual factors), facilitating intervention conditions (training and professional development of teachers, needs assessment, support), restrictive intervention conditions ( Organizational and environmental challenges, political interference and individual and executive obstacles), strategies (renewing the approach to curriculum planning, designing a strategic plan in the field of FAVA application, guidance and quality orientation) and consequences (decrease in efficiency and effectiveness) of the organization. .

Undoubtedly, the lifestyle in the face of Iranian culture and society with Western and modern culture and attitudes has been transformed and seriously challenged, and since Iranian society is a religious, religion-oriented and God-centered society, it is necessary to pay attention to religious lifestyle. This research, based on the data strategy based on various qualitative researches, has designed a model for women's religious lifestyle based on the wills of 7 female martyrs. In addition to their important role in the family, these martyrs; They have been able to play an undeniable and effective role in advancing the goals of the sacred defense. After finding the concepts of wills and coding, the researcher categorizes them and finally designs the pattern. Findings indicate that this comprehensive model includes women's missions in individual and ideological fields such as attention to theology, self-knowledge, and resurrection with full emphasis on the development of individual morality and also women in marital relationships, communication with parents and children are responsible. The most important of them is turning the house into a center of love and trying to educate the righteous generation. Also, women in the field of domestic and foreign policy must have insight, know their enemy, and perform their duties towards the leader and the believers. Women are also responsible for the society and for the culture of the society, and while attending the scientific and cultural arenas, they must observe the requirements of their presence in the society, the most important of which is to be created according to Islamic customs and ethics.

Empowering the teaching staff is required for the development and progress of education-oriented organizations in the face of global changes. Therefore, the purpose of this study was to elaborate on the background model of strategies and consequences of competitive advantages based on the empowerment of faculty members and university professors. In this applied paper, a qualitative methodology based on the foundation theory was employed. The study population consisted of educational elites (faculty members and experienced professors) in non-profit and private universities and institutions of higher education in Mashhad. The subjects were selected using snowball sampling. The data collection tool was a semi-structured interview and the data obtained from the interviews were coded and analyzed. After grouping the codes, 10 main categories, 57 sub-categories and 50 concepts were obtained, which were organized in a paradigm model as strategies (strategic thinking, organizational transformation, organizational innovation and career innovation) and consequences (organizational culture development, organizational development, productivity and social development, environmental development and strategic thinking). The results suggested the process of developing competitive advantage strategies based on empowering university professors. Given the broad range of a university’s customers, it is recommended that the managers of higher education institutions develop expert projects to identify and foster the necessary capabilities and competencies for university professors, recruiting human resources based on their skills and capabilities. The universities will continue to grow in the field of education and research, and this growth will lead to the development of a competitive advantage

one of the main reasons for the speed of development and development in various countries was the attention to the process of academic motivation in those countries. The purpose of this study was to design a model for enhancing academic motivation in Iran. To provide this template and obtain appropriate data with the field of study, the qualitative method of the theory based on the base data was used. The participants in this study were experts and experts in the field of psychology and counseling in the primary field. Twenty-one of them were selected as theoretical sampling for in-depth interviews and the interviews continued to reach the theoretical saturation. Validity of findings was carried out by the members by way of matching and carrying out pilot interviews. For analyzing qualitative data, open source, axial and selective coding was used. The results show that 725 initial conceptual propositions with 24 main categories and 83 sub categories in the form of six dimensions of the paradigmatic model including: Ali (4 categories), the main phenomenon (increase of academic motivation), underlying conditions (4 categories), conditions Environmental (8 categories), strategies (4 categories) and outcomes (4 categories) were identified. The integration of the categories based on the existing relationships among them on the axis of increasing academic motivation forms a paradigmatic model that reflects the pattern of increasing the student's motivation for elementary school students.

he aim of this study was to investigate the differences in the competencies of smart school principals based on the foundation's data theory. This research is a qualitative research conducted in the statistical community of university professors, specialists and experts in educational technology. Samples were selected by targeted and snowball method. Finally, 22 people were interviewed and the data were analyzed through semi-structured interviews during the three stages of open, central and selective coding. In open source, post-implementation interviews were defined using content-by-line content analysis, conceptualization, and then conceptualization, and concepts and categories. In axial decoding, the relationship between classes, content determination category was selected and studied based on the characteristics related to other categories, focus on research, repetition in data and abstraction as the central category of the present research. Then other concepts were categorized in terms of causal conditions, pivotal category, strategies, context, intervening conditions and consequences, and theoretically related to each other in the form of paradigm model. In the selected coding of the theories, according to the identified concepts and codes, the final selection was made. Lincoln and Goba's (1985) approach was also used to provide validity and reliability. The results showed that in the conceptual coding stage, 30 concepts were selected and identified in nine executive, decision-making, leadership, perceptual, communication, teamwork, and individual management categories. And individual competencies were placed as research theories.

Service orientation is a pivotal factor and a strategic direction for the university to keep with changes and perceptions of social needs. Accordingly, the main purpose of this study is to develop a model for the service-oriented university within the framework of service provision to the community. This research was conducted using a qualitative approach based on the grounded theory method. The sampling was carried out using purposeful (snowball) sampling. The participants consisted of 15 higher education experts. Data collection was conducted using semi-structured interviews and document analysis based on Strauss and Corbin chr('39')s systematic approach (open, axial, and selective coding). Triangulation and observation of participants and higher education experts were used for validation. The findings suggested that paradigmatic model dimensions contained causal conditions (human resources service provision methods, university culture, the establishment of service quality guarantee system, quality of services, university structure, leadership and management, independent financial resources, demanding attitude of beneficiaries), axial phenomena (service-oriented university), contextual conditions (adherence to ethical values, infrastructure building, and facility provision, and mission of the university, agility, sovereignty of collective trust and collective self-efficacy), intervening conditions (public culture, intra and trans-university factors), strategies (culture-building, interaction and communication development, protection of academic independence and academic freedom, empowerment, collaborative management), consequences (service quality improvement, knowledge and awareness-raising, technology and customer-orientation development). The university-based service model was designed and validated based on the above factors.

The present study aimed to provide a model for decentralized management in education. The research approach was qualitative and based on data theory. Twenty-three people with experience in the field of study (specializing in educational management from both education and higher education) were selected through purposeful sampling and participated in the research interview process. The reliability of the interviews was confirmed by in-subject agreement. The collected data were analyzed by themes and analyzed using open, selective and axial coding system in the basis of data theorization method (according to Strauss and Cobin approach). The results of the study showed that the central categories of decentralized management including strategic planning, coaching, evaluation, and decentralized causal factors including organizational culture, organizational structure and professional competence, and continuous organizational learning, variability and career aspiration were identified. they got.. The present study also identified the factors affecting decentralized management and identified the dimensions of organizational development, continuous learning and job aspiration. This shows that decentralized management can lead to the development and improvement of the education organization, and on the other hand, all education stakeholders learn to be responsible for their own learning. This accelerates and facilitates work, and in addition to motivation, it contributes to the passion for work.

The purpose of this study was to provide a model for transferring learning to the workplace, based on a qualitative study design, we used a foundation-based approach to data theory. there was selected 30 managers, faculty members, employees, experts and human resources to be interviewed at the Ferdowsi University of Mashhad. Sampling done by following a theoretical one and the interviewees was selected by mean of snow ball technique. After deriving main themes and concepts from the written-facet interviews, researchers did analysis them by a mixed micro analyses. It was a combination of open and axial coding.. The derived main themes categorized: individual factors, educational factors, organizational factors. The conditions for the transfer of learning: the conditions of the transfer, management factors and financial power of the organization. Interventional conditions include: trans-organization factors; strategic factors including: structural strategies, process strategies, and environmental strategies. The consequences of learning transfer were identified at both levels individual and organizational