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

The aim of this study is to model revolutionary training in the governance of teacher education at Farhangian University with an emphasis on the knowledge framework of the Leaders of the Revolution. The research method is qualitative and exploratory factor analysis. The research community includes the second step statement and the statements of Imam Khomeini and the Supreme Leader. Data were collected using documentary study methods. The findings indicate that in this model, Farhangian University, during a three-year period (nine semesters), dedicates the initial semesters to educational and revolutionary courses and assigns responsibilities to student-teachers for participating in educational and knowledge-based associations and group activities throughout their academic years based on the knowledge framework of the Leaders of the Revolution. This approach ingrains the superior pleasures of the prophetic role of the teacher during the undergraduate period and fosters a diligent and faithful effort in their knowledge and skill development duringtheir student-teacher years. Additionally, it impacts the annual saving of 25,000 teacher commitments and the earlier presence of students in the education system by one year.

The purpose of this research is to present a strategic model based on which it is possible to explain the attraction and value creation of higher education management graduates in the governance system of higher education in Iran. The current research was qualitative in terms of research method. Foundation's data theory has been used to build the absorption and valuation model. In this section, 18 experts who are familiar with the topic of attracting and valuing higher education management graduates have been used. Data has been collected by semi-structured interview method. In order to analyze the data, a three-stage process of open, selective and central coding was used with the help of MAXQDA2020 software, and the findings of this process show the paradigm model of attracting and valuing students including 27 main categories and 95 variables including attracting and valuing students as the core. or the main category of the model; 5 causal conditions; 3 background conditions; 3 interfering conditions; 3 strategic conditions and finally 4 consequences were placed. In this regard, considering the key role of higher education graduates in the sustainable development of knowledge and skills, it is required that higher education management graduates have a constructive interaction in the formulation and implementation of macro policies, and through a clear response to their request, their motivation to the increase responsibility for work in educational and executive organizations

Education is an expression of the cultural and religious identity of the society, which has an undeniable necessity to promote its governance as the most important institution for training human resources, generator of social capital and responsible for the implementation of approved policies. Considering the importance of the subject, the purpose of this qualitative research was to identify the governance components in education with an Islamic approach, and to collect data and identify themes, we used thematic analysis based on Atride-Sterling method with an inductive and exploratory approach. . The research environment includes the text of Nahj al-Balagha, twenty articles and two books. After careful study, first the desired texts were coded and thus, by using different translations of Nahj al-Balagha, 650 primary themes were identified and selected based on keywords related to governance. After summarizing, the primary themes were divided into 154 basic themes and eight organizing themes (necessity and how to form, prerequisites, goals and responsibilities, drivers, obstacles, populism, facilitators and spirituality in different levels of governance) for the governance theme of education with the Islamic approach was divided and the network of its themes was drawn. The credibility of the research was based on the approach of Lincoln and Guba (1985), based on the four criteria of believability, transferability, reliability and verifiability, and experts in the seminary and university in the field of governance and education confirmed it.

Effective management in higher education must be done with the participation and cooperation of all stakeholders. Participatory governance is one of the approaches that has been presented to the management of academic institutions by focusing on the participation and involvement of its all stakeholders. This article seeks to provide a comprehensive classification of the components of the achievements and functions of participatory governance in the higher education system by using the meta-synthesis method. The present study is qualitative and has been conducted in the paradigm of interpretiveness with the aim of exploring the components of the functions and achievements of participatory governance in higher education. Also, data collection is cross-sectional in terms of research time. In the current research, by collecting information from reliable scientific databases and refining it, 100 articles were selected as the main articles for extracting findings. By analyzing the findings, it has been obtained that the functions and achievements of participatory governance in higher education can be divided into 6 categories: 1- promoting coordination, cohesion and integration 2- strengthening communication, building trust and increasing participation and decentralization in decision making 3- increasing efficiency and effectiveness (through cooperation) 4- increasing learning and free access to information to help facilitating the implementation of the policies 5- increasing accountability and transparency and reducing the differences and 6- increasing commitment and sense of responsibility.

Governance of science is intended as an orientation to the behaviors and practice of science system actors through compliance mechanisms and has been studied from different angles. What are the dimensions and aspects of the governance of science in its scope? What are the main focus of the studies and what topics and issues have been less considered by researchers? What research methods have been followed in this field and what methods have not been used much? The method used in this article is the Scoping review method proposed by Arksey and O’Malley. The identified studies were obtained by searching the valid databases. Out of 327 documents obtained, 48 documents met the inclusion and exclusion criteria of this study. Studies have focused on public participation and aspects of the political theory of the governance of science and the ethical challenges of advances in science and technology. The "analytical-descriptive" method and then the "case study" has been the most widely used method in researches of governance of science. The United Kingdom, followed by the Netherlands, are the two countries with the most publications in this area. In terms of time, the growth of scientific production in the last two decades has been increasing, and this shows that the scientific literature in this field is gradually evolving and enriching. "Ethics of the governance of science", "political theory of the governance of science", have been the two sides of this field that have the most works. But "the theory of the governance of science", "tools and methods" and "economics and finance of research" have been aspects that have been less discussed and have not yet reached much theoretical and experimental richness. The researches have used less experimental methods and this shows that this field has the capacity to increase its theoretical and practical richness by using experimental research designs and methods.

Higher education governance refers to the formal and informal authority that arises from the laws, policies, and rules that determine the responsibilities and powers of various actors. The purpose of this article was to present a model of good governance in Iranian higher education institutes. We used classic grounded theory methodology to explore this model. The data were collected using semi-structured interviews with 20 key informants with knowledge and experience with the higher education system. Based on Strauss and Corbin's coding paradigm, the data analysis consisted of a three-step coding process, including open, axial, and selective coding. The process concludes that the relations between codes were examined using a continuous comparison approach using a coding paradigm that focuses on causal conditions, context, intervening conditions, action/interaction strategies, and consequences. Findings showed that 259 conceptual constructs (codes), classified into 52 subcategories and 17 categories, affect the central phenomenon. Among the causal conditions, the categories of academic autonomy, the economics of higher education, administrative decentralization, and authority distribution significantly impact higher education's good governance. In the contextual categories, structural factors affect action or interaction strategies and causal conditions more than others. Among these factors, the negative impact of the non-academic management subcategory is more than other factors. Realizing strategies and establishing good governance will have desirable results and consequences that may be causal conditions for the other emerging phenomenon in a different situation. Future studies can design a framework with measurable metrics based on this model that higher education governance qualification could be measured and compared. Additionally, testing the model by quantitative approach can increase the validity and transferability of research findings.

Good corporate governance as a model of sustainable human resource development with actors from all three sectors of government, private and civil society, has a special place in many recent scientific theories about the concept of governance. Nevertheless, despite the importance and position of the concept of good corporate governance, the theoretical gap in this area is obvious. One reason for this is perhaps the complexity of dealing with it as an interdisciplinary category. To address this gap and with an interdisciplinary perspective, the present study uses the qualitative method of content analysis to explore the constituent elements of good corporate governance. The results of this study eventually led to the identification of eight main themes and twenty-three sub-themes: 1. Sovereign consciousness, 2. Organizational culture, 3. Disclosure of information, 4. Responsiveness, 5. A network of relationships, 6. Board size, 7. Justice and fairness and 8. Ownership structure.The key building blocks of corporate governance are well known. The results of this research provide the necessary theoretical foundations to address good corporate governance and its evaluation

Policy-making and governance in early childhood education and care is one of the most important topics in international education, which has a history and has experienced many ups and downs. Considering the changes in the governance of this field in the country, there is no comprehensive information on the use of countries' experiences in policy-making and governance. This article has sought to answer questions about the historical process of the necessity and importance of establishing early childhood education and care centers, the challenges of quality and access to this type of service, and the dimensions of policy and governance in this area.The purpose of this article is to create a relatively clear picture of the historical course of policymaking and governance in the field of early childhood education and care in countries, to analyze the dimensions of quality and access to this type of education, global experiences in governance and policymaking in this field, and especially early childhood education and care in Europe has been analyzing the dimensions: governance, access, staff qualification, training guides as well as evaluation and monitoring of this type of service. The research method was to review the literature on the topic by searching relevant keywords in the scientific databases include Science direct, Google Scholar, Doaj and Eurydice.The findings and results of this study show that the early childhood education and care centers were initially established mostly for the care aspect and based on the support of the market and the working class workforce, and over time the educational aspect overcame its care function and It has spread to the middle and upper classes of society. The results of various studies show that education in this period regardless of promoting the growth and general preparation of children to enter school and their long-term benefit in the future from all-round positive consequences, a special value for unprivileged children and filling the gap in Education is available between deprived and rich children of the society. In order to achieve a quality education and care system in early childhood, the evaluation of the structural and process quality of this system is of special importance, which has been discussed in detail. The study of European countries in terms of governance, access, staff qualifications, the existence of educational guides or curriculum, as well as evaluation and monitoring show that these countries, from the beginning of the establishment of early childhood education and care systems until today in order to guarantee the quality of these services, have been moving towards integration in policy making and governance, changing the direction from the care aspect to the educational aspect, increasing the coverage and access to quality services, employing trained and qualified staff, developing educational guides at high levels, as well as evaluating and monitoring service providers with various tools and methods.

Good governance is emerging as a new theory in the world, this research has focused on empowerment as a tool to enhance and enhance organizational effectiveness, because every organization needs it to succeed, so in the framework of good governance a new model for empowerment is presented. To be. The present study is a qualitative content analysis research conducted over a period of 1 year in 1986/97. Semi-structured interviews were used to collect data. The interview was purposefully conducted with 16 experts in the field of empowerment and good governance. The criterion for selecting 16 individuals was the theoretical saturation principle. Content analysis was used to analyze the interview findings. According to the findings, 10 dimensions of empowerment based on good governance "participation, the rule of law and values, development and training, transparency, accountability, control, social capital and communication, leadership, clear goals and results and fairness." A total of 25 components were identified. Since human resources are a good indicator of an organization's superiority over other organizations, equipping and preparing those resources for change is of paramount importance, and every organization with every mission must invest the most capital, time, and resources into human development. Assign different dimensions.

One of the most vital areas of public policy is education. In today’s societies quality and equality in education are among the basic human rights and its provision within the basic responsibilities of modern governments. Setting educational policies is the framework within which governments try to fulfill this duty. The success of such policies is a function of basic administrative arrangements, if we look at the experiences of developing East Asian countries during the recent decades. However, perusal of the recent post-revolutionary Iranian governments and their experiences in this area tells a story of weakness and inefficiency. The incomplete process of governance in contemporary Iran and its deepening problems in post revolution period has created serious barriers to the making and implementing of educational policies.  Political elite’s decisions and actions have played an effective role in the development of these shortcomings. Different administrations during the past 40 years have failed to transform and condense the country’s natural resources into socio-cultural capital due to fundamental structural difficulties. Educational indices have fallen below the global averages and the Ministry of Education has performed poorly. In such circumstances, sustainable development requires the statesmen and politicians to reform the educational institutions and prioritize educational policies through three basic actions of institution making, coalition building, and decision making.

Governance in skills training for sustainable human resource development is possible with the participation and interactive mechanism of the three sectors of government, the private sector and civil society.Emphasizing the importance of human development, this study seeks to identify the requirements for achieving the rule of skill training to achieve sustainable employment of human resources. The aim of this study was to present a model of governance of skills training at the sub-national level in Tehran province. In the qualitative section, a semi-structured interview form was prepared based on open coding and axial coding and then performed on experts through selective coding by interview, Delphi technique and brainstorming.This process continues until the theoretical saturation, in which the dimensions of the component and the index were determined by experts.Again, the model was drawn based on dimensions, components and indicators and validated by experts.In the quantitative dimension: we turned the saturated interview form into a questionnaire by weighting the indicators and performed on a randomly selected sample group and finally, quantitative dimensional findings were analyzed by users using confirmatory factor analysis test.The validity of the measurement tool in the qualitative section was obtained through interviews, Delphi technique, brainstorming and three-way consensus. Finally, with the studies performed, three dimensions were obtained: skill and entrepreneurship trainings, governance, quality and market-oriented skill trainings, and 27 components and 173 constructive indicators.