جستجوی مقالات مرتبط با کلیدواژه « educational needs assessment » در نشریات گروه « علوم تربیتی »

Needs assessment is one of the important indicators of organizational training that increases the effectiveness of courses and provides appropriate feedback. The purpose of this article is to assess the educational needs of employees based on the competency model with the approach of group hierarchical analysis, which has been implemented in a case study of the process.

The method of this research is descriptive-survey type. The statistical population of the study consists of 15 experts from the General Department of Roads and Urban Development of Bushehr Province, 7 of whom had more than 10 years of experience in the field of education were selected as a sample. By studying the research literature, a list of competencies required by employees was identified. Finally, 5 main categories of staff competencies including individual skills, personality and value skills, emotional and social interaction skills, adaptability skills and reasoning skills and 19 sub-criteria were selected and categorized. In the next step, the hierarchical tree of the research problem was drawn and finally, the group hierarchical analysis process was used to calculate the weight and prioritize the identified competencies.

The results showed that among the competencies, individual skill with a weight of 0.49 is the most important educational need of employees, followed by the need for personality skills with a weight of 0.24, emotional skills and interactions, respectively. Social and adaptability skills are at a weight of 0.10 and reasoning skills are at a weight of 0.07.

The results of the present study show the importance of individual and personality skills in the development of educational competencies and the effectiveness of needs assessment. Therefore, paying attention to these skills can provide the basis for more effective training courses.

The purpose of the present study was identified and prioritized the components of staff training in higher education institutions using thematic analysis and multi-criteria decision making method of best worst. The methodology of this research was mixed (qualitative-quantitative). Initially, effective factors on staff training were identified through reviewing subject literature and content analysis of 71 related articles and dissertations and semi-structured interviews with thirteen experts who were reduced to 177 important factors after screening in 25 sub-themes and 7 themes. The main categories (educational needs assessment, educational goals, evaluation methods, educational evaluation, staff improvement in higher education institutions, conditions governing higher education institutions, educational facilities) were classified. The indices were ranked using the new Best - Worst (BWM) integrated approach. The results showed that the educational needs assessment indices and educational facilities are the best-worst indices of staff training in higher education institutions, respectively. It was hoped that managers will be able to improve the level of knowledge and quality of staff behavior and performance by recognizing and prioritizing the components of staff training in higher education institutions more effectively.

The purpose of this study is to design and validate a questionnaire on the competency model of educational administrators of executive organizations. The research method was descriptive which was conducted in two phases of design and validity and reliability of the questionnaire in 2019. CVR and CVI coefficients were used to evaluate the content validity. According to the obtained CVRs, out of 115 indicators, 21 were removed and 94 were selected to continue the study. Also, its reliability was determined using the method of calculating Cronbach's alpha coefficient and intra-cluster correlation index. In the present study, the content validity index was 0.736 which is an acceptable number for this questionnaire. Cronbach's alpha coefficient was also 0.979 the intra-cluster correlation index was 0.997, which indicates the stability of reliability and high reproducibility of the questionnaire. Based on the results of the questionnaire 94 approved indicators in three main categories related to technical-professional competencies (including subcategories of skills: training needs assessment, educational planning, training implementation, training effectiveness evaluation, educational leadership and knowledge management ability), General competencies (including subcategories of competencies: individual, personality and morality and intelligence) and managerial competencies (including subcategories: organizational commitment, goal orientation, responsibility, team building, communication skills, analytical thinking, strategic thinking, flexibility Acceptability, foresight, creative thinking and systemic thinking) were divided. All of them have good validity and reliability for examining the competencies of the educational directors of the executive organizations of East Azerbaijan province.

In the direction of the development of science and technology diplomacy and the production of soft power, the internationalization of higher education institutions has been attended by academic experts and leaders in recent decades. International higher education has become to certain policy of higher education development in developed and progressives countries as a symbol of higher education validity and national development symbol. The internationalization of higher education has selected as one of the science and technology policies in Iran, after the nuclear deal. In this horizon is triad the international activities of the Iranian higher education system is extended with emphasis on special countries especially neighbors and the Islamic world. International higher education has different dimensions that the student mobility and attraction of external students is one of its most important and traditional indicators. The current paper studied the necessity and mechanism for training and development of universities' human resources in attitude, knowledge and skill dimensions with the aim of external students satisfaction and increasing the probability of their retention and loyalty, using the qualitative meta-analysis method. The staff faced with international students need to train and develop in attitude dimension like understanding of international activities value, magnanimous and perception of cultural differences and customer orientation; in knowledge dimension like recognition of higher education system and courses, awareness from socio-cultural status of countries and hospitality; skill dimension like suitable communicative language, interpersonal interaction according to academic and public culture, ability and competency for accurate execution of educational- student duties and roles and accountability. The current research has a strategy for designing and implementing a special training and development package in universities that have internationalization strategy, for the staff faced with international students, using the scientific method and with the help of human resources development experts.

This study aims at assessing the training needs of Kharazmi University new faculty members and prioritizing the identified needs. The methodology of the study is a kind of mixed-method approach. In the first phase (needs identification), a qualitative strategy was used and 9 key informants were selected purposefully from among higher education experts. The needed data were gathered by semi-structured interview and analyzed by Smith coding method. In the second phase (needs prioritization), 306 postgraduate students were selected randomly from 10 colleges of Kharazmi University (the statistical population comprised 1500 students) based on Krejcie and Morgan Table. For analyzing quantitative data, descriptive (frequency, mean and standard deviation) and inferential procedures (one-sample t test and ANOVA) were used. Results from the first phase indicated that the training needs of new professors can be categorized into 6 domains: classroom management, research methodology, teaching-learning strategies, communication skills, and psychological skills. In addition, 29 secondary needs were given priority by postgraduate students. Results from the second phase indicated that there is no significant difference between respondents except for classroom management domain.

As far as agricultural education works as a tool for the acception of new technologies and applying scientific agricultural methods by producers and beneficiaries, this study was conducted in order to investigate farmers, information in Ahvaz city, regarding their awareness from soil and agriculture sciences to determine their educational priorities. The research population was determined to be 500 subjects using the Cocharane formula. The field study method was selected and a researcher-made questionnaire consisted of 42 questions in 8 pedagogical areas including “general agriculture”, “agronomy”, “soil”, “water”, “fertilizers”, “plant nutrition” and “primary and secondary luxury education” was used in which 10,6,4,5,4,7,3,3 items were available respectively. The questionnaire was developed based on Likert five degree spectrum. Descriptive and independent t-test methods were used to compare respondents, viewpoints. Finally, data analysis was done for each area by using LSD follow-up test by SPSS software. The results showed that the greatest educational need for farmers was in the area of aquatic issues in order to get familiar with affective parameters in irrigation quality. The mean was 1.79±1.341 and this type of education was in the first priority. The results also indicated that the lower score rate was in the area of agronomic with an average of 4.38±0.756, and this education was in the last priority. Accordingly, the educational needs for farmers in the region were recommended.

The purpose of this research was to analyze the relationship situation between technical and vocational training and labor market and explaining an appropriat mechanism for communicating with working environment in Iran. The research method was scientific-surveyable and to collect data analysis documents and research-scientific reports from structeured interviews with selected experts in curriculum, educational planning, and executive of technical and vocational training has been used. The findings showed there are no effective mechanisms in order to communicat between technical and vocational training and labor markets. Other important findings of this research are: the essential of revising needs assessment methods and skills stadards, developing job culture, emphasing on the skillful and practical aspects in education in comparison with theoretic education, the essentials of and industrial govermntal organizations in real cooperation with technical and vocational training, technical and vocational training development the in macro-plan frame of Iran’s social, cultural, and economical development and refusing the quantity development of technical and vocational training

The aim of this survey study was to identify and prioritize the educational needs of Yazd University research experts. The study included all Yazd University research experts (n=47). Job and employee analysis model was used to identify their standard educational needs. The needs were then prioritized employing multi-factor method. To identify normal educational needs a use was made of a questionnaire designed by the current researchers. Since the questionnaire development was part of the needs assessment process involving key informants’ views, it enjoyed face validity. However, to further ascertain its validity, factor analysis was employed. Its Cronbach’s alpha reliability was 0.83. The results revealed that the experts’ knowledge-, attitudes-, and skills-related needs were above minimum satisfactory level but below favorable level. Experts with diploma and those with more than 20 years’ of experience, those with master level degrees or less than 10 years’ of experience, those with bachelor degrees or 10 to 20 years of experience had greatest knowledge-, skills-, attitudes-related needs respectively.

The purpose of this study was to identify educational needs of middle managers، in the Iran KHODRO Company and the affiliated companies. Survey research technique was utilized. The statistical population included all514 middle managers in Iran KHODRO headquarter and affiliated companies. A random sample of 220 people was selected using stratified sampling. Data were analyzed using T test، and ANOVA. The results showed that respondents considered their ability as satisfactory in the three categories، However، demonstrated more needs in the areas of more secured products (Supplementary needs)، iMIS، time management and financial management (problem solving area needs). In terms of complementary needs managers had different views based on their work experience. Finally، results showed that managers had high educational standards.

In this article، the key educational issues and problems are addressed in Iranian industrial and non-industrial organizations. Data were collected through structured interviews with more than 100 managers and experts across the organizations. Findings of the study were classified in four main categories، including: a) Training managers'' approach to learning 2) organizational climate 3) administrative staff’s approach to learning 4) success of courses and their effectiveness. Finally، some suggestions were made according to issues and problems addressed in the study.

This study addressed two research questions: (1) what are general educational needs of secondary school teachers from the viewpoint of teachers and administrators? (2) Are there any differences between the viewpoint of teachers and administrators? The research method was descriptive and Delphi method was used to collect data required for needs assessment. Results indicated that the priority of needs as viewed by was as follows: 1) familiarity with methods and techniques of teaching; 2) Familiarity with classroom management; 3) skills to use educational multi-media; 4) Increased information and scientific knowledge on subject matters; 5) Familiarity with methods of evaluation and assessment of student learning. With regard to second question، the findings indicated that there was no difference between viewpoint of teachers and that of administrators.

This study has applied descriptive survey research method to explore and prioritize training needs of the instructors of the IRIB College in the academic year 2006- 2007.They were teaching in four departments of communications, media arts, media engineering as well as general courses and Islamic knowledge. Applying the Delphi and job analysis techniques, a number of needs related to professional development were identified. Then, the needs were revised and prioritized, based on which 47 needs in three areas of curriculum planning, teaching, educational evaluation were recognized. Multiple-choice questionnaires designed by the researchers were used to measure the needs based on Likert scale. Instructors answered to two questions on their needs; the first dealing with the necessity of learning that specific need in teaching and the second a self-assessment of their current situation in terms of their qualifications. Inspired by Klein’s need assessment model, this study has examined the needs. The statistical population of this study includes all instructors of IRIB College in the academic year 2006-2007, which amounts to 75. As the instructors were available and cooperative, 70 questionnaires were filled in. After collecting the data, appropriate parametric and non-parametric statistical methods were used to analyze it. According to the need assessment carried out, the following needs are found to be the most frequently stated ones by the instructors of IRIB college: Getting to know the various domains in the educational goals classification (cognitive, affective and psycho-motor), the application of field trip and demonstration methods in teaching- learning, workshop techniques, distance learning, mastering the internet, getting to know the psychological features of students, class management, assessment of the academic achievement and evaluation techniques.

The purpose of this study was educational needs assessment of blind primary schools students in orientation and mobility skills. 55 number of tehranian blind primary schools students' teachers and parents include female and male were selected as the study sample. The survey on teachers and parents' viewpoint in needs assessment was based on three question as following: educational needs of orientation and mobility skills, needs priorities, and differences in male and female students' needs. The results indicated that there are not any similarities between male and female needs, of course by exception of self–care skills without sighted guide. The most differences between genders are seen in using Cane skills. Teachers and parents suggested among 38 educational needs, 15 and 22 numbers in order are strong needs. Finally the survey proposed there are not any differences between blind primary male and female students' educational needs from the view point of parents and teachers.