Identification of Teaching Components in Brand Universities (Case Study Sharif University of Technology)

Identifying the components of teaching at the Brand University is considered to be one of the most important and basic missions of the Brand University. The purpose of this study was to identify the components of teaching in branded universities. For this purpose, qualitative phenomenological research method was used. Based on the above method, purposeful sampling and data gathering were done using semi-structured interviews. The data were analyzed at open and axial coding levels. The research sample was selected by sampling method and included 32 experts in Sharif University of Technology. According to the analysis of the interview findings, nine main categories or strategies have been proposed as the most important components of teaching at Brand University. Curriculum content development strategies, streamlining university curriculum, streamlining university evaluation system, and human resource planning for university professors as key components and policy-making strategies, strengthening the education management system, adopting a future-oriented approach, entrepreneurship development, developing free education programs, and designing and developing information infrastructure are considered as supporting dimensions of teaching at Brand University. In addition, these components each consist of multiple categories and subcategories and have a specific definition appropriate to the participants' expressions. Therefore, it is necessary for university administrators to consider appropriate planning for the design and development of teaching components at the brand university.