فصلنامه پژوهش و برنامه ریزی در آموزش عالی
سال بیست و ششم شماره 1 (پیاپی 95، بهار 1399)

The capability approach has been used for nearly two decades as a holistic framework for guiding qualitative inquiries on equity in higher education. Despite significant research in this area, the scope of the basic capabilities needed for the realization of equity in access to higher education and during university education has not yet been clarified, and the extent of the factors influencing these capabilities has not been determined. The aim of the present study was to identify the scope of basic capabilities, conversion factors, and necessary resources for students, and provide a clear definition of them. In this study, using a qualitative meta-synthesis method, studies published in reputable national and international databases from 2000 to 2019 were reviewed. A total of 88 articles were identified for initial review. Considering the inclusion and exclusion criteria, 20 articles were full-text reviewed. The analysis of the articles and comparing them with similar studies showed that in order to achieve equity in accessing to and studying at the university, providing   following 12 capabilities are essential: practical reasoning, educational resilience, affiliation, aspirations, having a voice, learning disposition, knowledge and imagination, social relations and social networks, respect and dignity, safety and physical cohesion, emotional integrity, and language competencies. In this regard, various individual, social and environmental factors are influential that necessitate the university's attention to the differences between students and the diversity of their needs, as well as the social contexts outside the university.

The purpose of the present study was to design a curriculum based on social responsibility for the Iranian higher education system by analyzing students 'lived experiences and analyzing written and digital resources related to students' social responsibility using qualitative approach and phenomenological methods and themes analysis. In the phenomenological method, participants were 13 university students who were selected by purposeful oriented criterion sampling and conducting semi-structured in-depth interviews with them. In the themes analysis method, 28 sources related to students' social responsibility were selected by purposeful sampling. Data were analyzed using thematic coding method. The results showed that the analysis of the interviews data resulted in7 main categories, including governing atmosphere, governing principles, contextual factors, empathetic understanding, role-playing and participation, value oriented and social structure of the university and 51 sub-categories. The data of the themes content analysis section were categorized as pervasive themes such as contextual factors, influencing factors, attitudes, dimensions and consequences of responsibility. The results showed that the emphasis on empowering students in the categories and themes would lead to a higher level of social responsibility for higher education students. Finally, a higher education curriculum design based on the Acker model was presented.

Undoubtedly, human beings are the center of development, and the role of education and higher education in the training and development of skilled human resources is unrivaled. Therefore, it is necessary for universities to respond to the current needs of the society with the correct understanding of the necessities and needs of the time and the optimal use of opportunities, and to become the center of life and flourishing of the talents and thinkers of the society. Therefore, the present study was conducted to identify the components of education and human capital development in the transition from the traditional university to the future university. The research method was done in two parts: qualitative and quantitative. In the qualitative part, the thematic analysis method with inductive approach was used and in the quantitative part, the descriptive survey method was used.  The research environment in the qualitative part was the documentation in the field of human capital and the future university, which was selected by census method of 58 cases. Based on the obtained components, a 63-item questionnaire was developed.  Quantitative sampling method in the first, second and third stages were simple random, quota and non-random convenience, respectively. The sample size was 181 faculty members in the field of educational sciences at country's Azad universities. In order to validate the questionnaire, formal validity, content validity and structural validity were used. Cronbach's alpha coefficient was used to evaluate the reliability of the questionnaire. In order to analyze the data, the confirmatory factor analysis method and the covariance-based structural equation modeling approach were used. Findings from content analysis reported 63 basic themes and 9 organizing themes for human capital management of the future university comprehensive theme.

Architecture is one of the few disciplines that covers a wide range of fields.  Accordingly, a comprehensive program should be developed for university education in this field so that it can meet its needs well.  In recent years, with the advancement of architecture education and its development to graduate studies, the issue of teaching in its supporting areas has been raised. Therefore, in some universities, separate fields, including "architecture and energy", have been established. Although the teaching of this field has been due to the needs that have arisen globally, its implementation in Iran has not been without harm.  In the present study, an attempt was made to analyze the content of the graduate study program in the field of architecture and energy and explain its opportunities and challenges in the current situation in Iran. This could pave the way for future planning. Accordingly, using the mixed method, the nature and content of the curriculum in this field were studied and compared. Then, relying on semi-constructed interviews to understand the experience gained by the experts in reality, the existing challenges and opportunities were criticized. According to the initial educational goals in establishing this field, it is inferred that the graduate student of this field, as an assistant architect, is skilled in achieving the goals of environmental productivity and energy. However, the evaluation of the opinions of its graduates showed that this goal has not been achieved. Based on research findings, it seems that proper education in the field of architecture and energy is not possible with conventional linear and analytical methods. Therefore, achieving the basic goals of this field is provided only when the field and its teaching tools are completed.

Establishing sustainable and effective interactions between university and society has always been a concern for higher education system. However, these interactions have always been challenged for various reasons. The reasons can be attributed to the type of attitudes toward the roles a university plays in interaction with industry, the lack of value-added strategic interactions with industry, and the lack of efficient mechanisms based on these roles. The present study aimed at pathology of university- industry relations, and to design a model for guiding the relationship between university and industry. The research method was qualitative using a phenomenological strategy approach. Utilizing purposeful sampling method, interviews were conducted with experts including faculty members active in external university projects and industries and organizations’ managers in city of Mashhad. The results of several coding steps provided a model comprising four types of roles for the university in relation to industry and society. The findings showed that the university in its interactions with industry and society at higher levels of maturity can play the roles of  “contractor”,  “knowledge and technology center”, “ hub institute” and  “strategic partner” respectively. In this study, the mentioned roles are explained and the related mechanisms are presented.

Sustainable university is one of the emerging issues that academics have been trying to achieve in recent decades. Therefore, considering the actions of top universities regarding sustainable university and using their experiences and their methods is a hidden treasure of knowledge that can be suitable for other universities on the sustainability road. In this study, an attempt was made to classify the top universities in terms of functional variations of sustainable development.The research was applied in terms of purpose and was conducted by utilizing descriptive, comparative and content analysis methods. A purposeful sample was selected from the world's top universities. Their activities in the field of sustainable development were reviewed using the information available on the universities' websites and related documents. The findings of this study suggested a five-dimensional model for the typology of universities from the perspective of sustainable development. Based on the percentage of model variations, sustainable first-clsss universities are at the "start of the path" level, and second- and third-class universities are at the "path to success" and "leading" levels, respectively. In addition, it is found that universities need to have the basic requirements for being a sustainable university and if a university has these requirements then can be placed in one of the categories of a sustainable university. Such a typology enables universities to identify and characterize their university in terms of the functional diversity of sustainable development and consider the actions that make it possible to move on the path of sustainable development

Organizational culture and leadership at the university is an important requirement for its effectiveness. Only in this way, can the scientific and epistemological capacity of the university be optimally supported and realized. This research was conducted by a field survey among public universities' administrators in ten regions and three administrative levels including university, faculty, and department. A proportional stratified sampling method appropriate to each region stratum was used. The GLOBE standard questionnaire was used to compare with other available national and international data. Paired tests, independent t-test, analysis of variance, multiple comparisons and Toki's test were used for data analysis. Based on the experience of university administrators, as well as the leadership and organizational behavior of university administrators and their effectiveness, the state of organizational culture and work environment in the administrative and managerial department of the university were nationally surveyed. Satisfactory collectivism, risk tolerance and gender egalitarianism were not observed. Although, university administrators are keen on progress and success and performance improvement, university administrators are keen on progress and success and performance improvement, but in their organizational behavior,  there is the elements of tendency to the present, and everyone wants to get instant results rather than thinking about accumulating long-term results. Experienced leaders have found that in existing organizational culture, expression and courage are to their detriment. For this reason, they keep up appearances and this prevents them from being effective. Organizational culture in Iranian universities is still plagued by inefficient hierarchy. This matter, in addition to instability, leads to the growth of egoistic individualism, even among academics. Iranian academics have high expectations of themselves but they do not feel the necessary institutional conditions to implement it. The gap between expected values ​​and actual behaviors can lead to "learned helplessness" and reduce causal thinking and self-efficacy. Significant differences were observed among ten regions, between fields of study, management levels, and three generations of academics. Policy research recommendations were presented.