نشریه نامه آموزش عالی
پیاپی 50 (تابستان 1399)

Undoubtedly, universities need to be autonomous in their various areas to make the most of their potential because the autonomy of universities is a fundamental policy to increase responsibility, accountability and stability. Thus, the purpose of research was to study the antecedents and consequences of organizational autonomy in Universities. Research type was descriptive correlative and statistical population consisted all of faculty members in University of Kashan (N=303) that by Cochran Formula and stratified randomized sampling 169 ones were chosen as sample. To gather data, the questionnaires of antecedents, consequences and university autonomy on base five scale Likert were used. Questionnaires’ content validity were confirmed. Questionnaires’ reliability coefficient through Cronbach alpha coefficient, were estimated equal to 0.87 for antecedents, 0.85 for consequences and 0.72 for university autonomy. Data analyses done in descriptive & inferential level through SPSS & AMOS software. Findings showed mean of organizational autonomy antecedents and consequences were lower than average and mean of university autonomy was upper than average. Correlation coefficient revealed all of antecedents (intellectual capital, enablers of excellence & managerial competencies) have significant & positive effect on organizational autonomy. Also university autonomy have significant & positive effect on all organizational consequences.

This research was conducted with the aim of explaining students’ judgment pattern on the basis of their value and cultural orientation. Statistical population included the entire students at Shiraz University. 370 participants were selected by Cochran formula and classified sampling. The data were collected by three researcher-made dimensional questionnaires. To estimate validity of the questionnaire, factor analysis, and to estimate reliability of the questionnaire, the Cronbach's alpha coefficient were used. The data were analyzed by multivariate regression. The results showed that student judgment pattern can be explained by value and cultural orientations. The results also showed that the ability to explain value and cultural orientations simultaneously in comparison to previous question results has been decreased. These results showed that value and cultural orientations simultaneously neutralized each other's effect. The explanatory power of the two variables of value and cultural orientation has decreased significantly in comparison to the outcome of the previous questions.

The present study aimed to examine the relationship between co-creation and social capital. The research method is descriptive and correlational. The statistical population was 671 and the sample size was 200 faculty members of Isfahan University using Sample Power software. To collect data, a researcher-made questionnaire of co-creation based on the DART model (2014) and social capital questionnaire (Abaszadeh and Moghtadaie, 2009) have been used. SPSS 23 and Amos 23 software were used to analyze the data. Moreover, structural equation modeling was used to analyze the model. Results demonstrated a desirable fitness for the conceptual model. Findings of the research indicated that there is a positive and significant relationship between co-creation and social capital. Co-creation leads to increase the social creation by making a ground for dialogue, facilitating the flow of, rapid access, and using appropriate strategies and measures to make transparency and flexibility among faculty members.

The purpose of this study was to determine the quality of virtual systems based on ISO / IEC 9126 model from the perspective of postgraduate students of Islamic Azad University of Ahvaz. The research is of descriptive-survey type and of purpose. The statistical population of all postgraduate students of Islamic Azad University of Ahvaz is 4934. The sample size was 357 according to Morgan table but due to the possibility of returning some questionnaires 400 questionnaires were distributed. Finally, 378 questionnaires with correct data were selected and analyzed. SPSS and Excel software were used for data analysis. The results showed that the majority of students rated the quality of university virtual systems as moderate and the operational quality and efficiency of virtual systems of Islamic Azad University of Ahvaz based on ISO / IEC 9126 model. The reliability, usability and reliability of the information systems of Islamic Azad University of Ahvaz Branch were also evaluated poorly by the students. Finally, the quality of the portability of virtual systems was evaluated from the perspective of good students. Based on the results of the research, some suggestions have been made to improve the quality of the university's virtual systems

The purpose of the present study was to investigate the elements of increasing and decreasing curriculum affecting students' academic burnout. This applied research has been conducted by survey method. The statistical population of this study consisted all of undergraduate students of Kashan University in the academic year 2018- 2019. Questionnaire reliability was acquired 0.897 for academic burnout, 0.947 for decreasing factors of academic burnout and 0.953 for increasing factors of academic burnout through Cronbach alpha coefficient. AMOS22 and SPSS22 software programs were used in order to analyze the data at two descriptive and inferential statistics level. The results showed that the degree of the students’ academic burnout at Kashan University is lower than average level and the students are in suitable status. Furthermore, the results showed that from quadruple factors (goal, content, teaching method and evaluation) in decreasing academic burnout, the factors of teaching method and evaluation factor have respectively had the highest and lowest role in decreasing the students’ academic burnout and from quadruple factors in increasing academic burnout, the factors of educational goals and the factor of evaluation have respectively had the highest and lowest role in increasing the students’ academic burnout.

The purpose of the present study is to investigate and represent the methodology domain in the geography of curriculum studies in Iran. The research method is descriptive and quantitative and in terms of purpose is applied research and has been done by document analysis method. The statistical population of the study was specialized journals of Iranian Curriculum Studies Association which used simple random sampling method (121 articles) to estimate sample size. Data collection tools, content analysis checklist, "Domain of Methodology in Geography Curriculum Studies" and data analysis method were selected based on descriptive and interpretive analysis indices. The results showed that the methodology domain in the geography of the curriculum studies of Iran is a small and limited domain. Out of 31 articles (91.74%), only 16 (47.36%) of the total articles were in the field of methodology. Of these, 24 article (19.83%) had the highest frequency related to content analysis research and the least frequency with 1 article (0.83%) belonged to narrative research, combined research, theoretical research and normative research. Finally, according to the findings of the research, some suggestions were made to improve the status and extend the scope of methodology in the geography of curriculum studies in Iran.

The purpose of this article is to explain how the knowledge demand and supply is motivated and coordinated by the knowledge market in the framework of the “Knowledge Ecosystem”. For this purpose, documentary research method has been used in both theoretical and empirical fields. Theoretical research findings show that the knowledge market is a dynamic and intelligent interactive mechanism that occurs naturally within the framework of the knowledge ecosystem and optimizes the allocation of scarce resources to production, commercialization and use of knowledge in the economy. It is therefore a key entity to help knowledge-based economic development. In the empirical field, the findings of the study indicate that the knowledge ecosystem (in general) and the knowledge market (in particular) have not formed in the Iranian economy. Because the Iranian economy is not a viable ecology for the formation and development of knowledge ecosystems and market. Therefore, the government's efforts to address this issue have not been effective. Therefore, the development of knowledge ecosystems and the knowledge market in Iran requires the improvement of their ecology.