نشریه نامه آموزش عالی
پیاپی 52 (زمستان 1399)

The accountability of the higher education system to the needs of society in various dimensions has been one of the main challenges in the recent decades. In accordance with this challenge, the purpose of this study was to identify the orientation of the curricula in higher education system based on community-based approach. The descriptive-analytical method was used for this purpose and the steps to implement the documentary method were used to advance the research. The statistical population consisted of internal and external theoretical and research bases in relation to the research topic, the entire statistical population (all without time intervals) was selected as a sample. Data collection was carried out through library studies and internal and external databases, which continued until theoretical saturation of data. In order to analyze the data, text retrieval techniques and resource studies that included "classification and conceptual tables" and "data reduction" were used. In order to verify the validity of the findings, the researchers' review of their criteria during the process of data collection and analysis, as well as the development and rich description of the data, were used to ensure transferability. Finally, the findings will clarify the key concepts of the vision and mission of the community-based higher education system and adapt them to eight orientations (social, economic, cultural, political, technological, environmental, educational, research) for curricula based on the dimensions and functions of the community-based higher education system (education, research, services).

The purpose of this study was internal evaluation in Malayer University’s educational department. The method of this research is descriptive in type of survey. In this research, 7 factors, 27 criteria and 78 indicators were evaluated among the six statistical communities including: faculty members, heads of department, deputy and chair of the faculty of literature and humanities, students, graduates of the past three years and their employers. The heads of department and faculty, department members and employer’s samples were counted in a complete census, and student and graduate’s samples were selected randomly using the Morgan table. A structured interview and a checklist of information were compiled using a researcher-made questionnaire. Their validity was confirmed by supervisors and consultants and the reliability was assessed using Cronbach's alpha method. In analyzing data, descriptive statistics and judgments about the desirability of each factor were used in three desirables, relatively desirable and undesirable levels. The organizational structure, organization and management, applied training courses, and learning-learning process, facilities and equipment, students, faculty members factors evaluated as relatively desirable, and graduates factor evaluated as undesirable. Based on the findings, suggestions were made to improve the department quality and quantity.

The purpose of this study was to investigate the mediating role of self-efficacy in the relationship between students' engagement and their knowledge sharing behavior. The research method was descriptive-correlation based on structural equation model. The statistical population was 1752 students in Tabriz Medical University of whom 317 (149 males and 168 females) were selected by stratified random sampling. Data were collected using standard questionnaires of engagement by Schaufeli et al. (2006); self-efficacy by Shereret et al. (1982) and knowledge sharing behavior by Bock et al. (2005). Validity of the instrument was also confirmed by content validity and construct validity. The results showed that the correlation coefficient between engagement variable with self-efficacy and knowledge-sharing were positive and significant. The rate of this correlation ranges between 0.21 and 0.33. Also, students' engagement with coefficient 0.18 had a direct, positive and significant effect on self-efficacy. Moreover, self-efficacy had a direct, positive and significant effect on knowledge sharing with a coefficient of 0.24. As a result, the mediating role of students' self-efficacy in the relationship between engagement and knowledge sharing in the conceptual model of research was confirmed.

The main purpose of the present study is to examine the important aspects of blended learning as factors influencing the application, challenges, and perspectives of the educator as one of the most important actors in the teaching and learning process. The present study is a review article. Search engines and reputable databases such as Noormags, Magiran, Science Direct, Google Scholar, books, and articles have been used to gather information. The findings indicate that different internal and external factors influence the use of blended learning from the perspective of educators, and in this regard several issues such as the appropriate combination of traditional and face-to-face learning factors, changing the role of educators, supporting institution and management, psychological challenges such as confidence and anxiety about technology and control over the teaching process are major challenges in its application. A review of the literature on the perspectives of blended learning also suggests that the use of blended learning at different educational institutions will be further expanded in the coming years, education actors will be more satisfied with it, and more focused on the professional development of educators.

The main purpose of the present study was to identify curriculum specialists by reviewing their articles, and determining the specific research area of ​​each. This research is of the applied type and descriptive-analytical method which has been done in three steps. In the first step, the names of people who had 5 or more articles in specialized curriculum journals approved by the Ministry of Science were extracted, which reached 57 people and were used as a basis for work. In the second step, in order to prepare a thematic list of articles, the names of the selected researchers were searched in two databases of Noor and Jihad Daneshgahi journals. At this stage, by reviewing the articles of the first ten authors in terms of the number of articles, a list of thematic areas was prepared. In the third step, each researcher's articles were placed in a thematic category. This list includes four categories as follows: 1) General category; 2) higher education, 3) secondary education, and 4) primary education, each of which includes elements of design, implementation, purpose, content, method, curriculum evaluation, teacher, learner, time and place, and application of technology. Based on this, the list of curriculum specialists along with the number of articles in each of the 4 areas was obtained and a road map was compiled.

The purpose of this study was to determine the effect of organizational intelligence and quantum management skills on organizational agility. This descriptive-correlational study was based on structural equations and the statistical population consisted of all principals of selected universities in Isfahan. The sample size was (N=165) people. The data collection tools were made of three Questionnaires Organizational Intelligence (Albrecht), quantum management skills (researcher made), and organizational agility capabilities (Sharifi and Zhang) whose reliability was estimated by Cronbach's alpha coefficient of 0.97, 0.92 and 0.93, respectively, and their content and construct validity and factor analysis respectively (Questionnaires) were approved. For analyzing data, correlation coefficient, regression and structural equation modeling were used. Findings indicated that organizational intelligence has significant positive and direct effect on organizational agility capability (P=0.001). Organizational intelligence has significant positive and direct effect on quantum management skills (P=0.001). Quantum management skills have significant positive and direct effect on organizational agility capability. Organizational intelligence (P=0.001) and Quantum management skills have significant positive and direct effect on organizational agility capability (P=0.001).

The purpose of this study was to test and present structural modeling of the consequences of learning organization culture at Arak University. The research method was a descriptive correlational. The statistical population of this study was all 247 employees of Arak University. Using Morgan's table and a simple random sampling method, 176 people were taken as the sample size. Standardized questionnaires were used to collect the data. The obtained data were analyzed using correlation, confirmatory factor analysis method, and structural equation model by using SPSS and LISREL software. The results showed that there is a direct and significant relationship between the variables of learning organization culture and motivation to learning transfer with the coefficient of (ß = 0.32) and also between learning organization culture and informal learning with the coefficient of (ß = 0.25). Learning organization culture negatively and significantly affected the staff’s turnover intention with the coefficient of (ß = -0.54). In other words, an increase in the learning organization culture leads to an increase in the motivation of employees to transfer learning and informal learning, as well as reduces their intention to turnover.