مجله آموزش عالی ایران
سال دوازدهم شماره 1 (پیاپی 45، بهار 1399)

This research aims to identify the basic changes and requirements in the structure of higher education of handicrafts to acquire the graduateschr('39') sustainability qualifications. Since higher educationchr('39')s philosophy and goal is to educate sustainable human beings, a successful graduate has acquired all the sustainability qualifications and can integrate them into his knowledge and actions. The main question of this research is as follows: What measures should be taken in the educational structure of the bachelor course of handicrafts in order for the graduates to acquire sustainable qualifications in the field? The method of this research is qualitative and exploratory. The initial data were obtained through semi-structured interviews with 30 experts in the fields of handicrafts Education and the education for sustainable development, who were selected purposefully through the snowball method. The collected data were analyzed through the content analysis method. Findings showed that to obtain sustainability qualifications, a series of research actions should be performed in the first place, which is to recreate the content of sustainability literacy in the field of handicrafts (theoretical foundations, principles and methods of education, ethical principles and insights). Then executive-educational measures, including empowering teachers, Expanding extracurricular interactions, curriculum revisions, changing teaching methods to active and participatory learning, and emphasizing the essential skills of sustainability, should be taken. It was concluded that although handicrafts have good capacities in the face of sustainable development, to get the desired result, it is necessary for higher education to pay more attention to this field to gain the required competencies and capabilities for graduateschr('39') sustainability.

The present research aims to represent faculty members’ experiences of their simultaneous performance of multiple family and university roles. An interpretive approach with the grounded theory method was applied. The University of Kurdistan was the research field, and potential participants were all full-time faculty members. A targeted sampling method with the maximum diversity was used. Eighteen faculty members were selected after achieving theoretical saturation. The data collection instrument was a semi-structured interview questionnaire with ten questions. To increase reliability, the review method was used by participants and non-participating faculty members. Data were analyzed using three-step theoretical coding using MAXqda software. Factors related to role overload were investigated in five categories: contextual, process, causal, strategies, and consequences. The findings indicated that male and female faculty members experienced the phenomenon of role overload in different ways. The attitudes of faculty members responsible for caring for their children or elderly parents impacted their adaptability to role overload. The role overload experience of those faculty members who also played a role in academic executive management was different from the experience of faculty members who were not involved in executive activities. According to university administrators, it is possible and necessary to adapt to the role overload. By changing faculty memberschr('39') attitudes towards university, having a regular work program, and prioritizing tasks, the amount of work and mental pressure on faculty members can be reduced. The interviewees believed that changing academic rules and having expectations according to their salary are other useful solutions to reduce faculty memberschr('39') role overload.

The purpose of this article, within the framework of an interpretive study, was to study the semantics of a universitychr('39')s classrooms to create a critical awareness of the meanings of the symptoms and their functions at the context of physical artifacts, besides their managerial implications. To accomplish this goal, after taking pictures of the structural elements of the studied classrooms of the university, 8 photographs were selected as samples for analysis. The screening criterion for pictures was the ability to learning more from visual texts. Subsequently, the data were analyzed using Saussure and Barthchr('39')s semantic methods. The findings of our research imply the discovery of six myths: the myth of the teacher-student (the necessity of the studentchr('39')s strict adherence to the teacher as teaching and relying on the ideas put forward by him instead of a critical or deconstructive confrontation with those ideas, or co-learning), the myth of order (instilling good sense of order in the organization to organize things), the myth of larger-smaller or master-slave (inevitable creation of class system in the organization),the  myth of ownership-merit (inadequate attention to the use and maintenance of the organizationchr('39')s public property and facilities), the myth of Pat-Mat (lack of comprehensive insight into the planning and mobilization of resources and facilities of the organization).

One of the most essential missions of universities in educational and research areas is continuous and sustained participation in technological innovation and development. Indeed, universitieschr('39') future success will depend on their ability to respond to changing societychr('39')s needs by commercializing science and technology. The purpose of this research is to design a comprehensive and operationalized indigenous knowledge commercialization model for the countrychr('39')s industrial universities, a qualitative research approach based on a systematic grounded data theory approach. This researchchr('39')s statistical population consists of experts, professors, managers, and PhD students of industrial universities and managers of industry and knowledge-based companies. Based on purposive sampling, 17 people were selected for semi-structured interviews. The validity and reliability of the data collected from the interviews were obtained through participant review methods, expert review, and in-house agreement. Based on systematic grounded data theory and data were analyzed in two stages of open and axial coding, and 643 conceptual statements were organized in 70 main categories and 16 categories and paradigmatic pattern with six general categories (casual, contextual, mediating, strategies), core phenomena and consequences. Then, at the selective coding stage, the conceptual model was presented based on the paradigm model and the researcherchr('39')s understanding and experience. In the quantitative part, structural equation modeling was used to validate the proposed model. Since the t-statistic value for all the relationships between the categories is greater than 1.96 and the path coefficient of all the categories is greater than 0.3 in the standard state. Therefore, all the components, the relationships between the general categories, and the proposed model were finally confirmed.

The purpose of the present article is to analyze the Department of Management and Educational Planningchr('39')s social responsibility status, in the University of Tehran. Therefore, after reviewing the research literature, five components of social responsibility; Ethical, legal, environmental, social and economic participation, which were more frequent, were selected as components of social responsibility and using the method of qualitative content analysis and using semi-structured interviews, 22 interviews with faculty members and Ph.D. student and Masters students. Analysis of interviews in the analysis of the five main components of social responsibility showed that in the ethical component in three sub-components: educational ethics with 57% satisfaction, research ethics with 58% satisfaction, communication and interaction ethics with 60% dissatisfaction, in the legal component with 72% satisfaction There was 95% dissatisfaction in the environmental component and 100% dissatisfaction in the economic and social participation components. Finally, based on the findings, policy proposals for the higher education system are presented.

This research aims to benchmark (national and international) experiences in the field of professional ethics documents at universities and provides solutions to improve it. The study population consisted of 100 top universities in the world (based on the Shanghai ranking) and 539 universities in Iran. Of these, 59 universities in Iran and 100 universities abroad have professional ethics documents. Therefore, the sampling method of this study is complete. This research is qualitative and has benefited from the methods of documentary, library studies, benchmarking and best practice. The research findings show that at present, at universities of Iran and even the worldchr('39')s top universities, more attention is paid to ethical commitment. The code of ethics has been neglected. Indeed, universities that have professional ethics documents do not have integrity in their content. On the other hand, the findings indicate that the comprehensive ethics document at universities has created a unified approach to implementing ethics in universities, which leads to better and more effective management and interaction and, in general, a better implementation of professional ethics at the university. Therefore, it is necessary that the chief and manager of the university pay more attention to the development of a comprehensive ethics document for universities. Finally, based on the study of theoretical foundations, the history of research and benchmarking and best practice has been prepared some ways to develop and improve the professional ethics documents at universities.