فصلنامه پژوهش و برنامه ریزی در آموزش عالی
سال بیست و هفتم شماره 1 (پیاپی 99، بهار 1400)

Nowadays, the topics of the philosophy of education, in general, and the philosophy of university, in particular, are mainly focused on the details of the education system such as ethics, academic freedom, the relationship between education and developmental psychology and the like. This scenario, which is not unaffected by the prevailing discourse of recent decades, especially the discrediting of continental philosophy, on the one hand, and the opening of the field for sociologists, psychologists, and administrator in line with global development programs, on the other hand can confront us with the mental truths. But we must not forget that one day we would come across a much wider scope of the philosophy of education than the one we are facing now. The current paper, focusing on the philosophy of education of the eighteenth-century German philosopher Immanuel Kant, shows that this issue involves a continuous range from school to university. For him, this appropriate scope is an understanding of human anthropology and its purpose and includes future, cultural cohesion and the formation of a new society, universal moral ideals; these are the topics that determine the functions of education and educational mechanisms. In his two independent but consistent treatises, Kant bases this intertwined theory on an understanding of human history and the future based on the principles of his own critical philosophy, and shows the continuity of school and university in a manner consistent with the will of "nature" in functions and goals. By this way, since for Kant "nature" has wills and aspirations for freedom and enlightenment, he, in his two works, tries to explain the functions of the educational system from school to university in accordance with those aspirations and on the basis of enlightening and idealistic values; a patterns that requires empirical steps.

One of the most important goals of emancipatory education is to nurture responsible, critical and participatory people. The purpose of present study was to investigate the characteristics of the emancipatory classroom and its relationship with the classrooms of Iranian higher education. Therefore, by using descriptive-analytical method and referring to critical theories and research related to higher education in Iran, it seeks to answer the question of what are the characteristics of emancipatory classrooms and what is their relationship with higher education classes in Iran? The findings showed that the goal of emancipatory education is to develop democracy and create a new human being. Accordingly, the professor is a politician and a facilitator of learning and the student is also question-oriented and skeptical. In this regard, the educational content emphasizes searching and understanding the different aspects of the issue. The teaching and learning method will be based on partnership and dialogue. Accordingly, the emancipatory classroom atmosphere also provides opportunities for students to practice and develop democratic actions. But what obtained from the comparison of Iranian higher education classrooms with emancipatory characteristics indicated that there is no relation between these characteristics; Iranian higher education classrooms are non-participatory and authoritarian; professors are reluctant to interact with students; students have no experience of emancipatory education;  the syllabus is memory-oriented and quantitative;  and the atmosphere of the class is non-motivational and hierarchical with one-way teaching.

The aim of present research was to identify applied requirements of Massive Open Online Course (MOOC) in Payam Noor University from a pedagogical perspective. In this research, qualitative research method and qualitative content analysis approach were used to analyze data. The components used were identified based on the review of documents and semi-structured interview tools. In order to review the documents and analyze the interview findings, the inductive content analysis method was used at three levels: open, axial and selective. In order to comprehensively identify the main components and sub-components of the implementation requirements of Massive Open Online Courses (MOOC) at Payame Noor University from a pedagogical perspective, in addition to reviewing the studies conducted in this field, semi-structured interviews with 15 experts in MOOC were conducted. The results showed that the implementation requirements MOOC in Payam Noor University from a pedagogical perspective include three main components: forming a pedagogy team, structural design and providing pedagogical support services and 17 sub-components. The identified educational requirements (formation of pedagogy team, educational design and provision of pedagogical support services) will act as a guide and implementation instructions appropriate to the situation, conditions and educational needs of the country. Obviously, these educational requirements will play an important role in the design, development and implementation of the first MOOC program in Payam Noor University.

One of the most important challenges in academic research is an unethical research behavior issue. Todaychr('39')s unethical academic behavior of graduate students is a serious crisis in Iranchr('39')s higher education system. The purpose of current study was to examine the factors effecting unethical research behavior among graduate students in Agriculture and Natural Resources campus at Razi University. This research was applied in terms of purpose, which was done by descriptive-correlation method. The statistical population of the study consisted of all graduate students in Agriculture and Natural Resources campus at Razi University (N= 284). Using Krejcie and Morgan table (1970), 163 of them were selected for the study by stratified random sampling. SPSS software version 25 and Smart PLS version 3 were used to analyze the data in two sections of descriptive and inferential statistics. Findings showed that the respondents are almost average in terms of the level of research unethical behavior. The findings of Structural Equation Modeling showed that the variables of mental norms and perceived behavioral control had a positive and significant effect on intention and the intention had a positive and significant effect on research unethical behavior. However, the direct effect of attitude on intention and perceived behavioral control behavior was not confirmed.

The purpose of this study was to provide a framework for financial autonomy of public universities in Tehran with qualitative approach. Due to the limited size of the population, purposive sampling was performed in which 20 experts with experience in the field of university financial management were selected. Semi-structured interviews were used to collect the required data. To achieve the goal of the research, two main steps were taken: 1) Identifying general strategies for financial self-governance of universities, in which at this stage, the SWOT technique was used to achieve general strategies. Analysis of results in the first step of the formation of the SWOT matrix and the interaction of the four strategies, identified 14 general and optimal strategies for financial autonomy of the university. Thus, it can be concluded that financial autonomy begins with rethinking and managing the internal processes of universities. 2) Providing a framework for financial autonomy of the studied universities, in which the Interpretive Structural Modeling method was used.  The second step of the research actually explained why the first stage shows the policy maker and planner of higher and university education how each of the strategies identified in the first stage, in a schematic structure together with the whole structure of the university are in touch. Based on the results of this stage, the financial autonomy strategies of the studied universities were classified into 5 levels. Given the characteristics of each level and the principles governing the interpretation of the results of ISM, if universities are to succeed in the realm of financial autonomy, they must start from a point that is more inclusive of the endogenous factors of the university system. Identified linkage factors in this context are among the factors that with proper management and planning can be expected to make significant changes in the realm of revenue and change revenue generation practices. In general, the results showed that among the various factors that can affect the financial autonomy of universities, some have more key role compared to other actors, due to their position in the framework, and they can be a factor in moving the university forward in achieving financial autonomy. Therefore, managing and planning to change and activate each of the factors extracted in the linkage factors section, can bring the university one step closer to financial autonomy. Due to limited resources and economic instability, it is better for a university to first choose strategies that have a higher priority.

In recent years, generalization or the popularization of science has become very important in Iran. In addition to universities and academic centers, many other governmental and non-governmental institutions have also addressed the issue of science popularization. However, there is still no clear and universally accepted definition of the popularization of science. The purpose of this study was to develop a model for the popularization of science in Iran. In this study, a qualitative method with a Grounded Theory approach was used. Participants in the study were selected by purposive sampling method, which includes experts (including faculty members, professors, state representatives, heads of scientific, research institutes, and etc.). They participated in five focus groups consisting of ten people. The interview questions were designed based on several factors that led to develop the final model. According to this method and information gathered, a total of 129 initial concept-codes have were extracted from the textual analysis of the interviews. Extracted raw codes have become 61 secondary codes due to their frequencies, and then secondary codes have reduced to 12 concept-codes. According to these concept-codes, 6 sub-categories and 6 main categories were extracted. Based on the developed model, a common definition of science popularization, factors affecting of science popularization and also the effects of science popularization in society were identified. In addition, the role of science popularization strategies in creating positive outcomes of science popularization was explained.

Considering the importance of knowledge sharing as the most important factor in the science production process, this study investigated the relationship between these two variables from viewpoints of faculty members of Knowledge and Information Science at public universities in Tehran.  This study was an applied and descriptive-correlation study. The statistical population consisted of 48 faculty members of Knowledge and Information Science of Tehranchr('39')s public universities in 2019. Data gathering tools were two researcher-made questionnaires included: “knowledge sharing” with 23 questions in 5 dimensions and “science production” with 15 questions. Cronbachchr('39')s alpha method was used to measure the internal consistency reliability of the items that was 0.873 for “Knowledge Sharing Questionnaire”, and 0.854 for “Science Production Questionnaire". SPSS software version 23 was used for data analysis. The results showed that there is a positive and significant relationship among “knowledge sharing” and “science production” (p<0.001). Also, there was a strong and significant relationship between "production of science" and dimensions of “research” acceleration, “facilitating the use of knowledge” research barriers reduction”, “clarification of knowledge gained” and “research development” (p<0.001). Linear regression analysis also showed the effect of knowledge sharing on the science production. The results of this study showed that the success of the science production process is in applying knowledge sharing, and the development of scientific productions requires the use of tools, methods, suitable planning and scientific interactions.