مجله آموزش عالی ایران
سال دوازدهم شماره 2 (پیاپی 46، تابستان 1399)

This study investigates the lived experience of new students and Farhangian University teachers from the curriculum of the educational sciences field. The research population included student-teachers of educational sciences.Fifteen student-teachers were selected as a research sample using purposive sampling and observing the principle of saturation and maximum diversity. The researcher used in-depth interview method and data analysis to collect data, an inductive analysis method based on the coding system. In this study, in order to validate the interview and the research findings, the Delphi method, the coefficient of agreement of the scorers and referring the results to the participants, and the audit route method have been used in the research. The results show that the six categories of injuries in planning, content, application, psychological, educational and infrastructure, are the causes of injuries in the curriculum of educational sciences. There are discrepancies between the intended plan and the operation. There is a hidden program that governs university education. Experts in the field of planning have not been used effectively in curriculum development; Courses related to the field of human relations are not included in the curriculum in educational organizations; Program flexibility, low and centralism prevail; The four key categories include the application of the content and flow of education, the quality of the teaching-learning process, the evaluation of the comprehensive achievement of the curriculum objectives and the reconstruction of the curriculum, and the strategies for improving the curriculum in the field of educational sciences.It is necessary to remove the unused units, to add educational methods to cover the needs and goals of the program, and to create a balance between theoretical and practical courses. Curriculum quality and specialization in various fields should be on the agenda.

This study aimed to provide a multilevel model of student development issues with a qualitative approach, using a systematic review of previous studies and the seven-step meta-combination method of Sandlowski and Barso (2007). For this purpose, to determine the direction of the study, the research question was selected, and then to collect information to answer the research question, by reviewing scientific studies in the field of student, 115 related articles were identified, of which 58 articles a science in accordance with the quality evaluation criteria was selected as a research sample and analyzed. Achieve systematic and meta-review of qualitative findings of selected key resources, enumerate 62 concept codes classified within 15 sub-categories of low quality student lifestyle; Inefficiency of thinking and learning style; Weak research and value creation skills; Weak academic sociability; Deterrent personality traits; Low performance of departments; Low faculty performance; Lack of quality of performance appraisal and monitoring approaches; Inefficiency of financial mechanisms; Weaknesses and limitations in governing and managing affairs; The challenge of professional socialization; Scarcity and inadequacy of scientific-welfare resources; Influence and spread of unscientific orientations; Absence or limited presence of support groups, respectively, in the following 3 main categories of issues; Causes of student development are contextual issues of student development and issues of student development interventions approved by experts in the field of student development using the Kappa agreement coefficient index at three levels: individual, organizational and extra-organizational. Finally, while discussing and concluding and explaining the research achievements based on the relevant theoretical foundations, suggestions were made to improve student development measures.

With the increasing complexity and chaos of extracurricular higher education environments in diverse ecosystems, university adaptation to the environment as a social and activist system has become an inevitable necessity. Therefore, this study aims to analyze the content of articles compiled in the context of the University of Adaptation in internal and external research to present the Adaptive University model. This qualitative research has been formulated using Sandlowski and Barrowsochrchr('39')s (chr('39')39chr('39')) seven-step cross-over method. It seeks to answer two questions: 1) What are the constituent components of a compatible university? And 2) What are the factors affecting the complexity of the situation in higher education? Is. Therefore, after researching the databases of internal and external articles in the university-affiliated context with relevant keywords, 26 out of 38 selected studies were finalized. After reading each article, the concepts were summarized and then merged in terms of meaning similarities to form primary sub-categories, and then sub-categories were categorized into secondary sub-categories based on mergers. Findings In response to the first question, internal studies were categorized into 6 primary sub-categories, 18 secondary sub-categories with 175 key concepts, and external studies were categorized into 6 primary sub-categories, 13 secondary sub-categories, and 160 key concepts. In response to the second question, the factors affecting the complexity of higher education conditions were classified into 7 primary and 11 secondary subcategories with 50 key concepts. The findings of the two questions were then combined and illustrated in the schematic model. Finally, according to the findings, a policy lesson for higher education in Iran has been proposed

In this study, the productivity changes of industrial and comprehensive universities have been measured using the Malmquist Index based on data envelopment analysis in the period of 2013-2014 and 2014- 2015. The input variables include the number of faculty members, the number of newly enrolled students, the number of staff, and total expenses; the output variables also include the number of current students, the number of graduates, the specific income, and the number of conference papers. Also, three education models, research and general (education and research) are presented in this research. The data are organized using Excel software and analyzed by DEAP2 software. The results showed that the educational productivity and total industrial and comprehensive universities did not change positively during the study period. Only the research productivity of both types of universities (industrial and comprehensive) experienced significant growth. Also, the growth of research productivity has been due to technological advances.

This study was conducted to measure international academic entrepreneurship indicators.

This research is of applied type and with the help of quantitative method and using survey and correlation method. The data was collected using a questionnaire from 384 statistical samples from the community of theoretical and experimental experts in the field of academic entrepreneurship and international entrepreneurship. Measurement tools have been adapted and used by experts and their views. Multivariate analyzes such as exploratory factor analysis, first-order and second-order confirmatory factor analysis and one-group mean comparison were used to analyze the evidence. Various indicators of the validity and reliability of the components identified in the research support and fitness indicators have supported the capability of the measurement part and the structural part of the model. In data analysis was used by SPSS and Amos.

This part of the study has been analyzed with descriptive and inferential indicators. Based on the results of exploratory analysis, 15 factors have been identified and supported by confirmatory factor analysis. Based on the second-order factor analysis, the components and dimensions of international academic entrepreneurship have been identified.

The components of "culture of entrepreneurship" and "innovation", institutions and networks, scientific and networking and communication capabilities that constitute the behavioral dimension, components of "entrepreneurial competencies", "development", "development", "development" and "building" Entrepreneurial leadership, international commercialization process, constitute the process dimension and components of laws and regulations, support structure, research system, ultimate international strategic orientation, and constructive, visionary, and motivational education. Extracted, a suitable model of international academic entrepreneurship is presented.