نشریه مدیریت و برنامه ریزی در نظام های آموزشی
پیاپی 26 (بهار و تابستان 1400)

The present qualitative study aimed to identify the dimensions, components and indicators of research performance evaluation in Islamic Azad Comprehensive Universities of Tehran. Therefore, in the present study by literature and background of research, it was conducted to identify the factors influencing the performance evaluation of the university's research field and then by interviewing the experts and specialists of the field of research and performance evaluation and through three stages of coding (open, axial and interpretive), components and indicators of research performance have been identified.

The method of this research is applied development and in terms of performance is phenomenological, and also it has a qualitative approach in terms of data collection. Data collection tools were structured interviews with experts and specialists in research and performance evaluation. The data collection on the purposeful method of snowball sampling has continued until the theoretical saturation was reached. The data or the number of 12 experts has reached theoretical saturation and the data analysis process was carried out using the Corbin's Stross strategy.

The results of structured interview and its analysis in a qualitative manner through three coding stages, showed that evaluation of research performance in Islamic Azad universities affiliated to the three dimensions including: 1-Input with three components (a Component of the role of human resources (including 8 indicators), b) Management role and leadership component (including 5 indicators), C) The component of role of the infrastructure (consisting of 3 indicators), 2- Processes dimension with five components (a  the component of establishing motivation system and appropriate reward in the field of research activity (including 6 indicators), B) the component of knowledge promotion, insights and research skills (including 3 indicators), c) The component morality and observing national and professional values (including 3 indicators), D) the component of innovation, creativity and employment (including 3 indicators), E) The component of the use of collective wisdom, group and participatory activities (consisting of 3 indicators), 3- Results dimension includes a) the research effectiveness component (including 4 indicators), B) The competitive of the research component (consisting of 3 indicators), C)  Income generation component through research (including 3 indicators)  and D) Quantity and quality of activities and products of research (including 4 indicators). In total, triple dimension of research performance evaluation included 12 components and 48 indicators. Since the evaluation of the center of gravity of all policies and strategies of quality improvement is considered to improve the quality of one of the most important measures, and the assessment requires that the index is able to determine the strengths and weaknesses of the organization in addition to determining the efficiency and effectiveness, and provide the ways to resolve existing weaknesses. Findings of this study with a systematic review and considering the local indicators, theoretical and practical approaches to the qualitatively, planners and managers of university to identify the points of improvement in research performance and can be a platform in order to prepare its quality promotion.

The necessity of university is to train specialized human resources for the coming years, to conduct research on problems, innovation and creativity to solve problems, to play a leading role in scientific and cultural affairs, to communicate with scientific developments in the world and to transfer scientific and technological knowledge to the country. In this regard, the creation of financial resources and scientific co-existence is an undeniable necessity. In order to achieve this important goal, it is necessary to have a strategic model. Hence, the present study aims to provide a model for creating innovation capacity in Iranian university management.

The research was conducted with a mixed approach (qualitative and quantitative). The research method was applied in terms of purpose and survey in terms of descriptive nature. The statistical population of the study consists of 248 heads, vice chancellors for research and technology, education, outstanding faculty and experts in higher education. Using the stratified random sampling method in proportion to the proportion and using the Cochran's formula, 212 people were selected. The data collection tool was a 106-item questionnaire whose validity was confirmed through interviews with 17 higher education experts. The reliability of the questionnaire was obtained using Cronbach's α method equal to 0.88. In order to analyze the data in the qualitative part, the coding method (derived from the data theory) was used, and finally the validity of the questionnaire was determined by compiling a questionnaire and using the Delphi method. To analyze quantitative data, Clemogrov Smirnov statistical tests were used to assess the normality of the data; confirmatory factor analysis was used to determine the validity of tools and structural equation models for pattern testing, and so on.

The results show that "organizational organization and structure", "organizational processes" and "resources and equipment" as components and "organizational culture", "human capital management", "leadership and strategic knowledge management", "Scientific education and promotion" and "research and technology" have been identified as factors influencing innovation. Accordingly, in order to be in line with global changes, universities need to be prepared as a scientific, educational and research reference in the field of leadership and education. In addition, training and professional development of system leaders (faculty members), redesign of university processes, providing a platform for hardware and software, smoothing management challenges by empowering managers, explaining operational mechanisms to develop and improve conditions , Forming and activating a staff committee in the university to initiate, guide, support and continue innovation, utilizing all facilities of the university, especially faculty members to develop a culture of innovation, considering separate credits and budgets for implementing innovation activities, providing grounds Increasing the independence of the management of university units to implement ideas and sell scientific products to strengthen the financial strength of the university is one of the most important measures that university administrators must take constantly to take steps towards sustainable development.

Patience is one of the most essential religious teachings that play an important role in preventing and treating students' mental disorders. The Qur'an's great attention to patience is due to its religious and moral value. Patience is both a worldly necessity and a religious necessity that contributes to human growth and development. In this regard, this study aimed to develop a patience-based model in elementary school based on Islamic teachings using the Delphi technique.

The documentary analysis section analyzed related Islamic sources and teachings, including the Qur'an and Nahj al-Balagha, and the available articles. In the Delphi technique section, the statistical population included professors, doctoral students, and faculty members of the related field of study who were selected by purposeful sampling (31 data satellites). Participant review and expert review strategies have been used to validate. For this purpose, the coding of the analysis was provided by three researchers with a coefficient of agreement of 0.89.

The findings showed that in the document analysis section, 45 codes were extracted from the Qur'an, Nahj al-Allah, and scientific papers and documents. Following the document content analysis, the extracted codes were merged and a questionnaire was prepared to implement the Delphi technique. Based on the Delphi method, out of 45 indexes of content analysis, 42 key indices remained in 4 components. The four components consisted of the target component of 21 indicators, the content of 8 indicators, the method of 7 indicators and the evaluation of 6 indicators. This model provides the grounds for human growth and excellence on the one hand and resistance to the issues and problems facing students, so I recommend the implementation of this model for elementary school.

The purpose of this study is to explain the design of the optimal model for student selection in Farhangian University of Iran.

The approach of the present research is qualitative and has been done using the Grounded theory method. Participants in the present study, education experts, student admissions (managers and experts) of Farhangian University, students who graduated from Farhangian University six years ago and are now employed in schools using the sampling method 27 of them were purposefully interviewed. The data collection tool was a semi-structured interview with which this number of researchers reached theoretical saturation. Strauss and Corben method was used to analyze the qualitative data.

After open coding and formulation of basic concepts, 20 central codes in 6 selected codes were placed in the form of paradigm model. According to the results of this study, the most important contextual, causal, negotiator, strategies and consequences in choosing the optimal student selection model in Farhangian University are: current process damages, school conditions, teacher status, upstream documents, employment conditions in Society, teacher attraction in society, process-oriented selection, selection criteria, selection tools, elite recruitment and development of the educational system.

Funding of universities is one of the most complex problems and issues of universities in the world and on the other hand, governments tend to reduce the dependency of universities on government resources and offer universities to the market and supply system. Given that the university serves the community, individuals from the community, act as a board of trustees, as an intermediary between the university and the community. Through this connection, the Board of Trustees can play an important role in creating and attracting new financial resources for the university. This study aimed to identify and explain the dimensions and functional components that can effectively create and promote the role of the Board of Trustees in financing universities.

The present study was applied in terms of purpose, qualitative in terms of data type, and content analysis in terms of research method. Participants in this study included 15 experts in the field of higher education who were selected by purposive sampling. The data collection tool is a semi-structured interview. Data were analyzed using MAXQDA2018 software. Data validation was done by the participants using the verification method.

According to the data obtained from research interviews, the data are summarized into four dimensions, including methods of financing universities, the role of the Board of Trustees in financing universities, barriers to diversification in financing universities, and Mechanisms for promoting the role of the Board of Trustees in financing and 18 components for the main category, namely promoting the role of the Board of Trustees in financing universities and 55 sub-components. In terms of funding methods, universities should interact with the economy, market and industry and play a more active role in these areas. Such a reflection should be reflected in the activities of the Board of Trustees. Therefore, by applying the proposed mechanisms and removing existing barriers to diversification in the provision of financial resources, by benefiting from people from different economic, social, production and service sectors under the name of the Board of Trustees, it is possible to promote the role of the Board of Trustees in providing resources. In this case, the members of the Board of Trustees can, by creating new connections, repair the existing gaps between the university and the community and create an institutional, purposeful and effective relationship, in order to provide new financial resources and diversify resources.

The concept of Entrepreneurship University has been a matter of great interest in the field of higher education for the last two decades. Promoting entrepreneurship will be a solution to the employment problem, and the University of Entrepreneurship, utilizing the potential of the university, will improve entrepreneurship and increase unemployment and reduce unemployment. The purpose of this study was to present a conceptual model of Entrepreneurship University with psychological maturity approach and psychological readiness for commercialization and entrepreneurship in applied science centers of Mazandaran province.

The research method was descriptive-survey. The statistical population of the present study was 12 experts in applied science centers of Mazandaran province and the dominant professors. Data were collected using paired comparisons questionnaire and fuzzy Delphi, Dimitel and ISM techniques.

Findings from the implementation of DEMATEL and ISM techniques show that among the 5 main variables and 21 sub-dimensions selected by fuzzy Delphi technique, the components of social and cultural values and attitudes, infrastructure as the most effective and management components, entrepreneurship. And knowledge-based employment, output and outcome were identified as the most influential dimensions. Finally, it was suggested to focus on issues such as the need for and the primary motivation for commercialization; the knowledge and confidence of university researchers in the commercialization process (intellectual property rights, patent registration and bachelor's degree).

The main purpose of this study is exploratory factor analysis of factors measuring the brand equity of Kurdistan University. The research was conducted in two stages: designing a brand equity questionnaire and factor analysis with maximum likelihood. In this way, the equity assessment questionnaire for the university brand was first designed by higher education experts of Kurdistan University. In the next stage, using the perspective of Kurdistan University students, its exploratory factor analysis was prepared.

In terms of purpose, the present study is applied and in terms of method, it is a mixed research of successive exploratory type, first qualitative and then quantitative. The research community in the qualitative department was experts in the field of higher education at Kurdistan University. The number of samples: Five experts were determined by the purposive sampling method. Data collection tools include questionnaires and semi-structured interviews. To determine the reliability of the interviews, two methods of member check and peer review were used. Open coding method was used to analyze the texts and interviews. The community of the quantitative section included students of Kurdistan University; The number of samples is 400 students by relative sampling method. The collection tools of this step include a researcher-made questionnaire. To evaluate the validity of the questionnaire, face and content validity and reliability of the questionnaire were used by Cronbach's alpha method. For statistical analysis of data, exploratory factor analysis using the maximum likelihood method has been used.

The results of the first phase of the study were 87 items to measure the brand equity of the university. Also, in the second stage, the items measuring the university brand equity were classified into two external and internal underlying factors. Four factors; Students' academic credibility, reputation, feeling and emotion as external underlying factors and five factors; Empowerment and efficiency, alumni affairs, student services, infrastructure and financial dimension are categorized as the underlying factors of measuring the intrinsic brand equity of the university. In the next step, the items of each factor are extracted. In general, the results show that these factors are suitable for measuring the brand equity of the university. Accordingly, it is necessary for the university in the first stage to have a proper evaluation of its brand according to the proposed factors, and in the next stage to plan, implement and follow the special value strategy of its university brand.

The higher education system challenges in the new millennium are twofold. On the one hand, it has faced the growing and diverse expectations of various stakeholders, and on the other hand, it is confronting a reduction in government financial support and a double emphasis on wealth creation, empowerment, decentralization and increasing the scope of creativity and entrepreneurship in universities. These requirements have shifted universities towards third-generation universities and, consequently, will affect the way they would be governed. Regarding to these points and due to the emphasis of the fifth and sixth development plans of the iranian government in which the nature and method of leading universities is doubted, there is an increasing need to move towards the third-generation universities and therefore, the purpose of this study is to design a governance model for these universities and explain the relationship between Its dimensions.

This applied and developmental research has utilized two strategies: meta-synthesis and total interpretive structural modeling (TISM). The statistical population in the meta-synthesis approach consists of the studies conducted on university governance in the form of articles, books, and reports. In TISM, it encompassed a group of experts (professors of higher education management) in the field of university governance at Shiraz University. Through this research project, while we identify the dimensions of the governance model of the third-generation university using the meta-synthesis method, these dimensions will be leveled according to the TISM approach in terms of the degree of influence on each other. Discussion and

The findings reveal that all the concepts identified in the university governance model can be categorized into 27 indicators and 6 dimensions. These dimensions and indicators include academic independence (educational independence index: research, technology, financial and administrative), stakeholder participation (participation of various stakeholders), accountability (professional, legal, hierarchical, and social accountability), monitoring, Evaluation and Quality Assurance (Monitoring, Evaluation and Quality Assurance of University Performance), Transparency (Information Quality, Scope and Tools) and Risk Management (Financial, Administrative / Organizational, Environmental, Operational and reputational). On the other hand, the findings showed that the participation of stakeholders and, at the same time the scope of transparency and transparent information are under the greatest impact of other dimensions of governance model and the university independence indicators are at the first level of impact on other dimensions of governance model. Another point is that, the educational, research and technological independence can be effective on the process of monitoring, evaluating and assuring the quality of university performance through the process of risk management. It was further determined that the indicators of quality monitoring, Evaluation and Quality assurance can be effective on the scope of transparency and quality of information available to stakeholders by increasing the level of accountability.

Implementation of inclusive education is a big challenge that the educational system encounters. One of the main problems in implementing inclusive education is that teachers of general education are not sufficiently prepared to work in the fields of inclusive education. Accordingly, the present study was performed to identify needed teachers’ skills to successfully implement inclusive education.

The study was conducted by using a phenomenological approach. To collect the data, a semi-structured interview was employed. Participants were selected from among all teachers in Torbat-e Heydariyeh considering sampling logic in phenomenological approach, through a purposive sampling technique (i.e. sampling among heterogeneous samples). Accordingly, 30 teachers (15 teaching in special schools; 15 teaching in normal ones) were selected interviewed. Having used an encoding qualitative content analysis method, the researcher classified the codes and, finally, defined the themes.

Based on the encoding used in interviews and the qualitative analysis, teachers raised core and necessary skills for a successful implementation of inclusive education in seven themes including “human relations ability”, “appropriate personality traits”, “scientific ability”, “teaching skill”, “class management skill”, “job commitment”, “facilitating holistic development of students”. Based on the findings, “human relations ability” was the most important skill that teachers need. Concerning “appropriate personality traits” such characteristics as patience, high motivation by the interviewees. Familiarity with a variety of disabilities and inclusive education were associated with “scientific ability”. Use of varied and new teaching methods was instances of “teaching skill”. The ability to manage the class was examples of “class management skill” proposed by teachers. Attending to pedagogical issues defined as “facilitating holistic development of students” were other teachers’ skills discussed by the interviewees. Amongst all skills enumerated by the study, such characteristics as “to be open to criticism”, “mastery of textbooks of students with special needs”, “lesson plan development” and “time management” were the new findings of the study which have not been discussed in previous research. Successful inclusive education depends on teachers who are equipped with the knowledge, skill, and qualities necessary for an efficient implementation of such education.  Focus on core skills needed for a successful implementation of an inclusive education discussed here in seven major themes together with programming and taking effective measures for the cultivation of such qualifications during teacher-education as well as in-service courses will further prepare teachers to work in inclusive education; therefore, they can, in addition to satisfying unique needs of all learners, develop an inclusive and a fair educational system, and take steps towards learners’ comprehensive growth and pedagogy.

 The present study aims to identify the strategies and outcomes of the fulfillment of organizational health in the Education Office of Fars province.

 The research approach is the mixed method (qualitative and quantitative) and the exploratory method has been used. In this regard, in the first stage and in the qualitative section, interviews with experts and in the second stage, the quantitative method (descriptive survey) was used to collect data. Interviews were used to construct a questionnaire. The experts in the field of education and the Fars province Education Office staff in the academic year 2020-2021 comprise the statistical population of this study.  For the qualitative section, purposeful sampling, and for the quantitative section cluster sampling have been deployed. Data collecting method includes semi-structured interviews and a questionnaire designed by the researcher. 

 The findings of the interviews’ qualitative content analysis demonstrate that the most significant strategies to fulfill organizational health of the Education Office staff include evaluation and control, strategic planning, financial resources, and senior documents and resources instructions. Moreover, the most noteworthy outcomes include organizational purposefulness, social capital growth, fulfillment of social justice, and organizational dynamism. The results of the analysis of the quantitative section demonstrate that the strategies and outcomes can be effective in the explanation of organizational health of the Education Office staff.

The purpose of the present study was to design and evaluate the empathy curriculum model for high school female students. For this purpose, empathy curriculum elements were obtained by studying and analyzing the theoretical foundations and perspectives of the two disciplines of curriculum and psychology, and then the extent of its application was evaluated from the viewpoints of experts, executives and students.

The present study is a qualitative-quantitative method of consecutive exploration using qualitative subtractive analysis and quasi-experimental, pretest-posttest study with the control group in the quantitative section. The field of study in the qualitative part of the literature was empathy and sampling continued until theoretical saturation. The statistical population consisted of all female high school students in Nayriz. The sample consisted of 60 students who were selected by multistage cluster random sampling and were divided into experimental and control groups. For the experimental group, empathy training was performed in 8 sessions 60 minutes for each, while the control group received no intervention.

The proposed research model is designed in five sections: Topics, Goals, Outlines, Teaching Methods, and Assessment Methods and includes four main lessons: "Empathy", "Acceptance of Others", "Dynamic Listening" and "Understanding Others”. In developing this model, the most effective solutions were provided, such as pantomime, role-playing, over a hundred photographs, and emotion recognition and practice, and creative assignments to create empathy behaviors. In addition, the model sought to address gender and the cultural context of gender in how to express empathy and interactions. Another highlight of the program was the specialization of the adolescent-specific program, with examples and assignments centered around high school concerns. The model evaluation results were valid according to the curriculum and psychology experts' view of the designed model. Also, after implementing the empathy training curriculum model, a significant increase in empathy scores was observed. Perhaps the most important limitation of educational research today is the development of a paradigm whose task is to provide explanatory and explanatory services. Regardless of the need to test them through the use of empirical information, patterns are used to explain. The purpose of model building, such as developing hypotheses, is to provide a model for testing. It is clear that pattern creation, information gathering and pattern testing should be a seamless activity. Information is needed to validate a template and evaluate its elements, and testing a template may lead to reconstruction or formatting. However, the importance of model testing against empirical information must be emphasized. It is a tool for model validation, reality improvement and effective knowledge sharing through modeling for theoretical knowledge. Since pattern testing is emphasized against empirical information and is effective for pattern validation, the present model must also perform numerous studies and various temporal and spatial conditions to perform a useful model. Since empathy is an essential component of emotional intelligence in classifying UNICEF's life skills, teaching this skill will be effective in using appropriate teaching and assessment methods in the curriculum because the best approach in the curriculum is a skills-based approach to life.

The development of societies, especially developing countries, largely depends on the expansion of academic institutions. Also, one of the most important features of educational institutions is the intertwining of education and employment structures. Any education should have economic efficiency, the highest type of which is to create employment appropriate to the student. Based on this, the present study has dealt with the issue of the status of students and graduates of master's and doctoral degrees in the field of educational technology to the labor market and the factors affecting it from the perspective of experts.

In the present study, a survey method is used and consists of two stages. Initially, a semi-structured interview was conducted to identify the effective factors in guiding educational technology graduates to the labor market; In the second stage, a questionnaire was developed based on the identified factors and was used to survey students and graduates of master's and doctoral degrees in this field. The statistical sample in the first stage was 24 professors and specialists in the field of educational technology who were selected by a homogeneous purposeful method. They completed the availability of the questionnaire. The validity of the factors identified in the interview before distribution in the statistical community was sent to 3 professors of educational technology and their comments and suggestions were applied, then the final questionnaire was developed; The validity of the questionnaire was done by the method of a specialized judgment of experts in the field of educational technology. Reliability was calculated based on Cronbach's alpha equal to 0.74. Data analysis was performed in SPSS software version 22. To analyze the data, descriptive statistics of frequency, mean and standard deviation were used, and to determine the differences between each of the groups of factors affecting employment, a one-sample t-test and Friedman test were used.

In the first phase of the study, according to experts, 22 factors affecting graduates' employment were identified. These factors are in four areas: 1. Factors related to the field, 2. Factors related to students and graduates, 3. Factors related to professors, and 4. Factors related to society and country officials. According to the results of the second phase of the research, all the factors identified by experts in the field of educational technology are effective in attracting graduates to the labor market. However, the factors of knowledge of educational technology professors, the existence of experienced professors in educational technology and the compilation of university courses based on the needs of the labor market are the highest average and factors of high student expectations of field, the activity of scientific associations and sufficient knowledge of the social status and positions related to the field of study had the lowest average.