نشریه مدیریت و برنامه ریزی در نظام های آموزشی
پیاپی 29 (پاییز و زمستان 1401)

Teaching and learning is one of the main activities of universities and institutes of higher education, which takes place either in formal environments or with non-formal education. In order to present an innovative approach in academic teaching and learning, the present study sought to introduce a design model for blended teaching. The pedagogical model that is called "Flipped Inquiry-Based Technological Learning" or Fibtel.

In terms of purpose, this study was applied and in terms of how to collect the data needed to answer the two research questions, it is classified in exploratory mixed method designs. A systematic review and inductive content analysis of 59 articles with Q1 and Q2 scientific validity, a purposeful survey of the views of 30 higher education specialists, and an interactive management (IM) session with the purposeful presence of 13 experts were used to identify the Fibtel driving forces and their sub-elements. In order to interpretive-structural modelling (ISM) of the mentioned drives, data related to the views of 22 purposefully selected specialists were collected through a structural self-interaction matrix questionnaire and analyzed through cross-impact matrix multiplication applied to classification (MICMAC) technique. The statistical samples of the study were selected through the favorable informants’ method. In addition, interpretive validity has been used to increase the accuracy and agreement between the findings.

The results showed that the Fibtel interpretive-structural model with three levels of interaction has 9 causal driving forces and 76 sub-elements, which are generally constructivism type; Includes: learning context, instructional plan designing, technological requirements, learners' competencies, learning content and resources, facilitation, learning activities, interaction opportunities and learning assessment and feedback. With the exception of the one-way interaction of learning context driver, the interaction mechanism of other driving forces is two-way and linkage. This type of interaction mechanism suggests: 1. The organizational context and culture in Iranian university settings is very important and it influential on other factors affecting learning. Therefore, without modifying and changing the organizational context and culture, changes in other factors that affect on learning promotion will not have much effect practically. 2. To make major changes to the academic classroom system, there is not need to design extensive programs or a variety of technologies; Rather, it is necessary to identify and find the critical, sensitive and determine points of students' learning (drivers and their elements). Then, by applying a small and intelligent change in the interaction between each of them, steer academic learning and research toward greater change.

Learning is a topic that has always been of interest to university activist's numerous studies indicate the complexity of the subject of learning and the multiplicity and variety of factors influencing it. Given the multiplicity and diversity of variables involved in learning and the diversity of relationships between these variables, any knowledge of the concept of learning is relative. In addition, it cannot be recognized based on focusing on several specific factors, (Yamani, 2012, 156) the present study introduces a strategy that considers the learning phenomenon based on its transverse and longitudinal study. In addition, has a holistic view and expresses the factors and elements that are effective in shaping and improving student learning, and that is the strategy of university pedagogy.

The method of this research is applied development and in terms of performance is phenomenological, and it has a qualitative approach in terms of data collection. Data collection tools were structured interviews with experts First, using the literature and research background (ten dimensions of university pedagogy, Yemen, 2012). The dimensions of university pedagogy were identified and then data collection has continued through semi-structured interviews with experts and specialists in the field of higher education in a purposeful manner from the type of snowball to the stage of reaching theoretical ghosts. The data has reached theoretical saturation with 16 experts during the data analysis process, using Theme analysis, through three coding steps (Basic, organizing, and inclusive themes), the dimensions and components of university pedagogy were identified.

After analyzing the interviews, (194) basic themes were recognized and finally (54) organizing themes were found in the form of 11 comprehensive themes as dimensions of university pedagogy.Findings show that academic actors in addition to confirming and emphasizing the ten dimensions of university pedagogy proposed in the theoretical framework, namely: -Theoretical conceptualization of the flow of education and research in learning situations and their organization -Practical framework for faculty members, administrators and academic experts- Creating and strengthening the taste and enthusiasm of students in learning- Recognition of university performance (strengths and weaknesses of the University) - Continuous rethinking and organizing educational, research and service activities of the university - Theoretical guidance for the management of academic activities - University culture - Continuous evaluation of educational, research and service activities of the university in learning situations - Academic myths and symbols - University environment, They also believed in the influence of the eleventh dimension, namely information and communication technology. In fact, these dimensions are a system of various factors and elements that interact with each other and lead to improved student learning. The findings of this study, by identifying the dimensions of university pedagogy, provide appropriate theoretical and practical achievements for policy makers, planners and university administrators to improve student learning and can provide the necessary basis for improving its quality.

The aim of this study was a multilevel analysis of the factors affecting the professional development of faculty members.

The present study population consists of 650 faculty members of Shahid Bahonar University of Kerman in 1398 and the study sample was selected by proportional assignment method consisting of 289 people. The instruments used in this study consist of three researcher-made questionnaires whose validity has been evaluated using structural validity and their reliability has been evaluated using Cronbach's alpha method and composite reliability and for analyzing the collected data using The questionnaires used descriptive statistics (mean, standard deviation, minimum, maximum, skewness and elongation) and inferential statistics (multilevel analysis).

The results of this test show that with each unit change in organizational factors of the second level (faculty), professional development of faculty members 0.52 units, managerial factors 0.01 units, process factors 0.06 units, factors Individual change 0.22 units and social factors change 0.08 units. Also, with each unit of change in management factors, the professional development of faculty member’s changes by 0.06 units; With each change in the process factors of professional development of faculty members, 0.15 changes; With each unit change in individual factors of professional development of faculty member’s changes 0.13 units and finally with each unit change in social factors of professional development of faculty member’s changes 0.15 units. According to the obtained results, it seems that all the mentioned factors have a significant impact on the development of the professions of the faculty members and organizational factors have the most and managerial factors have the least impact on the development of the professions of the faculty members.

The main purpose of this study is to systematically analyze the governance models of higher education. To achieve this goal, researchers analyzed related articles and documents using semi-systematic or meta-narrative review method. The meta-narrative review is based on "Hana Snyder Guide to Systematic Review in Management Filed" and the standard provided by "Wong et al". In general, this study seeks to identify and understand all potential relevant researches that has implications for the subject matter, combines and analyzes them to provide a better meaning of the subject matter, instead of measuring the influence of the result.

To conduct this research, the related documents were retrieved by searching the related keywords in English and Persian scientific databases.As the next step, the documents in which the governance model of higher education was presented or discussed, are selected as related documents to the research topic In order to semi-systematically review the written works of Iranian and foreign authors and then the researchers coded and categorized the content of the selected articles with AtlasT, based on qualitative content analysis technique and at the final section analysis of governance dimensions was done based on the results obtained in qualitative content analysis and semi-systematic review.

The higher education governance is a system of power derived from laws, policies, and rules that determine the responsibilities of different actors in higher education system and in general, it can be said that universities operate based on it. In spite of that the higher education governance structures are very different around the world, there are some common patterns between them. The purpose of this study is to identify common patterns, dimensions, components and governance indicators in the studied models. The results also shows that over the past three decades, theoretical conceptualization in this field has been significantly expanded and fundamental models based on the Clark model has been developed. This review indicates the existence of two streams in the proposed models. The first stream has created theoretical frameworks, which different types of higher education systems can be studied and modeled based on those. The models in the second stream has been developed with an inductive and exploratory approach and the typology of the higher education governance system has been determined based on the characteristics of each higher education system.

The aim of this study was to providing of a model for improving the professional competencies of educational counselors in providing to first high school students.

The present study was descriptive and in terms of type, exploratory and in terms of approach, it was a mixed (qualitative-quantitative).At the first, in the quality part based on the review of research literature and exploratory interviews, dimensions and components were identified and in a quantity part, using a questionnaire, data were collected. population and sample of research in the qualitative part including obtaining the opinions of experts in the field of counseling using targeted non-probabilistic sampling method and in the quantitative part including all counselors in 19 districts of Tehran active in girls and boys schools in the first secondary school using Multi-stage sampling. Also, the data analysis in the qualitative part, using the theme analysis and in the quantitative part, the information in the questionnaires was analyzed using appropriate statistical software at a 95% confidence level.

Findings obtained from the analysis of qualitative data showed that 4 dimensions and 18 relevant components can form the research model. So that the technical skills of the consultant, 4 components: problem-solving and problem-solving skills, learning and teaching skills of the consultant, knowledge skills of the consultant and research skills of the consultant. Personality traits of the consultant, 6 components: including responsibility and work conscience of the consultant, adherence to the moral and human values of the consultant, initiative, ideation and creativity of the consultant, effort, patience of the consultant, risk-taking the counselor includes the flexibility and adaptability of the counselor. Dimensions of the consultant's management skills, 3 components: planning and time management skills of the consultant, skills related to environmental monitoring, decision-making skills, and finally the psychological skills of the consultant, 5 components: The counselor's communication and interaction skills include trust and persuasion skills, motivational skills, counselor cognitive skills, and awareness skills. On the other hand, the test findings of the research model showed that the above four identified dimensions can well explain the variance of the professional competencies of counselors in providing services to junior high school students at the 95% confidence level.

The purpose of this study is to investigate and explain the skills required of general education principals in leadership of schools in the corona and post-corona period due to the changes caused by this crisis.

This research is applied in terms of purpose and qualitative in terms of synthesis. The scope of research and the main sources of data collection are numerous researches that have been done in connection with the skills required by public school principals in leading a virtual school inside and outside Iran. In accordance with the thematic relationship and after observing the entry and exit criteria, 47 samples were selected. In the next steps, information coding and classification was performed and the result of combining the categories and the results of the analysis led to the extraction of a conceptual framework related to the skills required by school principals in the general education course in school leadership.

In general, the skills required by public school principals in virtual school leadership were extracted in nine categories and 38 codes. The category of "interpersonal skills and participation" includes eight codes of communication, virtual cooperation, the importance of communicating with parents and arranging regular and regular meetings, flexibility, open-mindedness, working interactions with peers and people from other disciplines, and It was a working group. The category of "cognitive and problem solving skills" is divided into three skills: discussion, decision making and critical thinking. The category of "self-regulatory skills" included codes of organization, professional development, time management, planning, and self-discipline. The category of "creative and innovative skills" is divided into three codes of motivation (internal, external), creativity and transparency. The category of "adaptation to new technology" is divided into three skills: information and communication technology, acceptance of the use of modern tools, equipment and technologies, and new media literacy. The category of "individual traits" is divided into eight skills: building trust, supporting teachers and students, responsibility, creating psychological and social security, risk-taking, positive attitude, moral behavior, kindness and compassion. "Leadership skills include the four skills of evaluating the performance of others, monitoring, giving feedback, and managing conflict through the student, respectively." "Global Citizen Skills" is divided into two skills: understanding and having multicultural and intercultural competencies, and understanding individual needs, diversity, and differences. And "leadership styles" were categorized as transformational, interactive, and distributive. In general, paying attention to and strengthening these skills in the post-coronary period can be effective in improving the quality of learning and academic achievement of students in the general education course.

The use of educational technologies has the power to facilitate interaction between students, parents and teachers and help to expand learning beyond the school. This can be a way to increase student learning in the education system, but how to The use of this technology and the impact of each method is largely unclear. . The aim of this study was to present an applied model of educational technologies to increase students' learning with the help of structural-interpretive modeling.

This research is applied in terms of purpose. The statistical population is 10 active experts in the field of education who have at least 10 years of work experience or research in the field of education who have been selected by purposive sampling. To determine the reliability of the measuring instrument, the ICC coefficient value was approved in terms of compatibility and absolute agreement. Interpretive structural modeling approach using MATLAB software was used to analyze the data.

Based on the results of this research: the factors of using virtual classrooms, 3D printing, museums of science and technology and virtual reality in relation to the research topic are more effective and in contrast to other mobile factors Intelligent for learning, electronic tools (gadgets), use of educational games, computer update tools, updating facilities based on ICT and the Internet have the most impact and the least impact. Also, the two variables, the use of online social media and learning with the help of digital libraries, have both the same impact power and effectiveness. Findings show that learning with the help of digital libraries is the closest factor to the strategic line, so it is the most strategic research variable that needs more attention from managers of educational systems to invest in the future

The push towards promoting the internationalization of universities all around the world have made universities finding themselves in a great competition to understand the problematic situation of this dynamic matter. The main objective of this research is to structure and form the factors influence the internationalization phenomena at the University of Tehran.

In this study, a mixed-methodology approach of using Soft Operations Research (Soft OR) and Hard Operations Research (Hard OR) was chosen. The Soft OR part of this research mainly focus on the dynamic characteristic of the problem in hand and researchers try to structure the factor influencing the internationalization of the University of Tehran by using the Soft System Methodology (SSM). Based on the SSM preliminaries, interview was chosen as the most appropriate method of data collection in this part since the main focus is on the different stake-holders’ perceptions and experiences in regards to the problem. The quantitative part of the research has a multi-criteria group decision-making design. The interpretation of the results from this part of the research generate insights which complement the SSM in interpreting the problem.

This research has shed out some new light on the fact that even the basic requirements for moving towards internationalization are not met at the University of Tehran. A long-term strategic vision is needed to be planed for first talking the barriers and then taking the first steps toward the internationalization at the University of Tehran. Three main categories are identified based on the finding that requires chronological actions besides a balance emphasize on all simultaneously.

One of the ways of scientific dynamism in any country and scientific development of higher education and faculty members of any university in the world is the international interactions of faculty members. The purpose of this study is to identify the barriers and challenges of international interactions among faculty members of Tabriz University to provide a model for these barriers and challenges.

This research was done using a qualitative approach by conventional content analysis method using MAXQDA 2018 software. Participants in this study were 15 faculty members of Tabriz University, selected by systematic sampling method using snowball technique. After semi-structured interviews with the participants, these interviews continued until the data saturation was reached; then, the researcher did the open coding, and after that, the axial coding was done in two steps until the main categories were identified. The validity of these interviews was assessed using two strategies of analysis and review by participants and review by research colleagues.

The analysis results of this study showed that the identified barriers and challenges of international interactions have four main dimensions, including individual barriers and challenges, organizational barriers and challenges, national barriers and challenges, and transnational barriers and challenges. Results showed that individual barriers and challenges included three components ( low motivation of faculty members to have international interactions, insufficient mastery of faculty members in an international language and weakness of scientific-research abilities and skills of faculty members),organizational barriers consisted of four components (inadequate support of university structure from international interactions of faculty members, insufficient support of university culture from international interactions of faculty members, insufficient financial support of university from international interactions of faculty members, weakness of expert human resources in different organizational sections), national barriers and challenges included three elements (cultural, social, economic, and scientific components), and transnational barriers and challenges had two elements (political obstacles and international sanctions). The proposed model can be used as a basis for identifying, acting and evaluating to remove barriers and challenges to international interactions of faculty members for the relevant authorities to increase those interactions.

: Sometimes, due to physical, emotional, social, and cultural conditions, parents separate their children from the normal students of government schools and enroll them in non-government schools. Their children can easily continue their education there which creates their trust in nongovernmental schools. This study aimed to identify the causes and factors affecting parents’ trust based on their lived experiences in non-governmental schools.

The research design is a phenomenological qualitative type. The study population consisted of all parents of primary, secondary, and high school students of nongovernmental schools for boys and girls in the five areas of Tabriz city; 18 parents were selected as members of the sample group for determining the sample by using criterion purposeful sampling method. The research tool was a semi-structured interview. To provide its face and content validity, external experts' judgment, and the researcher's avoidance of any bias in presenting questions were used; for reliability, appropriate goal selection methods, the same guide questions, and continuation of interviews to the theoretical saturation stage were used. An evaluation was also used by participants and external reviewers to ensure the reliability of the findings.

The results indicated the extraction of six factors which include educational, social, ethical and moral, professional, economic, and equipment and facilities; after Collaizi’s analysis with 85 semantic units (open sources) in 25 sub-categories of 15 categories with 6 main themes were obtained. Reasons and criteria that led the parents’ trust to enroll their children in non-governmental schools have been discussed. Categories such as educational and training planning, observing the quantity and appropriateness of students, employing experienced and specialized teachers, homogeneity and cultural, social and economic quality of students, satisfaction with school services, good reputation, and good record, observance of rules and moral education, creating a happy safe atmosphere, committed interaction and professional attitude of school officials, obtaining appropriate and fair tuition are the main reasons for parents' inclination to non-governmental schools. As a result, schools focusing more and more on professionalism and considering the concerns of parents instead of the interests of school owners are considered the main reasons for parents' trust in these schools.

This study aimed to study the related components of the effectiveness of m-learning in higher education.

The research method applied in terms of purpose and data collection is mixed (qualitative-quantitative). The study's statistical population includes; All students studying (1068 people) at Mehr Alborz Institute of Higher Education. Using a simple random sampling method and the Cochran formula, 282 people were selected as the sample. First, the existing and relevant literature review is examined to achieve the purpose. Then by studying and combining existing models in the field of related components to m-learning effectiveness on the one hand and selecting the components mentioned by most researchers, the component was identified, and based on it, the conceptual model of the research was represented. The mentioned components are; Students' attitude towards mobile learning, intention to continue mobile learning, ICT literacy, support system(financial, technical, educational, and student), flexibility, interaction in mobile learning, quality of electronic content, understanding of the usefulness of mobile learning, ease of using mobile learning, Independence, self-efficacy and mental norms of the learner, the existence of infrastructure and access to the software and hardware required for mobile learning. Then the identified components are based on the degree of semantic and content relationship in three more general components, including; Components related to the teaching-learning process, individual characteristics of the learner, and technology. In the next stage, to validate the conceptual model and review the current situation of the institution, a questionnaire with 60 closed-ended questions was prepared and implemented. The validity of the questionnaire was calculated and confirmed by experts, the validity of the structure using factor analysis, and its reliability was calculated using Cronbach's alpha of 0.97%.

The results of the data analysis show: 1. The designed model has a good fit. 2. From the students' point of view, the current situation of all components related to the effectiveness of m- learning is lower than the theoretical average (2.5). 3. Finally, students state that among the identified components, the learner's mental norms are the most important in the effectiveness, and appropriate infrastructure is of the most minor importance.Executors and policymakers of Mehr Alborz Higher Education Institute (electronic) Before implementing the m- learning system and when developing a strategic and operational plan, it is necessary to pay attention to issues such as; the intention of continuing mobile learning, information, and communication technology literacy, understanding the usefulness of mobile learning, ease of using mobile learning and providing the appropriate infrastructure for its implementation. In this regard, to continuously improve the quality and increase the effectiveness of mobile learning, it is suggested that operational mechanisms be designed, implemented, and continuously evaluated based on the most critical identified challenges.

The aim of this study was to investigate the relationship between the components of effective organizational growth and Islamic justice in Farhangian University of Mazandaran province.

The research was a mixed method that was exploratory in the qualitative part and survey in the quantitative part. The statistical population of the study was experts, specialists and members of the faculty of Farhangian University of Mazandaran province, 20 of whom were selected by convenience sampling method. To formulate a conceptual model of the research, first the predictors and consequences of organizational growth have been identified. For this purpose, the relationship between Islamic justice and organizational maturity was studied and Islamic justice (procedural, distributive, transactional, exchange and information justice) was studied as an effective variable on organizational maturity. Then, using the structural equation model, the conceptual model of the research was studied and analyzed. The conceptual model of the research was evaluated by analysis of variance and heuristic factor analysis and using SPSS software version 24 and LISREL.

The results showed that distributive justice had the highest impact on organizational growth and procedural justice in the second rank and reciprocal justice in the third rank and transactional justice in the fourth rank and finally information justice had the least impact; In other words, the most example of justice for the respondents is distributive justice, which leads to the growth of the organization as much as possible, and managers and the payment system should pay more attention to the distribution of facilities, resources and students. By strengthening individual and organizational interest and also observing organizational justice, we can improve the formation of respectful behavior and civic virtue in employees in terms of organizational citizenship behavior. Also, by creating organizational growth based on justice and also paying attention to these two categories in drawing goals and organizational policy, the sense of participation and the spirit of altruism and the role of commitment and belonging of employees in higher education institutions can be promoted. Finally, by implementing the proposed model, the coordination and coherence between the functions, activities and goals of the organization will increase.