مجله آموزش عالی ایران
سال چهاردهم شماره 1 (پیاپی 53، بهار 1401)

Effective management in higher education must be done with the participation and cooperation of all stakeholders. Participatory governance is one of the approaches that has been presented to the management of academic institutions by focusing on the participation and involvement of its all stakeholders. This article seeks to provide a comprehensive classification of the components of the achievements and functions of participatory governance in the higher education system by using the meta-synthesis method. The present study is qualitative and has been conducted in the paradigm of interpretiveness with the aim of exploring the components of the functions and achievements of participatory governance in higher education. Also, data collection is cross-sectional in terms of research time. In the current research, by collecting information from reliable scientific databases and refining it, 100 articles were selected as the main articles for extracting findings. By analyzing the findings, it has been obtained that the functions and achievements of participatory governance in higher education can be divided into 6 categories: 1- promoting coordination, cohesion and integration 2- strengthening communication, building trust and increasing participation and decentralization in decision making 3- increasing efficiency and effectiveness (through cooperation) 4- increasing learning and free access to information to help facilitating the implementation of the policies 5- increasing accountability and transparency and reducing the differences and 6- increasing commitment and sense of responsibility.

Study opportunities or sabbaticals are still treasures for study and academic reflection. Research at Shiraz University has not concentrated on examining the flow and experiences of study opportunities related to doctoral students, one of the most influential people in producing knowledge. The purpose of this study was to analyze the lived experiences of doctoral students in Shiraz University about study opportunities.

Methodolog The potential participants of the research were doctoral students in the fields of basic sciences, technical-engineering, agriculture, veterinary medicine, and human sciences who had completed their study opportunities in one of the prestigious universities abroad in the last 3 years. 23 PhD students were selected as participants by using the targeted sampling approach and the criteria sampling method and the maximum variety of disciplines. The data collection method was a semi-structured interview. After coding the data and by content analysis, the categories were extracted.

The findings of the study were rearranged in five organizing themes, a time for dialogue between cultures, a time for socialization, a time for acquaintance, interaction and understanding of the academic structure, an opportunity for self-knowledge and professional development, a time for separation and taking a step in a new research path.

Based on the findings of the current study, students have been able to gain knowledge of the larger world, flourish in talents, become familiar with a variety of ideas and cultures, become independent and more assertive, gain a new perspective and a new worldview, as well as develop their self-confidence through studying abroad.

Online learning is a concept that has received attention due to new technologies in the field of education; But today, due to the sudden spread of the corona virus, online learning has become common, so that most of the higher education institutions organize online learning courses. However, for many students, especially new undergraduate students who are used to the traditional learning environment, it was associated with different experiences. The purpose of this research is to identify and examine the undergraduate students’ views on online learning. The current research was conducted with a qualitative approach and the chosen method in this research was descriptive phenomenology. The field of the new study is the undergraduate students of the University of Tehran, Shahid Beheshti, Allameh Tabatabai, Guilan, Yazd, who were selected based on the determined criteria. Finally, a semi-structured interview was arranged with 22 freshmen. By analyzing and examining the data, the findings were extracted into four main themes and 18 sub-themes. The main themes are: factors related to the university, factors related to professors, students' intrapersonal factors, and students' interpersonal factors. The results indicate that online learning has created many obstacles for students. Therefore, it is recommended that officials, managers and professors of universities formulate appropriate measures and decisions, and the laws required in the current situation. Also, they should provide the platform needed to change the traditional learning approach to learning in the virtual and hybrid environment in order to improve higher education.

The present research was conducted with the purpose of building a scale of commercialization of knowledge for universities and validating it in Guilan University.

The present research was conducted with a mixed strategy of exploratory type. The participants in the research were deans, group managers and university professors, specialists of academic growth centers and science and technology parks in Guilan province. To conduct the research, in the qualitative stage, 30 people were selected as the research sample using purposeful sampling, and in the quantitative stage, 230 people were selected using stratified random sampling. In the qualitative stage, in-depth interviews were conducted with the samples until the theoretical saturation of the subject was achieved, and in the quantitative stage, the participants were asked to answer the research questionnaire. To analyze the data of the qualitative stage, the grounded theory was used, and for the quantitative data analysis, descriptive and inferential statistics and SPSS and AMOS software were used. In order to test the validity of the questionnaire, using exploratory factor analysis and confirmatory factor analysis, the validity (structure, convergent, divergent) and reliability of the instrument (Cronbach's alpha coefficient, composite reliability) were examined.

In the qualitative stage, using the inductive content analysis of the interviews and the systematic approach of Strauss and Corbin during three stages of open, central and selective coding, 146 primary concepts, 23 secondary concepts and 9 major categories (intellectual capital, productivity In the university, organizational policies and capabilities, institutionalization of commercialization, platform creation, networking, knowledge creation, achieving competitive power, and knowledge commercialization capability) were extracted. In the central coding stage, the concepts obtained from the open coding stage were linked together in the form of causal conditions, central phenomenon, contextual factors, intervening factors, strategies and consequences. Finally, as a result, the final form of the questionnaire was set as follows: causal factors through 22 items, central phenomenon or knowledge commercialization components through 6 items, background conditions factor (suitable platform and context) for the implementation of knowledge commercialization through 32 items, intervenor and inhibiting factors were measured through 10 items, the factor of knowledge commercialization strategies through 15 items, and the factor of knowledge commercialization implementation consequences were measured through 15 items. The results of the factor analysis showed the good fit of each of the items with the factors and showed that each of the factors has a suitable factor load to predict the main dimensions of the questionnaire, and as a result, the designed tool has high reliability and validity and has the ability to measure the commercialization of knowledge in universities. Due to the lack of native measurement tools for commercialization of knowledge, it seems that the designed questionnaire can solve this gap, so this questionnaire can be used in the researches that will be conducted from now on the commercialization of knowledge in universities.

The change in governance patterns of the higher education system will undoubtedly leave extensive changes in other components and elements of this system. A brief look at the evolution of the university governance system shows that today, new governance models such as the market-oriented model have attracted the attention of many higher education systems worldwide, and different countries are moving towards the market-oriented and society-oriented governance model in terms of their legal, scientific and developmental frameworks. The present article, by examining the transition of university governance models in four countries including France, Iran, Germany and Italy in the form of a comparative study, tries to answer the question of what changes have been experienced in the governance of universities in the mentioned countries during the past three decades. Another question that this article seeks to answer is which of the mentioned models or a combination of them creates more functionality and benefits for the higher education system. Research findings show that university governance models can generally be classified into 4 general categories including market-oriented, government-oriented, academic and hybrid governance models. Also, these models can be compared with each other from the 12 dimensions of university governance. Another finding shows that in the transition from one model to another, the tendency to change from the government-oriented model to the academic model and then to the market-oriented models and finally to the combined model can be seen. Of course, this process has not been the same in all the countries examined in this research, and for this movement, legal and structural changes in the university governance body are very important.

Given the key role of higher education, it is important to study the future of universities and understand the issues facing them. The purpose of this study is to develop future scenarios for higher education in the next ten years. Given the quality of the present research and the field of futures studies; To design the scenarios, the Global Business Network (GBN) method has been used, which is the most common and efficient method of scenario planning, especially in the field of higher education in the country. The statistical population of the study is higher education experts that 16 experts were interviewed without structure using the snowball method. Data from unstructured interviews were analyzed using theme analysis method. Which ultimately leads to a list of key factors in seven areas (social, economic, technology, political, legal and managerial, institutions in the field of higher education) and 33 sub-factors. The most critical drivers of higher education in terms of uncertainty and importance include: lack of sustainable policies, investment in new technologies. Using critical uncertainties and creating a scenario matrix and referring to all the factors and information collected in the previous steps, four variables of critical drivers called "Land of Knowledge", "Gray Shadows", "Burnt Village", "Stagnant Water" "Compiled.