فصلنامه پژوهش و برنامه ریزی در آموزش عالی
سال سی‌ام شماره 3 (پیاپی 113، پاییز 1403)

The aim of the research was to design and validate the model of the characteristics of Boundary Spanner faculty members in state universities. The research was conducted using the sequential-exploratory combined method. In the qualitative part, it was considered to identify the characteristics of Boundary Spanner faculty members in the public universities of Tehran. For this purpose, 15 faculty members of Tehran's public universities were selected and interviewed in a targeted manner and based on their Boundary Spanning experience. The interviews were analyzed using open, central and selective coding. By coding the interviews, 48 open codes and 9 central codes were identified and placed in three classes, and the names of the personal characteristics of the academic boundary spanner, the job characteristics of the academic boundary spanner and the organizational characteristics of the academic boundary spanner were chosen for these classes. In the quantitative part, the research sought to validate the model obtained from the qualitative part by designing a questionnaire and a quan titative survey. The statistical population of the research in this department was 2189 faculty members of technical-engineering faculties of Tehran state universities, and the sample size was determined using Cochran's formula to the number of 327 people and sampling was done by stratified-proportional random method. Data collection was done using a researcher-made 19-question questionnaire (resulting from the analysis of interviews in the qualitative section). The data were analyzed by confirmatory factor analysis methods. The findings showed; The factor loading of the dimension of personal characteristics of the academic boundary spanner is equal to 0.89, the factor loading of the dimension of the job characteristics of the academic boundary spanner is equal to 0.73, the factor loading of the dimension of the organizational characteristics of the academic boundary spanner is equal to 0.85, which according to the t value obtained at the level of 0.1 0 is significant. The fit indices of CFI=0.98, GFI=0.92, AGFI=90 and RMSEA=0.05 also showed that the measurement tool has good validity.

Factors affecting the educational and research activities of university faculty members is a particularly interesting and controversial topic that has led to numerous researches. The present study was also conducted in order to analyze the opinion of faculty members about research activities in Mohaghegh Ardabili University. In order to collect the findings using interviews, the opinions of experienced and leading research faculty members were analyzed. the participants were 15 faculty members of different fields in three groups of basic sciences, humanities and technical engineering of Mohaghegh Ardabili University. Therefore, in this research, it was tried to select the studied sample from among the policy makers of the relevant fields of the scientific system, faculty members with group management experience, experts and specialists in the research subject, faculty members' research performance evaluation units, faculty members with management experience at the college and university level. , because these people, as cases rich in information and experiences, provide the best background for in-depth studies. The use of a specific method of data analysis in this approach led to the construction of a basic theme called "individual-social structure of research" based on which the proposed model is designed to describe the factors affecting the research activities of faculty members. The formation of research activities was investigated and analyzed under the influence of five general factors of personal and professional skills, academic conditions, facilitating strategies, organization-oriented structures and extra-organizational structures. Each of these factors as the main theme also included sub-themes. By reviewing the themes, among the main themes obtained, "individual-organizational construction of research" was identified as the central idea and related to other themes. Although individual factors are at the disposal of researchers and they are trying to increase their personal and professional characteristics such as learning skills, performing job duties and increasing scientific literacy in order to conduct research, but until the organizational factors that are in It is not within their scope to facilitate research, one cannot expect scientific and research growth and development.

The ‘English for academic purposes’ program, or the so-called ‘specialized English’ program, is one of the key educational sub-systems in Iran's higher education, which has experienced a life of about four decades. Reviewing the related research to this program in the higher education system shows that although it has been evaluated from different angles and mainly from the viewpoint of teaching methods and materials, we have rarely seen its critical evaluation from a broader perspective, understanding such necessity and using grounded theory, the opinions of eleven specialists in the field of English for academic purposes (EAP) have been qualitatively examined and analyzed. The findings indicate that this program is faced with serious shortcomings in two main areas of policymaking and implementation, which were classified into seven sub-areas.The results of this research can help higher education policymakers, curriculum designer, instructors and other stakeholders in the process of revising and implementing this program.

One of the important fields for achieving the goals of the higher education system is to use new methods to influence students' motivation. Therefore, the main goal of this study is to investigate the impact of the framing of information nudge on students' efforts using the behavioral economics approach, taking into account the theories of social psychology. To investigate this goal, a 2*2*2 factorial model including; two levels of framing effect (positive or negative), two levels of regulatory focus (promotion or prevention) and two levels of test difficulty (difficult or easy) were considered. The independent variables of this study are the negative frame, the promotion focus and the difficulty of the test and the dependent variable is the anticipated effort in a hypothetical exam. The random sampling of this research included 400 students of Ilam and Allameh Tabatabai University. The results of the estimation of the ordinary least squares model showed that the promotion focus frame increases students' effort compared to the prevention focus frame. The negative frame increases student effort relative to the positive frame, but without controlling for regulatory focus, it has no independent effect on student effort. The results of the estimation of interaction variables also showed that the variable of negative frame * promotion focus has a negative and significant coefficient. This result shows that the joint condition of negative frame and promotion focus increases students' effort less than negative frame and prevention focus. In other words, the negative frame increases students' effort both in the promotion focus and in the prevention focus, but the effect of the negative frame is greater in the prevention focus. It also confirms that students experience regulatory fit under the common conditions of prevention focus and negative frame, but regulatory fit is not confirmed under the common conditions of promotion focus and positive frame. In order to strengthen students' motivation and performance, policy makers and planners in higher education can use behavioral economics tools such as framing of information nudge appropriate to subjects such as exam preparation, education plan, choosing a field at higher levels of education, etc.

The purpose of the present study was to explore the perceptions and life experiences of the continuing undergraduate course students who referred to Special Cases Commission at the University of Kashan in order to identify effective factors in increasing the students’ academic years through studying, categorizing and analyzing the collected experiences. It is an applied study which was conducted via qualitative method and the findings of the study were collected through interview and phenomenology method. The statistical population of the study included all undergraduate students in academic year 2021-22 who were studying at the University of Kashan and purposive or judgmental method was applied to do the sampling process, the interview process continued up to reaching theoretical saturation. reliability of interview instruments, was investigated according to four criteria including credibility, transferability, dependability and confirmability and the data analysis of the study was conducted via Strauss and Corbin method. The findings showed that the number of extracted open codes as a result of interview with the students was 1161 which were respectively categorized in three main cores of individual-familial factors with the frequency of 637 (48.24%), educational-organizational factors with the frequency of 410 (39.20%) and social-economic factors with the frequency of 114 (12.56%). Regarding the most frequent mentioned categories related to each core, it can be said that the axial code “psychological challenges” has the highest frequency in individual-familial factors with the frequency of 85 (13.34%), axial code of “weakness in curriculum” has the highest frequency in educational-organizational factors with the frequency of 68 (16.59%) and the axial code “financial effectives” has the highest frequency in social-economic factors with the frequency of 45 (39.47%). Finally, the findings of the study showed that the academic persistence is an important multi-dimensional dilemma that many different facts should be paid attention to in order to prevent it. Therefore, meta-departmental cooperation is needed to solve the problems and remove the impediments. Hence, interaction and cooperation of different departments such as university, professors, family and society is of high necessity in order to apply preventive and supportive policies.

Synergogy is a model derived from the constructivist approach in which knowledge is presented through collaborative, group planning and active involvement. This research, with a practical purpose and survey method based on comparative comparison, has investigated the curriculum planning model based on the synergy of interdisciplinary courses in three different universities. The statistical population of the research includes 85 students studying in three Islamic Azad Universities, national (state) and mission-oriented Farhangian University. The method of data collection was library-documentary and field, which was obtained in the field method by using David Lebo's constructivism questionnaire and specialized psychometric analysis of the research data, and then using t-statistical and a posteriori statistical models to analyze the data. The results show that the model of synergistic construction for the interdisciplinary course of urban geography, despite the similarity of the content, source and course headings, is different from each other and has a significant difference from each other. The results of the a posteriori statistical model show that the 8 indicators of participation, independence, creativity, deep thinking, active involvement, personal communication, collectivism and evaluation style function differently in the studied universities with a confidence coefficient of 95% and a significant level. Less than 0.05 is significant. At the same time, the implementation and evaluation of the statistical society of the constructivist synergistic model in Farhangian University is more favorable than the other two universities, considering its education-oriented mission.

This article was carried out to present the subjects and titles of the technical and vocational education master's courses in Iran with a qualitative approach and using a descriptive-analytical method. The studied population included 10 curriculum titles of the Master's course in the education field of Farhangian University and 25 curriculum titles available in the Master's course of the technical and vocational education of other countries' universities. The results of the analysis and comparison of the differences and similarities of the courses showed that although there are differences and diversity in the number, type, and subject titles of this field in the universities, the titles of the courses in different universities share the following general titles. Based on the findings of the research, Compensatory lessons "Philosophy of Islamic education and training in the Islamic Republic; Teacher ethics from the perspective of Islam", compulsory courses "management, principles of teaching, technology, evaluation, research, philosophy and curriculum" and elective courses "psychology and counseling; Adult Education; Issues and challenges in technical and vocational education; Internship and seminar" and thesis are suggested for the master's course in the field of technical and vocational education of Iranian universities.