management
Fariba Abdi; Rasoul Davoodi; Naghi Kamali
Abstract
Abstract
The purpose of the current research is to design a crisis management model for administrators of Farhangian University. The research method is qualitative; and applicable research in terms of its purpose. The statistical population of the research includes 16 university experts, managers and ...
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Abstract
The purpose of the current research is to design a crisis management model for administrators of Farhangian University. The research method is qualitative; and applicable research in terms of its purpose. The statistical population of the research includes 16 university experts, managers and academic staff members who had experience in crisis management, and were individually interviewed and selected by theoretical (non-probability) and purposeful sampling. And semi-structured interviews were used with university experts. The components and quality requirements of crisis management were obtained through theme analysis during three stages of data coding. The results showed that the components of crisis management in Farhangian University include the degree of preparedness to deal with the crisis (individual factors, organizational factors, educational factors, economic factors); preparation of risk management plan (before the crisis, during the crisis); Organizational structure; participation of organizations; organization communication (internal communication plans, external communication plans); Continuous monitoring (crisis maneuver, possible crisis scenario, review and evaluation); organizational leadership (leadership and management, organizational culture); organizational agility; and university infrastructure.
Extended abstract
Introduction
As one of the main social institutions, the university has the important task of personnel training, scientific research, social services, cultural heritage, and innovation. In the period of rapid social transformation, the outer space of the university becomes more and more complex, which causes the university to face various tests in the process of reform and development. Critical incidents show a growing trend that is also reflected in the universities themselves. At all times, when the university faces a critical incident, the society, people, and media have paid great attention to it. In recent years, more researchers have studied university crisis management (Wenting, 2019). Crisis management is the process of quick decision and action, all-round flexibility to anticipate in order to be prepared to prevent its occurrence, deal with the crisis and repair the effects of the crisis on the environment and actors. Iran is at the top of the most damaged and vulnerable countries in the world (Darvishzadeh, 2018).
According to the mentioned materials, the main problem of the research is; what is the model of crisis management for Farhangian University administrators?
Theoretical Framework
Crisis Management
The crisis is clear to the general public, and they easily understand its meaning. People consider crisis as a bad event and a negative thing and define it as sudden and dangerous events that can have bad and negative effects (Nazemiyan, 2019). Crisis management is an art through which the government of elite men, actors on the stage, display their decisive role. Paying attention to the complexity of natural disasters in cities and the urgent need to use risk reduction funds in urban residential areas, risk management has been used in different ways in the world as a new and effective method in the stages of prevention and preparedness in crisis situations (Hoseini et al., 2018).
The concept of crisis management in the university
Crisis management is an applicable science that, through systematic observation of crises and their analysis, seeks to find a tool by which crises can be prevented, and in case of a crisis, it can be prepared, dealt with effectively, organized and coordinated, and planned action (Rahimi & Moradi, 2021).
Balachi et al, (2023) investigated the role of organizational structure in the ability of crisis management in the organization. The results of the research also show that flexible organizational structure and high coordination improves the ability of crisis management in the organization. In addition, strong communication and cooperation between organization members are also considered as essential factors in crisis management ability. This study brings important results to managers and policy makers of organizations and recommends that organizations improve crisis management ability by creating a flexible organizational structure and strengthening cooperation between members.
Sazmand et al, (2022) investigated the relationship between emotional intelligence and crisis management of the Corona pandemic at Mazandaran University of Medical Sciences. The findings of the research showed that among the dimensions of emotional intelligence, the average of interpersonal skills was higher than the other dimensions. Also, there is a positive and significant relationship between the three dimensions of interpersonal skills, adaptability, and general mood with crisis management. In addition, there is a significant positive relationship between the overall score of emotional intelligence and crisis management.
Research methodology
The present study was applicable in terms of its purpose, and qualitative in terms of data collection. The statistical population includes 16 university experts who were identified using theoretical (non-probability) and targeted sampling, and semi-structured interviews were used.
Research findings
Thematic analysis method was used to analyze the data obtained from the interview,. The results showed that the components of crisis management in Farhangian University include the level of preparedness to deal with the crisis (individual factors, organizational factors, educational factors, economic factors); preparation of risk management plan (before the crisis, during the crisis); Organizational structure, participation of organizations, organization communication (internal communication plans, external communication plans); Continuous monitoring (crisis maneuver, possible crisis scenario, review and evaluation); organizational leadership (leadership and management, organizational culture); organizational agility; and university infrastructure.
Conclusion
The present research was conducted with the aim of designing a crisis management model for Farhangian University administrators. The findings of the present research are in agreement with the findings of Rezaei & Nuri (2018), Jamaledini et al, (2016), AlQahtany & Abubakar (2020), Kwesi-Buor et al, (2019), Lin et al, (2018), Torani et al, (2019), Wasson & Wieman (2018), Lauriola et al, (2018), and Aghaei et al, (2018). In explaining this finding, it can be said that the dimensions that can be a reason for crisis in universities are divided into six categories. The first category is the dimensions of the crisis caused by natural or human factors, such as earthquakes, floods, gas leaks, and accidents caused by damage to vital arteries. The second category of crisis-making dimensions is in the political dimension. For example, the presence of unorthodox people in various forms and shapes in the university campus, politicization among students, the lack of transparency and lawfulness of political activities in the university territory, political dissatisfaction in universities and the migration of elites, politics mistrust of students and professors towards university management can be mentioned as examples of this dimension. The third category of crisis-making dimensions is in the management dimension; among which can be mentioned the inadequacy of managers' commitments to implement changes, the application of parallel management as a factor of conflict in university administration, the prevailing bureaucratic and inflexible management in universities, problems related to the centralized system of university management, and the lack of familiarity of managers with crisis management in universities. The fourth category is the dimensions of the crisis in the educational dimension. In this context, we can refer to things such as the large number of applicants to enter the university, the lack of physical space and student dormitories, the inappropriate quality of food and the physical space of the university, the lack of up-to-date information, and knowledge of university professors, the way of accepting students and the predominance of doctrinal thinking among the students. The fifth category of crisis-causing dimensions is the economic dimension. The severe financial dependence of the university on the approved budget, the low salaries and benefits of university faculty members, the personal and social agitations of students due to the pressure of increasing tuition fees, and the lack of suitable job opportunities to attract university graduates are clear examples of the crisis. The sixth category is the dimensions of the crisis in the cultural-social dimension, such as the increase in the tendency of students to migrate abroad, the alienation of students from the culture and national identity and the loss of self in front of foreign culture, the clash of student values with the cultural values of the university, and psychological aspects of unemployment among graduates, etc. Therefore, it can be concluded that in order to manage the crisis in Farhangian University and higher education, Special attention should be paid to these components.
According to the results, it is suggested that in order to achieve a more practical and effective model, the final model of the research should be implemented as an example in one of the provinces of the country and be tested and evaluated. Considering the importance of the quality of resources in the research results, such as the quality of educational resources, the persons involved should provide the necessary grounds for employing skilled and quality professors and training according to people's needs in order to make these trainings more effective.
Education Management
Maryam Sori; Mohammad mojtabazadeh; Rasol Daudi
Abstract
Abstract
The purpose of this research is to design a qualitative model of educational support for secondary school students. The research method is qualitative, and applicable in terms of its purpose. The statistical population includes experts and specialists in the field of learning-teaching, teaching ...
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Abstract
The purpose of this research is to design a qualitative model of educational support for secondary school students. The research method is qualitative, and applicable in terms of its purpose. The statistical population includes experts and specialists in the field of learning-teaching, teaching and support methods, and written documents related to the subject; and 13 experts and 18 documents (text) was determined to be suitable for the research objectives using the snowball sampling method for experts and targeted sampling for documents. For data analysis, the ground theory method with open, central and selective coding was used. The results indicated that the qualitative model of educational support for secondary school students includes 10 dimensions (development of human and non-human resources, improvement and development of the educational system, teaching-learning methods, culture and communication, supportive rules and behaviors, performance monitoring, strategies based on cognition and metacognition, strategies based on motivation, mental progress, and scientific progress), 21 components (development of human resources, empowerment of students, development of hardware and software facilities, collaborative and interactive teaching, simplification homework, virtual learning, teaching based on scientific theories, culture building between parents and teachers, effective communication, supportive behaviors, internal and external strategies and instructions, metacognitive strategies, cognitive strategies, cognitive and metacognitive strategies, motivational strategies, psychological well-being, the actualization of potential talents, improvement of the learning process and academic progress) and 134 indicators that were included in the paradigm model of research in the form of causal, contextual, interventional, strategies and consequences.
Extended abstract
Introduction
Creating a support is a challenging educational task. Once the support is designed, the teacher begins to build knowledge by asking detailed questions and necessary skills and explanations with appropriate examples and thoughtful planning of students' activities. Skills including higher level questions are questions that elicit feedback skills that the teacher uses to build support. Educational support can direct learners' attention to basic concepts, clarify ambiguous concepts and words for the learner, and facilitate the acquisition of expressive knowledge of a field through technical support, cognitive and metacognitive support. )Arefi et al. 2020(.
Support building is effective in achieving goals such as involving the learner in learning activities at high levels, such as thinking about goals, planning, choosing appropriate guides, obtaining multiple perspectives on the subject, and applying previous knowledge in new situations. Therefore, in the classroom, the teacher can support the processes and activities necessary to go through the conversation processes; in this way, in the classroom, by providing challenging assignments to the students before, during, and after the education, as well as creating groupings in the class and Organizing students' activities in the direction of self-learning and self-evaluation will help to achieve optimal learning (Zabihi Hesari et al, 2022).
According to the mentioned materials, the main problem of the research is: how to design a qualitative model of educational support for secondary school students?
Theoretical Framework
Education is the most effective tool available to society to challenge the future. Progress increasingly depends on the capacities of research, innovation and adaptability of new generations. Without education, it is impossible for young people to participate in cultural and social economic life. It is obvious that education will not solve all the problems that humanity is facing today, but in order to connect members of society, it is necessary to create new relationships and respond to environmental needs. School education or formal education is not everything. Education also emphasizes the role of family and community and includes informal and semi-formal aspects as well (Grecu and Denes, 2017).
Scaffolding (supporting) can be defined as the process of guiding the learner to transition from what he knows now to what he is going to learn. In support, at first the teacher or another person who helps the learner takes a major share of the responsibility, but gradually as the learning progresses, the responsibility is handed over to the learner (Seyf, 2014).
Akati et al, (2022) investigated the enhancement of writing ability through supporting techniques: a mixed study. The results showed that motivation-based support is the most effective technique in increasing the writing ability of English language learners. The results of the interview also showed that the support techniques consistently improve the students' writing skills.
Heo (2022) investigated teacher support and language learning in an immersion classroom for students with a supported background in an elementary classroom. Findings indicated that the teacher provided the supported students with a variety of verbal, procedural, and instructional scaffolds to enhance their language comprehension and production, such as performing vowel shapes through body movements, while remaining aligned with their social-emotional learning. The final results showed that teachers who serve young students in language classes should provide scaffolding in different ways and pay attention to students' social-emotional behavior and learning with non-judgmental attitudes and constructive approaches.
Methodology
The present study was conducted qualitatively in terms of data collection and was practical in terms of purpose. The statistical population of the research includes organizational and academic experts, high and middle managers of the education system, faculty members in the field of educational sciences - educational management in higher education centers and experts in the field of learning - teaching and teaching methods. In-depth interviews were conducted with 13 experts, and 18 documents (texts) were examined with the purposeful method for documents\ using the snowball sampling method until theoretical saturation was reached.
Discussion and Results
In order to analyze the data, the ground theory method with open, central and selective coding was used and the results showed that the qualitative model of educational support for high school students includes 10 dimensions (development of human and non-human resources, improvement and development of educational system, teaching-learning methods, culture building and communication, supportive rules and behaviors, performance monitoring, strategies based on cognition and metacognition, strategies based on motivation, mental progress, and scientific progress), 21 components (development of human resources, Empowering students, developing hardware and software facilities, collaborative and interactive teaching, simplifying assignments, virtual learning, teaching based on scientific theories, culture building between parents and teachers, effective communication, supportive behaviors, strategies and instructions within and extra-organizational, metacognitive strategies, cognitive strategies, cognitive and metacognitive strategies, motivational strategies, psychological well-being, actualization of potential talents, improvement of learning process, and academic progress) and 134 indicators which were placed in the research paradigm model in the form of causal, contextual, and interventional conditions., strategies and consequences.
Conclusion
The current research was conducted with the aim of designing a qualitative model of educational support for secondary school students. The results of this research have been consistent with the results of Ekati et al, (2022), Mohammadlou & Mohammadlou (2022), Heo (2022), Yang (2022), Sun et al, (2021), Maksic S, Josic (2021), and Khatib & Kardost (2021). Ekati et al, (2022) showed that increasing writing ability through support techniques, metacognitive, motivational and technology-based support techniques continuously improves the writing skills of language learners. In the current research, the components of "empowerment of students" and "development of hardware and software facilities" explain the components of "causal conditions"; and the components of "metacognitive strategies" and "motivational strategies" explains the component of "strategies" in the paradigm model of the present research.
According to the results of the research, it is suggested that the teacher should be open to criticism for the faults of the learner and should show self-respect. Teachers' understanding of learning and growth mechanisms should be at a high level. Assigning students to prepare different artifacts and use them is to improve their abilities. Clarifying the learner's thinking and solving the learner's mental ambiguities will put him on the right path. School management should take steps to promote and develop the attractiveness of new technologies available. Teachers should use strategies with theoretical and practical support continuously and systematically.
