Volume 5 (2023)
Volume 4 (2022)
Volume 3 (2021)
Volume 2 (2020)
Volume 1 (2019)
Main Subjects = Education Management
Number of Articles: 18
Education Management
Identifying the dimensions and components of the application of new technologies in the fourth generation university
Esmat Seifi; Amineh ahmadi; mojtaba moazzami
Volume 5, Issue 4 , March 2024, , Pages 24-51
Abstract
Abstract The purpose of the current research is to identify the dimensions and components of the use of new technologies in the fourth generation university. According to its purpose, the research method is applicable in terms of purpose, and qualitative in terms of implementation; type of descriptive ... Read More Abstract The purpose of the current research is to identify the dimensions and components of the use of new technologies in the fourth generation university. According to its purpose, the research method is applicable in terms of purpose, and qualitative in terms of implementation; type of descriptive and thematic analysis. The statistical population of this research includes 10 higher education specialists; prominent professors familiar with research work in the studied field. A targeted non-random sampling method of the available type was used. Semi-structured interviews were used to collect information. Data analysis was done with open, axial and selective coding and using MAXQDA2020 software. According to the analysis carried out using thematic analysis method to determine the dimensions and components of the use of new technologies in the fourth generation university, 5 dimensions, 13 components, and 47 indicators have been identified and confirmed. The dimensions include educational requirements (interaction with other virtual educational groups, devoting more hours to entrepreneurship education in the university, flexibility, management components), aesthetic requirements (technological factors, online limitation reduction capabilities), content requirements (learning management system electronic, appropriate course content), process requirements (quality of behavior of virtual education supervisors, application of virtual education standards), requirements of extra-organizational participation (virtual education system infrastructure, service delivery system quality, perceived support quality). Extended abstract Introduction The university plays a very important role in the progress or stagnation of a society by directly affecting the flow of production, adaptation and reproduction of social systems and market mechanisms (Tang, 2013). Applying a model in the development of graduate education that covers all these functions in a balanced way can make it possible to reach social goals (Raza et al, 2018). Ignoring the functions of the university may lead to emergent consequences that put graduate education development strategies at risk of futility (Clark & Jackson, 2018). One of the main concerns of universities is to be among the top universities in the world and create the necessary conditions to become a fourth generation university. In our country, most universities are in the first generation and a limited number of them are in the second generation, and yet, the third and fourth generation of universities in Iran has not been seriously discussed. Accordingly, many graduates do not succeed in the market due to lack of entrepreneurial skills (Goudarzvand Chegini, 2018). In fact, the third and fourth generation universities are knowledge-based, teaching and research-oriented universities that seek to create wealth and value by developing knowledge and effective entrepreneurship (Barrioluengo & Benneworth, 2019). Based on this, the researcher asked the main question: what is the use of new technologies in the fourth generation university? Theoretical Framework Information technologies The increasing development and progress of information and communication technology and its potential capacity in improving education have prompted researchers in the field of education to prioritize the use of technology as a competitive advantage in the education process. On the other hand, the need of developing societies for optimal use of time and facilities and flexible development of education has led to a greater tendency to use new technologies (Larchenko & Barynikova, 2021). These technologies have played a very important role in the scientific development and competitiveness of universities for reasons such as saving time and money, enabling distance learning, facilitating the educational evaluation system, direct access to digital educational resources, and creating equal educational opportunities (Kalbali, 2018). Fourth generation universities In the fourth generation of universities, value is defined on the basis of strategic partnership, entrepreneur training, and the degree of absorption of income from external sources and guidance and leadership, as well as the degree of influence on other factors in societies. Education is done based on the needs of society and students, and solving society's challenges is considered as the basis of research. International partnerships are an important part of the entrepreneurial university. Promoting risk-taking culture, creating a sense of belonging to entrepreneurship, academic freedom, valuing culture, talent management, creating a suitable entrepreneurial environment, teamwork culture, introducing entrepreneurial faculty members as role models and their participation in decision-making and policy-making, attention and Valuing entrepreneurial students are some the components of entrepreneurial culture (Khodabakhsh & Taghi Pur, 2023). Khoshnejad et al, (2022) carried out a research entitled the presentation of the fourth generation university model (case study: Islamic Azad University). The axes have been identified through three stages of coding (example, main theme, sub-theme). Key relationships including university-society relationship, alignment of university mission and society goals, and university-industry relationship were identified based on the research results. In addition, background factors, influencing factors and outcomes were also identified. The outcomes were investigated including internal and external outcomes. PourMohammadBagher et al, (2022) discussed in their research entitled review of the use of metaverse systems in education. In this article, by reviewing new technologies and referring to educational fields and some principles related to teaching methods, a better insight is provided to teachers in the field of education and training for technology-based educational design. According to the principles of metaverse, the virtual learning environment can simulate the law of dynamic evolution in natural phenomena and its processing process. Education of students in the virtual body occurs through sensory channels such as visual, auditory, tactile, olfactory, etc. Then they can explore and do individual activities or collaborate in a virtual environment. As a result, in the learning scenario based on the metaverse, learning is in a deeper form where insight occurs. Research methodology The research method is applicable in terms of its purpose, and qualitative in terms of implementation, a descriptive and thematic analysis type. The statistical population of this research includes 10 higher education specialists, prominent professors who are familiar with research work in the studied field. A targeted non-random sampling method of the available type was used. Semi-structured interviews were used to collect information. Research findings Data analysis was done with open, axial and selective coding; using MAXQDA2020 software. According to the analysis carried out using thematic analysis method to determine the dimensions and components of the use of new technologies in the fourth generation university, 5 dimensions, 13 components and 47 indicators have been identified and confirmed. The dimensions include educational requirements (interaction with other virtual educational groups, devoting more hours to entrepreneurship education in the university, flexibility, management components), aesthetic requirements (technological factors, online limitation reduction capabilities), content requirements (learning management system electronic, appropriate course content) process requirements (quality of behavior of virtual education supervisors, application of virtual education standards), and requirements of extra-organizational participation (virtual education system infrastructure, service delivery system quality, perceived support quality). Conclusion The current research was conducted with the aim of identifying the dimensions and components of the application of new technologies in the fourth generation university. The results of this research are in agreement with the results of Khoshnejad et al, (2022), PourMohammadBagher et al, (2022), Yadollahi Dehcheshmeh et al, (2021), Azar (2021), Larchenko & Barynikova (2021), Asgari et al, (2021), and Ahmadian Chashemi et al, (2020). Yadollahi Dehcheshmeh et al, (2021) have discussed in their research under the title of compiling the fourth generation university model (social university) for Iranian universities. The findings showed that the component of value-creating responsibility-oriented university as a central phenomenon, transformability and adaptability as causal factors, responsible leadership, development of professional competencies of human capital and educational and curriculum development as action strategies, components of specialized and professional policymaking, responsible innovation culture and transformative structure were identified as background conditions and academic independence and developing financial models as intervention components of the fourth generation university. The main consequence of the interaction of all the mentioned components is the development of the region, which plays a vital role in the development and growth of the local and national society in three cultural-social, economic, and environmental fields. According to the obtained results, it is suggested that: According to the develope of developments in the field of new technologies, the universities of the country can provide the possibility of transferring new findings to the beneficiaries by creating a foundation for the development of technology, which leads to the development of technological businesses, turning knowledge into wealth and employment for graduates, and finally, it creates new sources of income. While examining the current and future global trends and identifying the strengths and weaknesses of the society, the fourth generation university should guide the country's political, economic, cultural and social paths in the direction that countries can gain their proper place in the region and the international system. Building and developing specialized service centers for the general public, providing technical; consulting; and equipment support services to knowledge-based businesses, creating a communication network with elites; intellectuals and entrepreneurs to participate in policy making is suggested, and also academic researchers are suggested to identify local and regional issues and problems, determine the research priorities of academic disciplines based on solving the problems of the society, and formulate the dimensions of the curriculum of the higher education centers of each region based on the components of the fourth generation university.
Education Management
The role of leadership behaviors of school principals In teachers' team learning
jamal abdolmaleki; Mohammad Ghafari Mejlej; Masoumeh Mahboubi Ebrahimi; Faezeh Asadi
Volume 5, Issue 4 , March 2024, , Pages 52-74
Abstract
Abstract The aim of the present study was to investigate the role of leadership behaviors of school principals in the team learning of teachers. The research population consisted of all primary school teachers of Qorve city, numbering 548 people, and a sample size of 225 people was selected from this ... Read More Abstract The aim of the present study was to investigate the role of leadership behaviors of school principals in the team learning of teachers. The research population consisted of all primary school teachers of Qorve city, numbering 548 people, and a sample size of 225 people was selected from this population by simple random sampling based on Morgan's table. The research method was correlative and through structural equation modeling. To collect data, Strang.'s leadership behavior questionnaire (2005) and Bresó et al.'s team learning questionnaire (2008) were used. To determine the reliability and validity of the tool, Cronbach's alpha and confirmatory factor analysis techniques were used; the desired reliability and validity of the tool were indicated by the results. To analyze the data, structural equation modeling was used by Lisrel 10.20 software. The results indicated that: task-oriented leadership behavior of school principals had a positive, direct and significant effect (0.27) at the 0.05 level on teachers' team learning with a t value (4.98). Also, the Person -oriented leadership behavior of school principals had a positive, direct and significant effect (0.50) at the 0.05 level on teachers' team learning with a t value (9.34). The dual leadership behaviors of school principals are able to explain 38% of the variance of teachers' team learning, which has a t (8.41) and indicates the significance of the explained variance of teachers' team learning by the dual leadership behaviors of school principals. Extended abstract Introduction Although team learning is one of the most effective and important processes in teams, through which teams are able to improve and develop their knowledge and skills (Shoukat et al., 2023), leadership plays a crucial role in the formulation, implementation, and development of team members' rules during teamwork to ensure successful team work (Hariharan & Anand, 2023). This is because team learning involves exchange, discussion, and development of knowledge, ideas, and structures, receiving feedback, and reflecting on teamwork, analyzing and learning from mistakes, and how to avoid them in the future (Lehmann-Willenbrock, 2017). Therefore, leadership behavior is considered as a necessary facilitator for creating conducive conditions for participation in team learning behaviors, such as creating a safe environment, and is considered a significant and fundamental enabler (Koeslag-Kreunen et al., 2018a). Leaders can indirectly facilitate workplace learning at these levels through their leadership behaviors (Wallo et al., 2022). However, team members do not automatically engage in team learning behaviors; as this can lead to problems. For example, differences in levels can result in non-constructive dominance by members with more authority, and members may experience excessive cognitive load when faced with unstructured tasks. Therefore, it is argued that participation in team learning behavior should be encouraged through leadership behavior (Van der Haar et al, 2017); as leadership behavior involves formulating a clear set of expectations for achieving organizational-individual goals through influencing and accompanying others, utilizing organizational resources, and facilitating individual and collective activities, in a structured guidance (Zhang et al, 2022). Or it is defined as "the process of influencing others to understand and agree on what needs to be done and how to do it, and facilitating individual and collective efforts to achieve common goals" (Yukl, 2010: 8). School organizations, like other organizations, consist of various issues and goals, so they have the ability to adopt a team-oriented approach to the school workforce, mainly teachers, and explore team-related issues in schools with an emphasis on teachers in the form of work teams and school managers as team leaders for research. Various research has been conducted in diverse organizations, including the school organization, on how leadership behavior can support team learning behavior, for example.Hariharan & Anand(2023); Lundqvist et al(2023); Shoukat et al(2023); Abdolmalek & Ghanbari (2022); Koeslag-Kreunen et al(2020,2018a,2018b); Ghanbari et al (2017); Chatalalsingh & Reeves(2014); Imants et al(2013) & Nouwen et al (2012). In analyzing the duties of teachers, it can be said that school teachers have two types of adaptive and developmental duties, which team learning facilitates these duties implicitly and explicitly. Therefore, team learning of teachers is influenced by the leadership behaviors of school administrators, in a way that the leadership behaviors of school administrators can be an effective factor in team learning of teachers and facilitate it. Therefore, by correctly recognizing leadership behaviors and employing them by school administrators, we can go beyond adaptive duties in teachers, especially innovative duties, in the context of team learning. As can be seen, studies and theories only indicate the relationship between leadership behavior and team learning, and it cannot be accurately said which type of leadership behavior has a greater impact on team learning. Therefore, in order to clarify this research gap, the researchers of this study considered the faculty of primary schools as a team and examined the effects of various leadership behaviors of school administrators on team learning of school teachers in order to clarify the exact role and effects of various leadership behaviors of school administrators on team learning of teachers. The information obtained from this research can assist school administrators in selecting and employing effective and useful leadership behavior in order to create, strengthen, and develop team learning of teachers. Therefore, our question is whether the various leadership behaviors of primary school administrators have a significant effect on the team learning of their teachers, and which type of leadership behavior has the greatest impact on the team learning of teachers? Therefore, the main question of this research is whether the dual task-focused and individual-focused leadership behaviors of school administrators have a significant impact on the team learning of teachers. Theoretical framework: Team learning behaviors are crucial, especially for team performance and effectiveness; therefore, it is essential for teams to strengthen team learning behaviors (Gerbeth et al, 2022). Team learning behaviors are defined as team activities in which team members engage to perform tasks effectively; therefore, teams that share and exchange knowledge among their members, create shared understanding and new knowledge, engage in constructive blending and discussion of opinions, and reflect on their teamwork are recognized as exhibiting team learning behaviors (Widmann & Mulder, 2020).To understand when leadership is effective in teams, research typically observes leadership from a behavioral perspective (Koeslag-Kreunen et al, 2018a). Burke et al (2006) distinguished two main behavioral styles: individual-oriented and task-oriented team leadership behaviors. Clearly, these behaviors can stem from vertical and shared team leadership resources. Individual-oriented leadership behaviors: are behaviors that encourage communication, support self-governance, and motivate team members to move beyond their individual interests. Attention, empowerment, and transformational leadership have been recognized as specific accepted leadership behaviors with a focus on the individual (Burke et al, 2006). Since attention refers to creating a positive space for cooperation and open communication and emphasizing relationships and team members' well-being, it is supportive of team learning behavior (Carmeli, Tishler & Edmondson, 2012). Empowerment leadership means actively developing self-governance skills in team members (Burke et al, 2006). Transformational leadership attempts to assist team members in surpassing their individual interests and taking action towards problem-solving by creating challenges and fostering creativity (Bass & Avolio, 1994). Overall, it is argued that individual-focused leadership behaviors strengthen team learning behaviors through encouraging communication, supporting self-governance, and going beyond individual interests.- Task-oriented leadership behaviors: These behaviors emphasize the task of team members by providing information on tasks, task structure, and monitoring team performance, and include 1) boundary-spanning, 2) structural facilitation, and 3) transactional leadership (Burke et al, 2006). Boundary-spanning involves examining the environment for new information, networking, and negotiating for team resources (Ancona & Caldwell, 1992). Additionally, Burke et al. (2006) argue that boundary-spanning activities guide teams towards task accomplishment based on available material resources and organizational strategies. Structural facilitation refers to defining team tasks, work methods, goals, and outcomes (Dong et al, 2017). Finally, Ashauer & Macan (2013) suggested that task-oriented leadership with a focus on team tasks and performance can encourage members to demonstrate their competence for the task, thus encouraging them to participate in team learning behaviors. Methodology: The research population consisted of all primary school teachers of Qorve city, numbering 548 people, and a sample size of 225 people was selected from this population by simple random sampling based on Morgan's table. The research method was correlative and through structural equation modeling. To collect data, Strang.'s leadership behavior questionnaire (2005) and Bresó et al.'s team learning questionnaire (2008) were used. To determine the reliability and validity of the tool, Cronbach's alpha and confirmatory factor analysis techniques were used; the results indicated the desired reliability and validity of the tool. To analyze the data, structural equation modeling was used by Lisrel 10.20 software. Discussion and Results: According to the results of structural equation modeling analysis, task-oriented leadership behavior of school managers has a significant, positive direct effect(0.27) on teacher team learning (p=0.05) with a t-value of 4.98. Similarly, individual-oriented leadership behavior of school managers has a significant, positive direct effect (0.50) on teacher team learning (p=0.05) with a t-value of 9.34. Dual leadership behaviors of school managers can explain 38% of the variance in teacher team learning, which is significant with a t-value of 8.41, indicating the significant variance explained in teacher team learning by dual leadership behaviors of school managers. The fit indices of the model are as follows: the ratio of chi-square to degrees of freedom (1.47), RMSEA (0.045), CFI (0.97), GFI (0.95), and AGFI (0.93). Based on the fit indices in the path analysis model, it can be concluded that the ratio of chi-square to degrees of freedom indicates a good fit between the conceptual model and the empirical model. The value of RMSEA is within an acceptable range. The values of CFI, GFI, and AGFI also indicate a good fit for the structural model. Therefore, it can be said that the structural model of the study has a good and acceptable fit. Conclusion: In explaining the results of the research, it can be said that Hoch (2014) argued that the distribution of leader behaviors among team members can help resolve their non-constructive conflicts and support members in providing unique information. Therefore, individual-centered leadership with encouragement, modeling, empowerment, and power control in teams that have adaptive and developmental tasks enhances learning. Bucic et al (2010) showed that for performing adaptive tasks, transformational leadership behaviors encourage participation and urge team members to maintain their boundaries. As a result, teams are able to collectively create new ideas. Additionally, Nouwen et al (2012) highlighted that integrating considerations and strengthening leadership behaviors enhances team learning for performing adaptive tasks, as these leaders maintain close social relationships, respect, trust, and group cohesion. They encourage speaking up through modeling and requesting feedback, and demonstrate how to provide feedback. Their actions encourage self-leadership and leadership skills. However, task-centered leadership has limitations for learning in teams with adaptive tasks. Bucic et al (2010) showed that for teams with adaptive tasks, transactional leadership supports team learning behaviors as it provides structures and processes and subsequently reinforces structured routines. Nevertheless, McKeown (2012) and Nouwen et al (2012) discovered that in teams with adaptive tasks, team leaders can excessively control work processes, which hinders team learning. Moreover, they demonstrated that if team leaders do not involve team members in decision-making or share goals and actions with the team, team confidence (in each other and in the leader) decreases and team learning motivation decreases. Therefore, it can be said that individual-centered leadership behavior is essential for supporting team learning, and our findings contribute to understanding the timing and application of this behavior. Leadership behaviors strengthen team learning through individual and task-centered behaviors displayed by a unified leader and team members, including leadership behaviors such as building trust and relationships, empowering and challenging team members, and structuring tasks and goals.
Education Management
Investigating the effect of Mock-based training on the performance of Tehran Municipality employees
Sahar Oghbaee; Maryam Golbabaee; Mohammadreza Shahabadi
Volume 5, Issue 4 , March 2024, , Pages 123-140
Abstract
Abstract The purpose of this research is to investigate the effect of mock-based training on the performance of Tehran Municipality employees. The current research is applicable in terms of its purpose, and survey-cross-sectional in terms of the research implementation method. The statistical population ... Read More Abstract The purpose of this research is to investigate the effect of mock-based training on the performance of Tehran Municipality employees. The current research is applicable in terms of its purpose, and survey-cross-sectional in terms of the research implementation method. The statistical population included 70 employees in the Line and Headquarters units of Tehran Municipality, and in total, by Morgan's table, and using stratified random sampling, 60 employees from three units (General Administration of Welfare and Veteran Affairs, Center Administrative renovation and transformation of Tehran Municipality and Tehran City Planning and Studies Center) were identified and selected from the field of Municipal Planning Deputy. The sampling method is stratified-relative. The collection tool in this research is a researcher-made questionnaire and a standard employee performance questionnaire (Stephen, 2005). In order to confirm the final research model, confirmatory factor analysis was performed. SPSS and PLS software were used for data analysis. The constituent components of Mock education model included goals, audience determination, needs assessment, feasibility, title selection, title type, platform selection, content, support, interactive platform, audience involvement, evaluation strategy; and the findings of the research showed that education based on Mock has a positive and significant effect on the performance of municipal employees and showed that the overall fit of the model is appropriate. Extended abstract Introduction The most important and fundamental issue of any organization is the job performance of its human resources. The necessity and increasing role of performance evaluation in the success of organizations and its use in the current environment has become inevitable in the field of professional management. The municipality, as a large and effective organization, is required to respond to the citizens and stakeholders in urban affairs, and therefore, examining the results and evaluating the performance is considered an important strategic process in it, and this process in the form of a two-way relationship will result the increase of quality and effectiveness of management and performance (Sabziyan & Foadchi, 2019). In order to take advantage of the proper performance of the employees in the municipality, help should be taken from the category of training. In fact, employee training is the most effective tool for managers to deal with environmental changes and guarantees proper service delivery, especially in service and government organizations. If these trainings are compiled and implemented regularly and purposefully for the real needs of employees, it will not only improve the performance of employees and the organization, but also improve the skills of managers and increase the satisfaction of employees and clients (Rahimi Kia et al., 2022). Research shows that not using mock courses affects the teaching and learning of employees and their performance, job satisfaction and educational justice. This is despite the fact that the use of mock courses can improve the level of technological literacy among employees and make them strong in every way so that they can perform optimally. It can also cause a transformation in the work system and ultimately the job satisfaction of employees (Nong et al, 2022). Therefore, the researcher is trying to answer the question: what effect does MOCK-based training have on the performance of Tehran Municipality employees? Literature Mock is an online course that is offered freely through the web to an unlimited number of participants. These courses are usually similar to university courses. Most of them have a specific start and end time. In addition to common content such as videos, texts, and a collection of these tools, Mocks creates an interactive space for employees and managers to participate in. These courses were able to attract different groups of people from many countries of the world. The qualitative courses that were taught by professors from many prominent universities in the world took an important step to use equal educational opportunities. The only prerequisite for participating in many of these courses is only a computer and an internet connection (Li & Baker, 2017). Performance has been defined as activities that are usually part of a person's job and activities and must be performed. In another definition, job performance is defined as the organizational value of the employee's job behaviors in different times and job situations. The meaning of organizational value is an estimate that the organization performs on the activities and services of its employees, such as performing a job task or having a suitable working relationship with other employees (Sony et al, 2016). Abedini Baltork et al, (2022) investigated the construction and validation of the Mock-based curriculum scale in higher education. The result of the confirmatory factor analysis showed that the curriculum based on Mock includes managerial, technological, human resource, goal, content, teaching strategies, learning and evaluation issues. The values of TLI and CFI indices are at the optimal level and more than the cut-off point of 90. Therefore, the model has a good fit with the data. Ramzani et al, (2021) investigated human resource management and the relationship between in-service training and empowerment with the performance of Bojnord Municipality employees. The results of their research showed that there is a positive and significant relationship between in-service training and employee empowerment components and the employees' performance. Research methodology The current research is applicable in terms of its purpose, and survey-cross-sectional in terms of the research implementation method. The statistical population included 70 employees in the Line and Headquarters units of Tehran Municipality, and in total, by Morgan's table and using stratified random sampling, there were 60 employees from three units (General Administration of Welfare and Veteran Affairs, Center Administrative renovation and transformation of Tehran Municipality and Tehran City Planning and Studies Center) were identified and selected from the field of Municipal Planning Deputy. The sampling method is stratified-relative. The collection tool in this research is a researcher-made questionnaire and a standard employee performance questionnaire (Stephen, 2005). In order to confirm the final research model, confirmatory factor analysis was performed. A researcher-made questionnaire was used to collect data related to Mock-based education. A questionnaire (Stephen, 2005) was used to collect data related to employee performance. Research findings SPSS and PLS software were used for data analysis. The constituent components of Mock training model included goals, audience determination, needs assessment, feasibility, title selection, title type, platform selection, content, support, interactive platform, audience involvement, and evaluation strategy; and the findings of the research showed that education based on It has a positive and significant effect on the performance of municipal employees and showed that the overall fit of the model is appropriate. Conclusion The present study was conducted with the aim of investigating the effect of Mock-based training on the performance of Tehran Municipality employees. The results of this research corresponds with the results of Abedini Baltork et al, (2022), Ramzani et al, (2021), Meneses et al, (2020), Xing (2019), Farzan et al, (2020), Haron et al, (2019), and Vasudev (2020). In the research of Fathi Hafshejani et al, (2022), three components were obtained based on the findings. The first category is the educational process with 6 sub-components (educational goals of courses, the contents of educational courses, various professional learning methods, professional educational activities, educational resources, performance evaluation courses); the second category is the support part with 5 sub-components (educational coverage of staff, educational support, educational costs, educational motivators, educational method capabilities); and the third category of the operational section with 3 sub-components (educational areas, additional skill training, creating professional soft skills). Also, the result of this study has shown the possible consequences of MOCK's educational functions in the workplace, that stakeholders including organizations, companies and employees can use it in their educational system with confidence and with more attention to these functions, because it can dare be said that most organizations in Iran are still unaware of its potential educational benefits. In a world where with the rapid development of technology, being online is considered a necessity both personally and professionally in organizations, including our country, and it is expected that today's workforces are highly skilled and continuously improve their skills with the world's current standards, and they can acquire these new skills through lifelong learning, i.e. Mocks, in an advanced digital environment.According to the results of the research, it is suggested that the objectives of the implementation of MOCK be formulated according to the needs of the beneficiaries. Therefore, a working group consisting of educational planners, course instructors, and administrators of Tehran Municipality should be formed and decide on this matter. It is suggested that the target audience of Mock be determined by the educational planners of the municipality so that a curriculum related to them can be developed. For this purpose, supervisors of job units in the municipality should give the required information to training planners during meetings. At first, evaluators from Tehran Municipality will be assigned to evaluate the municipality's need to have a Mock. These evaluators are employees of the educational management department of the municipality. The possibility of implementing Mock in the municipality can be monitored by internal evaluators and managers.
Education Management
Providing a training model with knowledge management approach in banks and financial institutions
Fatemeh Hamidi; Nadjla Hariri; Fahimeh Babalhavaeji; Hossein Abbasian
Volume 5, Issue 4 , March 2024, , Pages 141-168
Abstract
Abstract The purpose of this research is to provide a training model with knowledge management approach in the National Bank of Iran. Therefore, it is an applied-developmental research that can use in other banks and financial institutions. The quantitative research method is survey-analytical. The ... Read More Abstract The purpose of this research is to provide a training model with knowledge management approach in the National Bank of Iran. Therefore, it is an applied-developmental research that can use in other banks and financial institutions. The quantitative research method is survey-analytical. The statistical population of 1156 people included experts and middle managers of National Bank headquarters in Tehran province. Cochran's formula was used to calculate the sample size, and 288 people were determined and selected by stratified random sampling method. The tool of data collection is a researcher-made questionnaire. For the validity of the questionnaire, face or content validity methods were used, and for reliability, Cronbach's alpha method was used, which was confirmed with an alpha value of 0.9. The data were processed with the help of SPSS26 statistical software and PLS4 structural equation software. To analyze the gap, the non-parametric Wilcoxon test was used to identify the current and desired status of training indicators with the knowledge management approach in National Bank, and also Friedman test was used to determine the priority between categories, and structural equations were used to analyze the confirmatory factor and build the model. According to the findings, there is a significant difference between the average of the current and desired status of the indicators in the target community. Finally, the models were examined in two sections: the current, and the desired status; and a combined model was presented. Based on the results, the managers of National Bank should make extra efforts in all the components of the model, which in the current status have less factor loading than the desired status, in order to implement employee training with knowledge management approach. Extended abstract Introduction Today, the development of the world economy is focused on creating knowledge and competency-based economy. In this process a key role belongs to the skilled workforce that meets the needs of the labor market, and is a driver of economic and social progress, as well as improving competitiveness of the country in general (Sekerin et al., 2018). Therefore, training and development of employees with the aim of increasing the productivity in the organization has become very important (Ismael et al., 2021). Organizations make huge investments on employee training and development each year. However, transfer of knowledge acquired through training programs to company stakeholders is not as easily achieved. A learning environment needs to be produced in organizations such that employees are motivated to actively learn new things and then share their knowledge with their peer (Banerjee, Gupta & Bates, 2017). Knowledge management processes implemented at the organizational level can play a vital role in the transfer of knowledge thereby, increasing the effectiveness of training (Abd Rahman et al., 2013): because human resources training is the primary approach to elicit and reinforce employees' knowledge and proficiency. Certainly, both knowledge and human resources are being increasingly regarded as key levers of improving of organizational performance in today’s global, dynamic and complex organization environment (Khaksar et al., 2011). Organizations striving in today’s fast changing marketplace are facing the need to have employees who know how to learn and who can quickly retool and be ready for new challenges (Ho, 2008). In this regards, the adoption of appropriate Knowledge Management approaches which is recognized to be a way to achieve sustainability goals (Kassaneh, Bolisani & Cegarra-Navarro, 2021) has become an important tool for enhancing and supporting education (Alosaimi, 2016). So far, various models have been presented for the training systems of the employees of the organizations. But considering the importance and promotion of knowledge and the importance of increasing the efficiency and competitive environment among organizations, especially in banks and financial institutions due to being exposed to changes,, a suitable model is needed to achieve this important. It can be institutionalized the teaching and learning process which is the goal of effective education. Therefore, the current research aims to provide a model of training with a knowledge management approach in the National Bank of Iran, in which the following questions are examined and answered: What is the current status and the desired status of training indicators with knowledge management approach in National Bank of Iran According to the experts and managers of this bank? What is the ranking of training indicators with knowledge management approach in National Bank of Iran? What is training model with the knowledge management approach in National Bank of Iran? Theoretical framework According to Goldstein (1986), training is defined as “the systematic acquisition of skills, rules, concepts, or attitudes that result in improved performance” (Abd Rahman et al., 2013). The main purpose of employee training is to increase efficiency. Individuals rely on training to improve their current skills and to learn new skills (Renukappa, Suresh & Alosaimi, 2021). Davidson and Philip Voss (2003) state that knowledge management is the way based on which the organizations manage their employees, identify and store existing knowledge, and share it with teams to improve the quality and value of that knowledge to create knowledge-based innovations (Kurniawan et al, 2023). The real focus of knowledge management is on “doing the right thing” instead of “doing things right”. It provides a framework within which the organization views business processes as knowledge processes which involves creation, dissemination and application of knowledge towards organizational sustenance and survival (Dhamdhere, 2015). The benefit and application of new methods and approaches of training and learning of employees is accompanied by a change in the paradigm of education towards learning opportunities (Mogharab Elahi & Jafari, 2022). Knowledge management will lead educational organizations to identify all the needed processes that add value to learning experience (Alosaimi, 2016). Methodology The research method is quantitative, survey-analytical, and an applied-developmental research in terms of its purpose. The statistical population was 1156 people, including experts and middle managers of National Bank headquarters in Tehran province. Cochran's formula was used to calculate the sample size, and 288 people were determined and selected by stratified random sampling method. The tool of data collection is a researcher-made questionnaire. This questionnaire has 42 items and 9 components: scientific ability of human resources (5 items), behavioral competence of human resources (3 items), policy and legislation (4 items), social factors (3 items), educational leadership (6 items), Knowledge management approach (8 items), evaluation and control of educational quality (3 items), learning culture (4 items), and human resources training (6 items). For the validity of the questionnaire, face or content validity methods were used, and for reliability, Cronbach's alpha method was used, which was confirmed with an alpha value of 0.9. The data were processed with the help of SPSS26 statistical software and PLS4 structural equation software. To analyze the gap, Wilcoxon's non-parametric test was used to identify the current and desired status of training indicators with the knowledge management approach in the studied bank. The non-normality of the data distribution is the reason for choosing this test, which was calculated through the Kolmogorov-Smirnov Test. Friedman's test was used to determine the priority between categories and criteria, and structural equations were used for confirmatory factor analysis and model building. Discussion and Results The findings showed that for all variables, the significance level value of the Wilcoxon test is equal to 0.000; which is less than 0.05, so the null hypothesis is rejected with%99 confidence, and there is a significant difference between the average of current status and the desired status in the target society. According to the results of the descriptive section, the average of the current status is lower than the average of the desired status. Also, the significance level of Friedman's test for the current and desired status is equal to 0.000, which is less than the value of 0.05; so with%99 confidence, there is a significant difference between the ranks of each variable. According to the average values of the ranks, the policy and legislation variable in the current status has the highest rank with a value of 6.73 and the learning culture variable has the lowest rank with a value of 3.25. Also, the variable of human resources training in desired status has the highest rank with a value of 5.82 and the variable of knowledge management approach has the lowest rank with a value of 4.29. In order to provide a model of education with knowledge management approach, the models have been examined in two parts; the current status and the desired status. In these models, the indicators whose factor loading was less than 0.7 were excluded from the model. Finally, the combined model is presented based on the factor loading report of each index. Conclusion The present research was conducted with the aim of presenting a training model with knowledge management approach in the National Bank of Iran. According to the findings of this research, in order to bring about change and achieve the desired status of the identified indicators, the managers of National Bank must be able to quickly adapt to the current changing and unpredictable conditions, and their efforts to change should be in the direction where teaching and learning processes are at the center of their work. The current research is consistent with the findings of Ramazanzade et al, (2019), which emphasize the use of group teaching methods and active learning and practical communities in order to produce more knowledge, and also with the results of Reyhani (2022), which states the role of the knowledge management approach in improving the performance of education and its effectiveness, and with the studies of Utete (2017) and Fadel (2022) in connection with the promotion of knowledge transfer culture. In line with the findings of this research, it can be acknowledged that providing training with knowledge management approach covers all the objectives of in-service training for employees from the aspects of induction, retraining, compensatory and knowledge enhancement, and it is effective in achieving these goals, such as helping people to carry out assigned tasks, compensating and completing the training of employees, improving the knowledge and ability of employees, and providing them with new scientific information. On one hand, the high ranking of the policy and legislation index in the current status shows the importance of this issue and its related components from the point of view of the managers and experts of the studied bank. In line with the findings of this part of the research, the studies of Moharramzadeh, Talebi & Daneshvar (2020), NNKO & TIENG'O (2022), and Holakupour & Hamidizadeh (2016) have been emphasized the importance of human resource training policies and the fact that training and development programs should be part of the organization's strategic plan and the need to match knowledge business strategies with knowledge development strategies to increase organizational effectiveness. On the other hand, the low ranking of the knowledge management approach in the desired status and the learning culture in the current status indicates that the managers and experts of the studied bank are not aware of the concept of knowledge management and knowledge sharing culture. In this context, researchers such as Babai Farsani, Hassani Moghadam & Farhadi (2021), Malik & Danish (2020), Omar & Mahmood (2020), and Kurniawan et al, (2023) have discussed the importance of learning culture and knowledge management in organizations in improving individual and organizational performance. In general, the model designed in this research shows a comprehensive picture of human resource training indicators with knowledge management approach that can be used in other banks and financial institutions. In order to implement employees training with knowledge management approach, National Bank managers should make extra efforts in all the components of the model, which in the current status have less factor loading than the desired status. It is necessary for managers of banks and financial institutions, including the National Bank, to improve the level of knowledge and the quality of the behavior and performance of employees by recognition and prioritization the indicators of employees training with knowledge management approach. Based on the obtained results, it is suggested: emphasis and support of managers of banks and financial institutions on the implementation and institutionalization of knowledge management, providing a suitable motivational package for knowledge workers, complete integration between training strategies and macro knowledge strategies, educational planning and content development according to knowledge gaps, creativity in choosing new educational methods and using knowledge management tools, providing flexible and combined learning opportunities and paying more attention to virtual education, developing informal relationships, experiential and collaborative learning, considering talent training as a main responsibility for managers of banks and financial institutions and developing a program to record and transfer knowledge of employees.
Education Management
Scientific Tourism Development: An Interpretative Structural Model for Iran's Higher Education Landscape
Sirus Mansoori; Mahdieh Rezaei; Davood Ramazani
Volume 5, Issue 4 , March 2024, , Pages 169-192
Abstract
AbstractThe current research was conducted with the aim of providing a model of factors affecting the development of scientific tourism in Iran's higher education system. The research method was a modeling case study. The statistical population of the research was the experts familiar with the field ... Read More AbstractThe current research was conducted with the aim of providing a model of factors affecting the development of scientific tourism in Iran's higher education system. The research method was a modeling case study. The statistical population of the research was the experts familiar with the field of scientific tourism, including the faculty members of Iranian universities, who were selected by purposive sampling of 37 people. The data collection tools included documents, interviews, and researcher-made questionnaires, and the interpretive structural modeling technique was used to analyze the data. In the first step, the factors affecting scientific tourism in higher education were extracted by reviewing the research literature using a systematic review method and also through interviews with experts and using the elicitation approach; and in the second step, using the 6-step Structural-interpretive modeling, the intended model was extracted. The obtained results showed that the 9 main factors affecting the formation of higher education tourism in Iran in influence order are: dynamic political exchanges with the world at the national level, the existence of macro-national policies in the field of academic interaction, facilitating the admission process in the political and administrative dimensions, the existence of economic and technical infrastructures for foreign students, the international language level of faculty and staff members and the structure of dynamic and accepting higher education, the existence of a sense of security in the social, security and political dimensions for foreign students and brand-making factors of universities, and presenting historical, cultural and religious attractions to the world.Extended abstractIntroductionThe field of tourism, like other scientific fields, is becoming more dynamic day by day, and its form is changing in such a way that the concepts and forms of tourism have changed significantly compared to previous decades (Raikkonen et al, 2023). In fact, the view of tourism has shifted from paying attention to its economic consequences as a scientific and cultural opportunity (Parvin et al, 2021). One of these areas that have received serious attention in recent years is scientific tourism. For this reason, some experts consider scientific tourism as an alternative to other types of tourism (Buzindee et al, 2020). Therefore, considering that scientific tourism has significant benefits for both individuals and social institutions, including universities, in the cultural and economic fields; many governments are trying to attract foreign students, student-teacher exchanges, and international interactions. The upstream documents also show that the issue of attracting foreign students and exchange of professors and students as a policy are accepted by the higher education system. Based on this, the current research seeks to answer the question: how is the structural-interpretive model of factors affecting the formation of scientific tourism in higher education leveled?Theoretical frameworkFrom the perspective of formal and informal learning, tourists participate in a wide range of activities that might be generally considered from two aspects of active and passive learning environments (Gossling, 2018). McKercher, reviewing the fields of tourism, has presented them in adventure tourism, agricultural tourism, attraction tourism, battlefield tourism, business tourism, culinary tourism, cultural tourism, educational tourism, event tourism, marine tourism, Medical tourism, nature-based tourism, recreational tourism, sexual tourism, sports tourism, urban tourism, and wellness tourism. However, in all types of tourism, learning and acquiring knowledge; whether formally or informally, is prominent. McKercher points out that in all the mentioned types of tourism, "personal search" contains a learning aspect that includes aspects of cultural exchange, something that is directly related to learning (McKercher, 2016). Learning is the process of acquiring knowledge or skills, either through active processes such as study or practice, or through passive processes such as experience or comparison. Based on this, what is raised in the tourism process is mostly passive or implicit learning (Navio-Marco et al, 2022). In fact, learning from experiences is an important outcome of tourism that has been considered by the authors. However, learning in tourism can be both formal and informal, but what is important is that it is now widely accepted that learning goes beyond formal education, and learning that occurs in less structured contexts such as tourism might, at the same extent, have an important contribution to the growth of people (Falk et al, 2012; Gossling, 2018; Mansoori et al, 2018). In fact, the complexity and importance of scientific tourism is due to the fact that the knowledge gained during the trip, its impact on personal values, consumption norms and its consequences for the stability of the life style after returning home can be stable. Tourists should learn about sustainability, i.e., aspects of ecosystem functioning, climate change, resource scarcity, and the consequences of the global economic system to use sustainable resources (Gossling, 2018). This concept is known as implicit curriculum in the field of education. Specialists in this field believe that informal learning that a person acquires through observation and in an informal educational structure and outside of the direct educational content can have a deeper impact on the learner (Mansoori et al., 2018). With this view, a wide range of authors have come to the conclusion that learning is an essential aspect of tourism and can bring positive and significant learning results (Ballantyne et al, 2011; Lemelin et al, 2013).MethodologyThe current research is both fundamental and applicable in terms of its purpose; and in terms of approach, it is in the category of mixed (qualitative-quantitative) research; and in terms of methodology, it is of the modeling. The potential participants of the research included the faculty members of Iranian universities, among whom 37 people were selected purposefully the type of desirable cases. Finding the participants was through the snowball method. The reason for choosing the sampling method was that the researcher was looking for the most favorable sample for collecting information. The research tool was the self-interactive questionnaire (ISM). In order to build and validate the tool, in the first step, through the review of research documents and literature as well as interviews with experts, the factors affecting scientific tourism in Iran's higher education system were extracted, then by combining and putting the factors together and removing duplicate factors, the final factors were extracted. In order to validate the final factors, the Lawshe content validity index was used. For this purpose, experts were asked to determine the degree of comprehensiveness and hindrance of the final factors based on the extracted factors. The CVR value was 94%, which showed the high reliability of the tool. Also, the interpretive structural modeling technique was used to analyze and present the model of factors affecting scientific tourism in Iran's higher education system. The steps of structural modeling analysis are as follows: In the first step, the structural self-interaction matrix (SSIM) is formed, which means that the identified factors enter the structural self-interaction matrix. In this matrix, if the element of row I leads to column J, letter V; If the element of column J leads to row I, the letter A is placed, and if this relationship is two-way, the letter X is placed, and if there is no relationship, the letter O is placed. Because in this research, several experts were used to fill out the questionnaires, the mode method based on the maximum frequency in each region has been used to form the structural self-interaction matrix. In the second step, the primary availability matrix (RM) is formed. This matrix is formed by changing the relationship symbols of the SSIM matrix to 0 and 1, so that instead of (i,j=1, j,i=0) V; and instead of (i,j=0, j,i=1) A; and instead of (i,j,j,i=1) X;and instead of (i,j,j,i=0) O is placed. In the third step, the final achievement matrix is formed; after the initial acquisition matrix is obtained, its internal consistency must be established. For example, if factor 1 leads to factor 2 and factor 2 leads to factor 3, then factor 1 should also lead to factor 3, and if this state was not established in the achievement matrix, the matrix should be modified and the relationships that were missed be replaced In the fourth step, the level and priority of the variables are determined. In the fifth step, the interpretive structural model is drawn; in other words, the model is drawn based on the determined levels and the final achievement matrix; and in the sixth step, the MICMAC diagram is provided.Discussion and ResultsIn order to answer the question; what the factors influencing scientific tourism in Iran's higher education system are, by reviewing the research literature as well as interviewing experts, and combining the extracted codes; 9 final factors were extracted as factors and indicators affecting scientific tourism in the higher education system, as follows: international language level of Faculty members and staff of universities and international curricula, being a brand of the university, introducing and presenting historical, religious and cultural attractions to the world, the existence of economic infrastructure for foreign students, facilitating the admission process in political and administrative dimensions, the existence of macro-national policy making in the field of academic interaction, the structure of dynamic and accepting higher education, and the existence of a sense of security in social, security and political dimensions for foreign students. Also, the results of the research showed that among these factors, respectively according to influence; dynamic political exchanges with the world at the national level as the seventh level (the most basic factor), the existence of macro-national policies in the field of academic interaction at the sixth level, facilitating the admission process in political and administrative dimensions at the fifth level, the existence of economic and technical infrastructures for foreign students at the fourth level, international language level of faculty members and staff and the structure of dynamic and receptive higher education at the third level, the existence of a sense of security in the social, security and political dimensions for foreign students in the second level, and the factors of being a brand of universities and introducing and presenting historical, cultural and religious attractions to the world in the first level of the model are effective on the formation of scientific tourism in education.ConclusionThe results of the literature review and polling of experts showed that factors such as strong and dynamic political exchanges with the world, international language level of faculty members and university staff and international curricula, the brand of the university, introduction and presentation of historical, religious and cultural attractions to the world, the existence of economic infrastructure for foreign students, the facilitation of the admission process in political and administrative dimensions, the existence of macro-national policies in the field of university interaction, the structure of dynamic and receptive higher education, the existence of a feeling security in social, security and political dimensions for foreign students are considered as the main factors affecting the formation of scientific tourism in Iran's higher education. The results of the research are in line with the results by Parvin et al. (2021), Fathi Vajargah et al. (2021), mehravar et al. (2022), Barahouei & Bagherimajd, (2020), Poursaeed et al, (2019), Khorasani & Zamani Manesh (2012). The research results show that the factors affecting scientific tourism might be a wide range of extra-university factors such as political, economic and cultural issues outside the university, meanwhile university structures and university policy-making procedures play a significant role. Based on this, considering that the results showed that the most basic factors affecting scientific tourism in higher education are related to the macro level, therefore, it is recommended to develop a strategic policy program at the national level to attract international students. Also, considering that a significant part of the factors affecting scientific tourism is related to cultural and political issues, it is expected that the interaction between the International Affairs Office of the Ministry of Science and Universities and the Ministries of Cultural Heritage, Tourism and Handicraft Industries increase for the purpose of national agreements.
Education Management
Designing the curriculum model of virtual schools in the second period of high school in Khaf city
alireza zanganeh; reza vala; ala etemad
Volume 5, Issue 4 , March 2024, , Pages 244-262
Abstract
Abstract The purpose of this research is to design the curriculum model of virtual schools in the second period of high school in Khaf city. The current research is applicable in terms of its purpose; and survey in terms of the research implementation method; and it is specifically based on structural ... Read More Abstract The purpose of this research is to design the curriculum model of virtual schools in the second period of high school in Khaf city. The current research is applicable in terms of its purpose; and survey in terms of the research implementation method; and it is specifically based on structural equation modeling. The statistical population was made up of all the teachers working in the second period of high schools of Khaf city (Razavi Khorasan), numbering 260 people, of which 152 people were selected as a sample based on the Morgan-Kresji table; the sampling method is simple random due to having the names of the respondents available. The collection tool in this research is a researcher-made questionnaire. SPSS software was used to analyze data; and PLS software was used to design the final research model. The results showed that school curriculum design includes 6 components of curriculum goals, curriculum content, curriculum evaluation, curriculum learning-teaching flows, curriculum strategies, degree of curriculum fitness; and the results of model fit statistics show that the values obtained for each of the indicators suggest a very good fit of the model. Extended abstract Introduction The main concern in today's education is not access to more information. In fact, one of the challenges of the students is to give meaning to the amount of content they are faced with and to absorb all the information in a targeted manner. Due to the explosion of information and the accompanying developments in communication, we need new approaches (Movahed Nasr & Jalili, 2018). In the classroom, teachers try to participate and interact with students and create an interactive environment with activities such as question and answer, encouraging students to think, feedback information to students, research and individual and group projects, creating an environment for discussion and exchange of opinions, seminars, and so forth. In the e-learning environment, there is also a need to create an interactive environment between students and teachers, and this will not be achieved unless social network services are used in the e-learning management system of schools. These services will effectively increase the interaction between students, teachers and administrators of schools across the country (Ahn et al, 2011; Ali et al, 2012). Therefore, the researcher is trying to answer the main question: what is the design of the curriculum model of virtual schools in the second period of high school in Khaf city? Theoretical Framework Virtual education is an education sector that has allocated the most growth in the education industry today. Meanwhile, with the increasing use of new communication technologies, the importance of attention and discussion regarding the quality of educational services also increases. Although virtual education has created tremendous changes in the field of education, the nature of virtual education is such that it leads to the creation of new issues in the field of educational service quality (Samadi & Ashori, 2019). Rezapor & Moharramzadeh (2021) investigated the formulation of the model of the effectiveness of the virtual educational program of physical education in schools (case study: the epidemic of Covid-19). The results showed that considering managerial requirements (planning, creativity, motivation, monitoring, feedback, evaluation), attitudinal requirements (society's attitude, families' attitude, students' attitude), support requirements (teachers' support, schools' support, family support, support of education and training, support of experts and heads of groups) and the requirements of the virtual teaching process (virtual training, virtual teaching tools, sports activities and proper nutrition at home, virtual sports competitions, virtual classroom management, principles of virtual teaching, plan sports) it is possible to develop an effective model for the virtual training program of the physical education lesson of schools in critical conditions such as the epidemic of covid 19. The findings of this research can be used as a model for the effective development of the virtual training program of the physical education lesson of schools. Alipor et al, (2021) investigated the design of the components affecting the quality of electronic learning environments. Using content analysis, 29 subcategories were identified, and the components of the e-learning environment that were extracted in 7 dimensions using content analysis are: learner, teacher, curriculum approaches, teaching-learning process, content of education. physics of electronic learning environment and evaluation. Dependability was used to check the validity and reliability of the coding, which includes four criteria of believability (the degree of belief in the research findings), ability of certitude (the ability to identify where the data of a certain study came from), verifiability (the findings are actually and really data-based) and transferability (the results of a qualitative study can be transferred to another different environment). Research methodology This research is applicable in terms of purpose, and descriptive-survey type in terms of research implementation method. The statistical population was considered to be all male and female teachers of the second period of high schools in Khaf city. Therefore, first by referring to the Department of Education in Khaf city, it was determined that 260 male and female teachers were working in second period of high schools, of which 143 were male and 117 were female; due to having the names of the respondents available, the sampling method is simple random. According to Cochran's formula, a questionnaire prepared from the qualitative part of the research was distributed among 260 people in order to design the curriculum model of virtual schools in the second period of high schools of Khawf city. The data collection method is a combination of field and library methods. The data related to the theoretical foundations and literature review of this research were gathered through the study of documentary and library sources including articles, Persian and English related books. The questionnaire acquired from the qualitative part is used to gather the data related the research variable. Research findings SPSS software was used to check the research hypothesis, and then PLS software was used to design the final research model. The findings related to the design of the curriculum model of virtual schools in the second period of high school in Khaf city showed that the components of the flexibility of goals, the use of exploratory learning methods, need-orientation, diverse roles of the teacher, creating an interactive environment, content diversity of Curriculum, improvement of learning opportunity, and use of information technology all had a factor load above 0.50 and a significance level above 1.96, through which items exactly measured the variables predicted in the virtual school curriculum model design questionnaire in the second period of high school, so they had a high level of validity and the value of R2 (coefficient of determination) was equal to 0.999, the value of Q2 (predictive power of the model) was equal to 0.728 and the value of GOF (goodness of fit) was equal to 0.893. The design of the curriculum model of virtual schools in the second period of high school seemed appropriate and desirable. Conclusion The current research was conducted with the aim of designing the curriculum of virtual schools in the second period of high school in Khaf city. This finding is consistent with the research findings of Samadi & Ashouri (2018), Remroudi (2018), Nam et al (2020), Kathleen Huth et al (2020), and Detina and Kadiri (2018). In fact, it should be said that in the curriculum, the goals of the main pillar of teaching are the orientation of teaching and the presentation of appropriate content, and in a way, dividing the chart and the process of learning-teaching flows. In the virtual space, the design of the curriculum model of virtual schools is more diverse because multimedia content prevails in these schools. In these schools, the use of multimedia content such as PowerPoint, video, audio file provides the best basis for learning development. However, the goals of the school curriculum should be attractive for the learner, on the basis of attractiveness in the design of the curriculum model, more emphasis is put on diversity and flexibility; the variety of curriculum content can provide content with entertainment and attractive content. According to the results of the research, it is suggested that the goals of the curriculum be developed based on the updated learning resources and the students' needs; for example, the sources that have the most attractiveness, success and application in the field of students' learning should be paid attention. Considering the flexibility of the education environment in virtual schools, it is suggested that before formulating the goals, a general monitoring of the needs and interests of the students of the second period of high school should be done in each subject, so that the goals of the curriculum be determined according to the needs, interests, and abilities of the learner. The content of the courses in the curriculum should be designed and compiled in a combined manner, focusing on skill-oriented courses and appropriate to the native culture of the target region. It is suggested to use video files, audio files and PowerPoint as the basis of evaluation in the lessons that have a practical mode in the curriculum goals.
Education Management
Designing a virtual training model for physical education in Iran
Mahyar Yar Ahmadi; Habib Honari; Meysam Shabani Nia
Volume 5, Issue 3 , December 2023, , Pages 155-178
Abstract
Abstract The aim of the current research is to design a virtual training model for physical education in Iran. The research method was qualitative and based on theme analysis. A semi-structured interview method was used to collect data. Data analysis was done by Glazer (1992) method. The participants ... Read More Abstract The aim of the current research is to design a virtual training model for physical education in Iran. The research method was qualitative and based on theme analysis. A semi-structured interview method was used to collect data. Data analysis was done by Glazer (1992) method. The participants of the research include 14 experts, members of the student sports federation, high-ranking university professors, and people with organizational positions such as the vice president of physical education and health of the Ministry of Education; and the sampling continued until reaching theoretical saturation. After step-by-step coding, the total number of registered codes is equal to 32, and the total number of agreements between codes is equal to 12. Theme analysis was used to analyze the data in the qualitative stage. The results of the research showed that the design of the virtual training model of physical education in Iran includes the problems of conducting physical education lessons in virtual space, the lack of supervision and concentration in virtual education, the lack of proper communication between professors and students, the coverage of virtual classes, economic issues, technological weakness of software and hardware, internet and its infrastructure problems, benefits of information technology in virtual education, superior characteristics of virtual education, weakness in establishing friendship and communication, insufficient knowledge of the space and capabilities of virtual education, problems of virtual education in physical education, weakness in network communication and infrastructural obstacles, the use of new educational technologies, the learning problems of online education, the capabilities of virtual education and the reasons for the importance and excellence of virtual education. Extended abstract Introduction Due to the rapid growth of online resources and technological tools, the need for new methods of education has increased significantly in recent years, which has created vast opportunities for the generation and sharing of information across numerous regions. Increasing the quality of education has helped to increase the value of GDP in different regions (Eisenchlas, Schalley, & Guillemin, 2013). On the other hand, the arrival of modern media and communication tools and the conditions that have arisen in the current era due to the Corona epidemic have affected the non-attendance education of students and have provided various methods of virtual education on the Internet for learners (Parapi, Maesaroh, Basuki, & Masykuri, 2013). Today, electronic education is gradually evolving and as an inevitable component of the educational process, it has entered the educational institutions of advanced countries. Many analysts firmly believe in the further expansion of this segment of the educational services market (Brown, 2018). In the meantime, the non-attendance teaching of the physical education course, which has special conditions and includes practical and movement skills, faces the challenges; matching the set goals of the academic courses based on the fundamental transformation document with selected methods of non-attendance education such as messengers, online education, television school, and educational packages, is one of the most important specific goals of these trainings; which of course should not be only theoretical and knowledge, but should provide conditions so that the learner is obliged to follow virtual trainings and practical exercises at the same time in order to further deepen the neural connections of the brain and improve his performance and learning (Qingtao, 2020). As a result, the upcoming research seeks to answer the following question: How is the design of the model of the effective factors of virtual education in physical education in Iran? Theoretical Framework Knowledge transfer methods such as lecturing in class can lead to passiveness of learners. On the other hand, trying to include or integrate valid and meaningful learning contexts may seem difficult for logistical reasons. Therefore, in dealing with these issues, today, educators are given the opportunity to present the best things in their education program through technology and virtual education (Abd Majid, & Shamsudin, 2019). Virtual education, not only because of its convenience and flexibility, but also because it can expand the educational coverage, has become one of the tools widely used by students at all levels of education. (Escobar-Grisales, Vásquez-Correa, Vargas-Bonilla, & Orozco-Arroyave, 2020). The success of the electronic learning system also depends on the willingness and acceptance of students to use this system (Vershitskaya et al, 2020). Not using the e-learning system makes it difficult to realize the benefits, and this leads to the unsuccessful implementation of the system and wastes the costs incurred in schools (Almaiah, Al-Khasawneh, & Althunibat, m 2020). Kim et al, (2021) conducted a research titled Understanding Student Acceptance of Online Learning Systems in Higher Education: Application of Social Psychology Theories Considering Innovative Users. The research results showed that perceived ease of use affects perceived usefulness, perceived usefulness affects attitude, while perceived ease does not directly affect attitude. Also, attitude and subjective norms positively affect behavioral intention, while perceived behavioral control has no effect on behavioral intention. Finally, user innovation plays a moderating role in the relationship between mental norms and behavioral intention. Gelineau-Morel & Dilts (2021) conducted a study on virtual education during COVID-19 and beyond. Results show that our curriculum increased learner satisfaction, engagement, and communication compared to our pre-COVID curriculum. While our curriculum promotes the exchange of ideas between all types of learners and fosters interaction and communication. In the future, we plan to continue our virtual education curriculum and further expand our topics and professors to address our diverse audience. Research methodology The method of the present research is exploratory in nature and qualitative approach, which is a theme analysis strategy. The statistical population of this research includes professors and specialists in the field of physical education in schools; which includes 14 experts who are members of the student sports federation, high-ranking university professors and people with organizational positions such as the vice president of physical education and health of the Ministry of Education. The sampling method in the qualitative part includes the purposeful sampling method and it is based on the selection of sample cases by the researcher according to personal judgment and the objectives of the study and the nature of the research, and using the snowball technique until reaching theoretical saturation. Research findings Theme analysis was used to analyze the data. The results of the research showed that the design of the virtual training model of physical education in Iran includes the problems of conducting physical education lessons in virtual space, the lack of supervision and concentration in virtual education, the lack of proper communication between professors and students, the coverage of virtual classes, economic issues, weakness of software and hardware technology, Internet and its infrastructure problems, benefits of information technology in virtual education, superior characteristics of virtual education, weakness in establishing friendship and communication, insufficient knowledge of the space and capabilities of virtual education, problems of virtual education of physical education lesson, weakness in network communication and infrastructural barriers, use of new educational technologies, problems of virtual learning, capabilities of virtual learning, and the reasons for the importance and superiority of virtual learning. Conclusion The current research has been conducted with the aim of designing a virtual training model for physical education in Iran. The results of this research corresponds with the results of research of Kim et al, (2021), Gelineau-Morel & Dilts (2021), Heynojoleysana et al, (2020), Elmaya et al, (2020), Abdollahi et al, (2021), Mohammadi et al, (2023), and Rezapour & Moharramzadeh (2021). Mohammadi et al, (2023) showed that the professional boundaries in the relationship between professor and student include emotional boundaries (avoiding emotional relationships and maintaining respectful behavior), communication boundaries (transparency in communication and privacy), and power boundaries (transparency in the boundaries of power and discretion and avoiding discrimination). In general, based on the results of this research, it can be said that in the academic context, effective communication and interactions between professors and students are considered as one of the effective factors in student progress and improving the teaching and learning process. Therefore, careful monitoring of communication and encouragement to create the right relationship between professor and student within the framework of professional boundaries makes sense. According to the results of the research, and because physical education lessons are very important for the physical and mental health of students; it is suggested that Special attention should be paid to physical education in the virtual educational program of schools. For planning virtual education in physical education, the Education Office needs an efficient model and program so that it can determine plans, goals, infrastructures, supports, teaching topics, etc. Also, physical education teachers need a suitable model and guide for the coherence and effectiveness of virtual teaching.
Education Management
The impact of higher education on political development; a comparative study in Iran and Turkey
Masoud Shafiei Chafi; Reza Mahdi; Mahdi Asadi
Volume 5, Issue 3 , December 2023, , Pages 179-201
Abstract
Abstract The aim of this research is to compare the effect of higher education on political development in the two countries of Iran and Turkey in 2022-2023. In terms of purpose and nature, this research is in the category of applicable research; and in terms of method, it is descriptive-survey. The ... Read More Abstract The aim of this research is to compare the effect of higher education on political development in the two countries of Iran and Turkey in 2022-2023. In terms of purpose and nature, this research is in the category of applicable research; and in terms of method, it is descriptive-survey. The statistical population of the research includes experts and specialists in higher education and political development, and a purposeful sampling method was used to sample this population. Finally, 18 experts participated in this research and completed the valid researcher-made questionnaire. The findings of the research showed that in several factors, the higher education system has a significant effect on political development at the 0.01 level: Policy making and planning for the development of higher education, internationalization of higher education, using the experiences of developed countries in higher education management, training of expert staff and improving the level of knowledge and literacy in society through higher education, knowledge production in the education system. higher education, commercialization of university ideas in the higher education system and university's relationship with industry and society, innovation system in higher education, technological innovations, development of educational technology, independence of universities, culture building and citizenship education. Also, based on this research, some of the components of higher education affecting political development in Turkey have a more favorable situation than in the Islamic Republic of Iran: using the experiences of developed countries in managing higher education, training specialist staff, and improving the level of knowledge and literacy in society through higher education, knowledge production in the higher education system, commercialization of university ideas in the higher education system and the relationship between the university and industry and society, the innovation system in higher education, technological innovations, the development of educational technology and the independence of universities. In this article, the reason for the difference between the models of the two countries has been investigated. Extended abstract Introduction With the introduction of the element of knowledge as the main source and capital of universities, a new window has been opened in the administration of affairs and management of organizations. Today, the online presence of universities is an important and vital issue in academic systems (Memon & Rathore, 2018). University leaders believe that by using online technology systems, they can continue the long-term superiority of universities in scientific and knowledge fields. In such a period, the creation of the flow of knowledge has become the main support, and we dare say that today universities and higher education institutions can survive in a highly competitive world if they have the ability to cope with and adapt to changes and constantly apply new ideas in the organization. Universities and higher education institutions will be more successful in responding to changing environments by creating online learning streams and developing new capabilities that allow them to perform better. Since in today's world, the university is considered one of the main institutions of the society, ignoring the university and its missions can have harmful consequences for the society. Modern societies are full of complex issues and problems that universities can be effective in solving and preventing (Palme, 2012). The higher education system and the university institution have an impact on various aspects of human life, nations and countries, including the national and international political arena. The main and key issue is that despite the great importance and sensitivity of political affairs and political development in efficient governance and providing suitable living conditions for citizens and the extraordinary range of scope, goals, missions and expectations from higher education and universities in the country; research and analysis has not been sufficiently done on the impacts and effects of higher education on political development in the scientific sense and recognition of strengths, weaknesses, challenges and opportunities. As a result, the upcoming research seeks to answer the following question: What effect does higher education have on political development. Theoretical Framework Political development is a process that happens with the authority of the government in the society and brings its own effects and consequences. That is why political development has also been considered as change. Lucien Pai says about ten important aspects of political development, which include; a prerequisite for economic development, the policy of industrialization of the country, the practical authority of the nation-state system, legal and administrative-executive development, mass mobilization and political participation, the creation of democracy and stability, and orderly change (Harasim, 2018). Higher Education Higher education systems are experiencing a new change in the "structure", "action" and "mission" of the university institution. In recent years, the fourth generation university is gradually being formed. In the fourth generation of universities, value is defined on the basis of strategic partnership, entrepreneur training and the degree of absorption of income from external sources and guidance and leadership, as well as the degree of influence on other factors in societies. Education is done based on the needs of society and students, and solving society's challenges is considered as the basis of research. International partnerships are an important part of the entrepreneurial university. Promoting risk-taking culture, creating a sense of belonging to entrepreneurship, academic freedom, valuing culture, talent management, creating a suitable entrepreneurial atmosphere, teamwork culture, introducing entrepreneurial faculty members as role models and their participation in decision-making and policy-making, attention and valuing entrepreneurial students are among the components of entrepreneurial culture (Khodabakhsh & Taghi Pur, 2023). Shafiei Chafi & Mahdi (2022) investigated the impact of higher education policies on political development indicators in Iran. The analysis of the data showed that the internationalization of education has a significant effect on the political development of Iran. Also, the effect of commercialization of academic ideas on the political development of Iran is significant at the level of (0.01).Nazarzadeh et al, (2021) conducted a comparative study of quantum management, human resource productivity and organizational empathy in higher education (case study: Lorestan Universities and Lorestan Medical Sciences). According to the results of data analysis, there is a significant difference between the amount of quantum management and productivity of human resources in Lorestan universities and Lorestan medical sciences, but there is no difference between the levels of organizational empathy in these two universities. Research methodology In terms of purpose and nature, this research is in the category of applicable research; and from the point of view of implementation, it is a descriptive-survey method. The statistical population of the research consists of experts and specialists in higher education and political development, and a purposeful sampling method was used to sample from this population. The research data collection tool in this section includes the use of a researcher-made questionnaire based on the dimensions and indicators identified and screened by experts, which has been used in the studied community after checking its validity and reliability. In this research, 18 experts have participated in the field of higher education and political development in Iran and Turkey. Research findings SPSS software was used to analyze the data. The findings of the research showed that the higher education system has a significant effect on political development in several factors at the 0.01 level: policy making and planning of higher education development, internationalization of higher education, using the experiences of developed countries in higher education management, education expert force and improving the level of knowledge and literacy in the society through higher education, knowledge production in the higher education system, commercialization of university ideas in the higher education system and the connection of the university with industry and society, innovation system in higher education, technological innovations, development of educational technology, independence of universities, culture and citizenship education. Also, based on this research, some components of higher education affecting political development in Turkey have a more favorable situation than in the Islamic Republic of Iran: Using the experiences of developed countries in the management of higher education, training of expert staff and improving the level of knowledge and literacy in the society through higher education, producing knowledge in the higher education system, commercializing university ideas in the higher education system and connecting the university with industry and Society, innovation system in higher education, technological innovations, development of educational technology and independence of universities. Conclusion The purpose of this research is the effect of higher education on political development; a comparative study which has been done in Iran and Turkey. The results of this research are consistent with the results of Shafiei Chafi & Mahdi (2022), Fischer & Hanze (2019), Nithyanandam (2020), Evans (2020), Oztel (2020), and Shatzer (2021). In explaining the findings of the research, it can be said that higher education has an important economic role and influence, because it represents an important type of investment in human resources that is developed by providing and improving the knowledge, attitudes and skills required by human resources in different fields and areas; helps politically, economically, socially and culturally. The role and position of higher education in this field can be clarified when we pay attention to the fact that scientific predictions and estimates depict rapid changes and developments in the field of technology and, consequently, in the functioning of economic, political, social and cultural institutions. Finally, based on the findings of this research, it is suggested: Based on the findings of research and approval of higher education development policy and planning as a component of higher education, it is suggested that higher education policies and their implementation in universities and long-term and mid-term programs of higher education and their implementation in universities should be formulated. 2. Based on the research findings and confirmation of the internationalization of higher education as a component of higher education, it is suggested that international interactions with world universities be facilitated and international databases be created in the field of higher education.
Education Management
Designing a facilitation model for experimental sciences based on the reverse approach in elementary school
soheila yousefghanbari; nahid shafiee; Amirhossein Mehdizadeh
Volume 5, Issue 3 , December 2023, , Pages 202-224
Abstract
Abstract The purpose of this research is to design a model for facilitating experimental sciences based on the reverse approach in elementary school. According to its purpose, the research method is a mixed exploratory research (qualitative-quantitative) based on thematic analysis and structural equation ... Read More Abstract The purpose of this research is to design a model for facilitating experimental sciences based on the reverse approach in elementary school. According to its purpose, the research method is a mixed exploratory research (qualitative-quantitative) based on thematic analysis and structural equation modeling. The statistical population of the research in the qualitative part includes 14 participants of the interview part (including experts in the field of curriculum, experts in the field of experimental sciences and teachers with high experience in elementary school) and participants in the texts content part (including documents published in reliable scientific databases in recent 5 years leading to the time of analysis and adjustment of the fourth season (2017 to 2022). The sampling method in the interview section is purposeful snowball type; and in the text section it is purposeful based on the purpose of the research. The statistical population in the quantitative section includes all primary school teachers in Khuzestan province with a sample of 193 people and was selected by multi-stage cluster random sampling method. The tool of the qualitative part is an interview, and that of the quantitative part is a questionnaire. The analysis of the qualitative part is using the theme analysis method proposed by Atride-Sterling (2001), and the quantitative part is SPSS and Amos software. The results showed that the facilitation model includes six organizing themes: objective and visual teaching, teacher activity in the reverse method, teacher-student interaction, teaching for learning, teacher motivation and ability, and active participation of families, which has a total of 31 basic themes. In the validation of the designed model, the examination of the structural model showed that the above model has a good fit. Extended abstract Introduction One of the important and practical lessons during education is experimental science, which is taught to students from the moment they enter school until the end of the academic year (Raisi Ardali, 2020). The purpose of teaching experimental sciences in the primary school curriculum is to educate people with scientific literacy, who must be equipped with knowledge, skills and scientific insight of behavior based on values and competences, and who must understand the phenomena related to experimental sciences and are familiar with science and technology (Simsek, 2020). Reviewing the results of the Tims test, which is the most important international adaptation study in the field of teaching experimental science and mathematics in the fourth grades of primary along with eighth grades of secondary school, and is held every four years under the supervision of the International Association for the Evaluation of Academic Progress (Zianejad Shirazi et al, 2022), shows Iran's poor performance in mathematics and experimental science lessons in the fourth grade of elementary school compared to other countries (Kasyani N, Zarei, 2019). The 21st century educational systems emphasize the importance of paying attention to student-centered learning in which students participate and direct their own learning. In student-centered learning environments, students must actively participate in learning. Participation should be organized through learning activities such as discussion, problem solving, and peer learning. These types of activities are known in a new method called the reverse learning method or the reverse class (Kazu, 2020). But despite the fact that in recent years, the reverse learning method has been proposed as an alternative model of education to improve students' knowledge and skills, interaction and self-efficacy in learning; mostly this method has been neglected in the field of teaching experimental sciences (Ahmed & Indurkhya, 2020). Reverse learning is a type of blended learning that reverses traditional perceptions of pre-class and in-class activities. This teaching method gives students the opportunity to have more control over their learning. However, teachers should check whether students' activities in the classroom lead to more pre-learning or not (Nuhoglu Kibar, 2020). Based on this, the current research is looking for an answer to this question: What is the pattern of facilitating experimental sciences based on the reverse approach in the elementary school? Theoretical Framework Reverse learning Reverse learning is an approach that has aroused the interest of researchers and educators today. Reverse learning, as the name suggests, is exactly the reverse of the traditional teaching method. If we want, this learning style can be summed up in one sentence: doing school work at home and doing homework at school. It is an educational model in which students learn educational content at home through online or offline educational videos, and the teacher in the classroom solves the problems and answers the students' questions and talks with them (Khorshidi & Ghaidi, F, 2022). Aybirdi & Atasoy sal (2023) investigated the effect of reverse learning on the achievements of L2 learners. They showed that reverse learning had significant effects on students' scientific achievements compared to the traditional method. Dong (2021) in a research entitled the effectiveness of the flipped classroom in collaborative learning showed that the flipped classroom was effective in improving academic performance and promoting higher level thinking abilities, such as critical thinking and self-recognition and evaluation. Research methodology According to its purpose, the research method is a mixed exploratory research (qualitative-quantitative) based on thematic analysis and structural equation modeling. The statistical population of the research in the qualitative part includes 14 participants of the interview part (including experts in the field of curriculum, experts in the field of experimental sciences and teachers with high experience in elementary school) and participants in the content part of the texts (including documents published in reliable scientific databases in last 5 years lead to the time of analysis and adjustment of the fourth chapter (2017 to 2022). The sampling method in the interview section is purposeful snowball type; and in the texts section it is purposeful based on the purpose of the research. Statistical society in the quantitative part includes all primary school teachers in Khuzestan province with a sample of 193 people, which were selected by multi-stage cluster random sampling method. The tool of qualitative part is interview, and of quantitative part is questionnaire. Research findings To analyze the qualitative part, the method proposed by Atride-Sterling (2001) was used through the theme analysis method; and SPSS and Amos software were used to analyze the quantitative part. The results showed that the facilitation model includes six organizing themes: objective and visual teaching, teacher activity in the reverse method, teacher-student interaction, teaching for learning, teacher motivation and ability, and active participation of families; which has a total of 31 basic themes. In the validation of the designed model, the examination of the structural model showed that the above model has a good fit. Conclusion The current research was conducted with the aim of designing a model for facilitating experimental sciences based on the reverse approach in elementary school. The results of this research are in agreement with the results of Aybirdi & Atasoy sal (2023), Dong (2021), Sahebyar et al, (2021), Jafarkhani et al, (2020), Tajari & Bayani (2019), Niro & Hajian (2020), Smallhorn (2017). Based on the study of Jafarkhani et al, (2020), the implementation of the reverse learning method has a positive effect on the learning and motivation of multi-grade students and helps the multi-grade teacher in the learning process and classroom management. Erkan & Duran (2023) in the context of the fourth elementary science lesson show that basic activities using reverse teaching have a positive effect on students' scientific creativity and their basic activity; and with this method, most students find the activities useful, structured and entertaining. According to the results of the research, the following suggestions are presented: It is necessary for educational systems in different educational levels, especially in the primary period, to use a creative reverse approach and use the opportunities and facilities of educational films and videos, internet spaces, and educational podcasts. In this regard, teachers should provide elementary students with new subjects of experimental sciences in the form of video, podcast or audio recording, and ask them to observe and take notes and bring them to class as homework.
Education Management
The effect of school culture on academic alienation with the mediating role of basic psychological needs among first year high school students in Lorestan province.
Hasan ghalavandi
Volume 5, Issue 3 , December 2023, , Pages 225-247
Abstract
Abstract The present study was conducted with the aim of analyzing the relationship between school culture and academic alienation with regard to the mediating role of basic psychological needs using the descriptive-correlational method. The statistical population includes all the students of the first ... Read More Abstract The present study was conducted with the aim of analyzing the relationship between school culture and academic alienation with regard to the mediating role of basic psychological needs using the descriptive-correlational method. The statistical population includes all the students of the first year of high school in Lorestan province, which was a total of 23223 people, of which 400 people were selected as a statistical sample using the multi-stage cluster sampling method. The data collection tools were three standard questionnaires, Alessandro and Sade's school culture (1997), LaGuardia et al.'s (2000) basic psychological needs, and Dillon and Groat's (1976) academic alienation. The research data after collection were analyzed using Lisrel and SPSS statistical software.. The results showed that school culture has a direct effect on basic psychological needs (0.67). The t statistic of this effect is also (8.72), which is positive and significant at the 0.001 level. The direct effect of school culture on academic alienation is (-0.27). The t statistic of this effect is also (-3.12), which is negative and significant at the 0.01 level. The direct effect of basic psychological needs is on academic alienation (-0.47). The t-statistic of this effect is also (-4.41), which is negative and significant at the 0.001 level. The indirect effect of school culture on academic alienation is (-0.31). The t statistic of this effect is also (-4.20), which is negative and significant at the 0.001 level. Considering that this effect affects academic alienation through basic psychological needs, as a result, the mediating role of basic psychological needs in the relationship between school culture and students' academic alienation is confirmed. Extended abstract Introduction One of the most important problems of the contemporary period, which many societies are suffering from and which has occupied the minds of thinkers, is the problem of alienation (Mohseni Tabrizi, 1991). Alienation, which includes feelings of hopelessness and loneliness, dates back to the time when people established relationships with themselves and those around them (Karatepe et al., 2021). A review of the conducted researches shows that there are factors that are the basis of students' academic alienation. According to Hascher & Hagenaver (2011), the motivation is the connecting concept of alienation with other variables. Self-determination theory is one of the most important theories in the field of motivation. This theory is based on the assumption that the living organism has a primary, internal and basic system of psychological needs that become more complex during growth and interaction with the environment, until it becomes more complex systems of behavior (Desi and Ryan, 2000). These needs include autonomy, competence and relatedness (Vansteenkiste & Deci, 2004). The conceptualization of basic psychological needs has been confirmed in research on how teachers influence students' motivation and behavior through the ways in which teachers support or hinder students' autonomy (Sharp & Pelletier, 2009). Also, according to the theory of ecological systems, culture is one of the factors that can influence the behavior in individual environments, such as the behavior of students and teachers in the classroom (Berk, 2011). On the other hand, schools try to transfer the cultural heritage of society from one generation to another and support the socialization of their beneficiaries with organizational culture. The concept of school culture is defined as a set of shared ideas, assumptions, values, and beliefs that give the school its identity and indicate the behaviors expected of school members. School culture can be defined as all the ideals, values, norms, beliefs, traditions and other cultural symbols that help determine the quality of the school (Bozkurt, 2023). The current research tries to answer and explain the question that "Does school culture have an effect on academic alienation with the mediating role of basic psychological needs among students of the first year of high school in Lorestan province?" Theoretical framework School culture School culture is a complex concept that includes values, beliefs, attitudes and behaviors that shape how people interact and communicate in an educational environment. School culture is common assumptions, beliefs and values that are the basis of people's behavior in a school. A positive school culture is characterized by shared values, high expectations, and a focus on continuous improvement; while a negative school culture is associated with low expectations, pessimism about the future, and lack of trust (Dawkins et al., 2021). Basic psychological needs Self-determination theory is a macro-level theory that explains aspects of human motivation, behavior, well-being and psychological adjustment. This theory generally deals with the factors that facilitate or hinder self-actualization in humans. According to self-determination theory, people have an innate desire for growth and integration. The desire to explore the environment, curiosity and pursuing inherently challenging and satisfying activities are manifestations of this desire. The basis of the theory of self-determination is the basic needs, which are considered as the necessary energy to help active involvement with the environment, healthy psychological functioning, development of skills and healthy growth. These needs exist naturally in all humans. This theory postulates that the fulfillment of basic needs is necessary for effective internalization of behaviors, psychological development, motivation, and well-being (Mirzaei Fandokht et al, 2020). Academic alienation Alienation is not a new concept, and education experts, managers and school staff are aware of the existence of alienated students in their schools and classrooms. These students show different behaviors; for example, some of them are sitting in class and just staring at the teacher. They insult the teachers, disrupt the class; and when these behaviors exceed their limits, they leave the school. Some of these students leave school for a while, and others withdraw from school forever. These teenagers are alienated from the system whose main purpose is their education. Therefore, according to these contents, it is necessary that education professionals, families and school staff gain deep knowledge about the concept of alienation and then be able to take measures to reduce it (Amani Sari Baglo et al, 2014). Trivedi & Prakasha (2021) conducted a study titled "The effect of school culture on students' alienation". The statistical population of the research included students aged 18 to 22 from one of the top universities in India. The results of the research showed that school culture has a negative and significant effect on students' academic alienation. Schmid et al, (2021) conducted a study titled "Relationship between school's social culture and academic alienation". The statistical population of the research included 7th grade students of the canton of Bern, Switzerland. The results of correlation analysis and multiple regression showed that there is a significant relationship between the positive and relatively strong student-teacher and student-student relationship with the reduction of students' academic alienation. Research methodology The research method is descriptive-correlative in nature and applicable in terms of purpose. The statistical population included all the students of the first year of high school in Lorestan province, of which 400 statistical samples were selected using the multi-stage cluster sampling method. Data collection tools were three standard questionnaires: Alessandro and Sade's(1997) school culture, Laguardia et al.'s (2000) basic psychological needs, and Dillon and Groat's (1976) academic alienation. Research findings Research data were analyzed after collection using Lisrel and SPSS statistical software. The results showed that the direct effect of school culture and basic psychological needs on students' academic alienation was negative and significant. The effect of school culture on students' psychological needs was positive and significant, and the effect of school culture on students' academic alienation was positive and significant with the mediating role of basic psychological needs. Conclusion The present study was conducted with the aim of analyzing the relationship between school culture and basic psychological needs with academic alienation. This finding is consistent with the research results of Buzzai et al, (2022), Eghdami & Yousefi (2018), Mirzaei Fandokht et al, (2020), Akour (2006), Srite et al, (2008), Hascher & Hagen aver (2010), Amani sari-Beglou(2012), Sadeghi et al, (2013), Mahmoudi et al, (2015), Visani et al, (2012), Amani sari-Beglou (2012), Birami et al, (2014), and Galavandi (2012). In explaining these findings, it can be said that the sense of coherence with the school environment and the internalization of its rules and norms are among the factors that increase students' interest in school and prevent their alienation; because a person feels alienated when he cannot create a strong and stable relationship to his surroundings. Therefore, when the school culture is in an unfavorable situation, such a culture is not able to facilitate the formation of friendly and strong relationships between the members and also help to keep these relationships stable. In such a situation, the feeling of social cohesion among people is weakened and the phenomenon of academic alienation among students appears. The less students experience the fulfillment of their three basic psychological needs, i.e., autonomy, competence, and connection, in the school environment, the more they will feel academic alienation. Students will perceive their alienation as a feeling of helplessness and lack of influence on the environment, a sense of meaninglessness, which means that studying has no special meaning and value for them, and a feeling that they are separated from school members. According to the findings of the research for the applicability of the results in educational and training environments, the following practical suggestions are provided. Teachers in the school environment should try not to differentiate between students and pay attention to all of them and treat all students equally. The underlying factors of tension and differences between students are identified by school administrators and counselors, and measures are taken to resolve them through group and individual counseling. Administrators should try to provide the facilities in the school equally to the students and not to provide these facilities only to the strong students; because this further isolates the weaker students.
Education Management
Evaluation of factors Affecting the development of cloud-based accounting education and the academic performance of accounting students in Iran
Saman Mohammadi; Tayyebe Hatami; fatemeh bagherabadi
Volume 5, Issue 3 , December 2023, , Pages 282-304
Abstract
Abstract This study aimed to investigate the factors affecting the development of cloud-based accounting education and the academic performance of students. The method of design is quantitative and the type is descriptive - survey. In order to carry out this research, a questionnaire designed by Omar ... Read More Abstract This study aimed to investigate the factors affecting the development of cloud-based accounting education and the academic performance of students. The method of design is quantitative and the type is descriptive - survey. In order to carry out this research, a questionnaire designed by Omar Akbal Tofiq in 2022 was used to collect data. The validity of the questionnaire was confirmed by content validity using experts' opinions. The reliability of the constructs was assessed through three methods; Cronbach's alpha, composite reliability of each structure, and factor loadings of each item. The statistical population of this research is the students of accounting. For the distribution of the questionnaire according to the similarity of environmental conditions and facilities, universities of the west of Iran including Razi University of Kermanshah, Ilam, and Kurdistan were studied. 92 acceptable responses were received and analyzed from the questionnaire distributed by random sampling method. SMART PLS software has been used to analyze the data. The purpose of this study was to determine the extent of adoption of cloud computing methods in the education of accounting courses and its effectiveness in education programs by the students of universities of Iran by applying the influence of external variables, i.e., human factors, economic and technological factors, and cultural and social factors on the development of cloud accounting education and academic performance of students. The results indicate that human, economic, and cultural factors have a significant positive effect on the development of cloud-based accounting education and student's academic performance. Extended abstract Introduction Today, changes and evolution in information technology are constantly determining changes in the field of higher education worldwide. Effective integration of technology in higher education is increasing to provide qualitative education and preparation of students and teachers to face the 21st century and fully familiarity with evolving technologies (Suzianti & Paramadin, 2021; Yukefallah et al., 2021). This will reduce classroom constraints, and students have more opportunities to communicate with each other. E-learning can have an effective and significant impact on academic performance, achievement, and level of student satisfaction with traditional classroom education, which is one of the most appropriate strategies for optimal use of online (virtual) cloud computing education services. In 2020, the sudden outbreak of Covid-19 surprised people all over the world. During the Corona epidemic, 1.5 billion students in 188 countries had their schools closed. Many countries were forced to adopt online education to ensure continuity of learning when social distancing was unavoidable (McBurnie et al., 2020; Reimers & Scheicher, 2020). Hence, in this situation, virtual education is considered the main strategy for continuing the education of students and a way to prevent the spread of disease and the gap in education in universities and educational centers (Huang et al., 2020). The purpose of this study was to evaluate the factors affecting the education of cloud accounting and its reflection on the academic performance of accounting students in light of the COVID-19 pandemic. The importance of this research arises from the fact that it can identify the factors affecting the development of cloud accounting education that promotes successful usage of online learning systems during and after the COVID-19 pandemic. In addition, this research provides practical insights into the adoption and use of online learning systems in developing countries such as Iran. Theoretical Framework Since in recent years, the use of information and communication technologies has been widely used in organizations, departments, and universities and has presented a wide range of benefits for organizations, especially universities in the e-learning sector; identifying and prioritizing the factors affecting the creation and development of e-learning in universities is of great importance (Bahari & Moody, 2021). Several indices such as infrastructural factors (hardware, software), human, economic, and cultural factors are more effective in the creation, development, and application of this teaching method. Remote education is a new and successful educational method; in order to achieve its high goals, it is necessary to continue, time and improve access to computers and the internet in the whole of society, and also it is necessary that education with short-term planning strengthens the skills of teachers and students in using their programs and media that do not have problems such as unfamiliar with new software. Therefore, these skills improve students' educational performance. E-learning in comparison with traditional teaching has major advantages such as flexibility and elimination of unnecessary and costly movements to participate in training courses. E-learning is also independent of time and space variables (Sahbeigi & Nazari, 2012). The results of several studies (Devi, Ratnoo and Bajaj, 2022; Njugunna, 2021) show that the economic variables of students such as social class, place of residence, and occupation of parents affect their academic performance (Omer & Mohmood, 2018). Cultural and social factors are shared values, norms, and attitudes among people that constitute the beliefs of a society (Apsalone & Sumilo, 2015). Culture is one of the important factors that seem to influence the public acceptance of e-learning services in developing countries (Alajmi et al., 2017). According to Elizabeth brown and Hocutt (2017) cloud-based technologies and services such as Google Drive and Google Apps, which are used in the cloud-based collaborative environment, provide new opportunities for integration between shared platforms and student interaction, and students can interact with teachers and classmates (Huang et al., 2016). Research method This research is a descriptive type, and applicable in terms of purpose, and the type of data in this research for questions test is quantitative. In this research, an electronic questionnaire designed by Omar Akbal Tofiq in 2022 was used to collect data. To examine the theoretical model, a survey with two parts is used. The first part includes demographic questions about students, and the second part includes questions for measuring the structure of models. Each section of the structure is measured using a 5-point Likert scale. The statistical population of the study included all students of accounting. According to the establishment of similar conditions for access to students, understanding the research topic, and finally usable results of analysis, the information of universities of west part of the country including the Razi University of Kermanshah, Ilam, and Kurdistan, which are similar in terms of facilities and environmental conditions, were selected, and finally, after distributing the questionnaire (in person and internet) and using simple random sampling, 92 acceptable answers were collected and analyzed. Smart pls is used to analyze the data. Conclusion This study aimed to investigate the factors affecting the development of cloud-based accounting education and the academic performance of students in Iran. According to the results, human factors; economic and technological factors; and cultural and social factors have positive effects on students' educational performance and the development of cloud-based accounting education. The findings of the research showed that integration of cloud computing technology in the educational environment provides new opportunities that improve teaching and learning, and help the students' self-learning and motivate them to learn by providing flexibility, Students during the learning process will interact with each other, leading to the exchange of knowledge, increasing participation, and improving the educational results, which is consistent with the findings of Musyaffi et. al. (2022). Skill problems and teachers' lack of conformity with online education and lack of familiarity with the virtual environment and its structure, difficulty in evaluating the quality of learning of learners, teachers' resistance to enter the age of technology and change of traditional evaluation methods and finally, increasing the teachers' working hours at the beginning of covid-19 pandemic was observed; therefore, accounting professors and students acquire the necessary skills to use educational tools, devices and systems, hardware and software by passing of time and the movement of education from traditional to online education, which is, as a result, necessary to acquire the skills to use Cloud space and equipment needed for both professors and students to use online teaching, which is in agreement with the results of Atanda Balogun et. al. (2023); Wagiran et. al. (2022); and Khan Al-Badi (2022). In this regard, according to the results of the study, it is suggested that university professors have received training for the use of educational technology and virtual learning methods that can improve the quality of virtual education. This training can include applicable methods for virtual learning, how to use instructional and communication tools, and virtual class management. Also, the production and presentation of high and diverse educational resources and content can help students gain the best results in virtual education programs. The selection of educational resources is also important due to students' needs and variety of educational methods. In addition, using new technologies such as virtual reality, artificial intelligence, and gamification in virtual education programs can provide more attractive and useful methods for students.
Education Management
Assessing the Moderating Role of Participatory Management in the Relationship between Dark Triad of Personality and Organizational Citizenship Behavior of Employees in University of Mohaghegh Ardabili
Hossein Rahimi Koloor; Iman Ghasemi Hamadani; Vahideh EbrahimiKharajo
Volume 5, Issue 2 , September 2023, , Pages 1-23
Abstract
The presents study aims to evaluate the moderating role of participatory management in the relationship between the influence of the dark triad of personality on organizational citizenship behavior and mediating role of rudeness in the workplace. This study is considered as applied and descriptive-survey ... Read More The presents study aims to evaluate the moderating role of participatory management in the relationship between the influence of the dark triad of personality on organizational citizenship behavior and mediating role of rudeness in the workplace. This study is considered as applied and descriptive-survey in terms of objective and nature, respectively. The population included 400 faculty members and 391 managerial employees, among which 259 people were estimated as a sample based on Cochran's formula. Then, about 200 people answered the questionnaire items applying the convenient sampling method. The data were collected using a researcher-made questionnaire taken from Johnson and Webster (2010), Cortina et al. (2010), Podaskoff et al. (1990), and Webster and Smith (2019). Finally, the data were analyzed utilizing partial least squares (PLS) method. The results indicated that the dark triad of the personality affects the organizational citizenship behavior and rudeness in the workplace directly. In addition, rudeness in the workplace and participatory management affect organizational citizenship behavior significantly. Further, rudeness in the workplace moderates the relationship between dark triad of the personality and organizational citizenship behavior. Finally, participatory management moderates the relationship between the dark triad of personality and organizational citizenship behavior.Extended abstractIntroductionEach person's personality is regarded as universal and essential for individual, group, departmental, or organizational achievements. The dark triad of personality is considered as a cluster with three distinct dimensions of narcissism, Machiavellianism, and psychopathy (Ebrahimi & Azami, 2019), leading to differences between social relations (Salman Chughtai & Ali Shah, 2020). In addition, rudeness in the workplace is among the forms of misbehavior in the organization so that a large number of employees face the rude behavior of their colleagues at work. Such harmful behaviors stem mostly from the personality traits of humans, not external environmental factors (Hadizadeh Moghadam et al., 2022). Today, participatory management is among the issues raised in the organizations. High participatory management atmosphere emphasizes organizational participation and knowledge, collaborative decision-making, and cooperation, as well as allowing the employees to exhibit independence in the workplace (Butts et al., 2009). Organizational citizenship behaviors are among the issues which indicate the positive behaviors of people in the workplace not directly required by the organization. No direct reward system supports such type of behavior, despite its significance for planning the psychological performance of employees (Aldbyani & Al-Abyadh, 2022). No study has been conducted to examine the dark aspects of personality on such behaviors in Iran and investigate the rudeness in the workplace as a mediating role and participatory management as a moderating moral factor, despite all of the positive effects of organizational citizenship behavior. This study can be useful in University of Mohaghegh Ardabili with its wide range of activities and employees including simple, semi-skilled, and expert ones, as well as appropriate access and cooperation of employees in distributing and collecting information. The present study seeks to analyze whether the dark triad of personality for employees in University of Mohaghegh Ardabili affects organizational citizenship behavior or whether rudeness in the workplace and participatory management play a critical role in this regard.Theoretical literatureThe dark side of the personality for the people in the organization affects the administrative and personal consequences at the workplace significantly because a set of different characteristics of the dark person such as "narcissism", "psychosis", and "Machiavellianism" affect the organizational behavior (Jensen et al., 2022). In addition, organizational citizenship behavior is regarded as a special form of behavior, which is known as useful for business as voluntary actions stemming from the peoples’ tendency in this regard (Nazari et al., 2020). Rudeness in the workplace is considered as an unhealthy behavior with low intensity and ambiguous intention manifested by its perpetrator in order to harm the target person (Hadizadeh Moghadam et al., 2022), while organizational citizenship behavior is concerned with the positive behavior of people which is not required by the organization in terms of their duties (Podsakoff et al., 2018). Managers may create environmental conditions which increase employee engagement and alter any of the dark personality traits in organizational citizenship behavior (Richardson & Vandenberg, 2005).Participatory management is regarded as a practice, which prioritizes participation, communication, and employee empowerment (Butts et al., 2009). Such management emphasizes the delegation of four main elements in the workplace including power, information, reward, and knowledge (Riordan et al., 2005). Thus, participatory management is applied as a moderator to bridge the research gap.Rezazadeh et al. (2022) indicated that people with psychological capital exhibit less dark traits in their personality, postpone the immediate gratification of the impulse, persevere, and produce and create efficiently. In addition, Javaezi Shishavan & Zeinali (2022) argued that a positive and significant relationship is observed between psychological schemas with four dark personality traits in students. Finally, Zafaranchizadeh Moqadam et al. (2022) claimed that no significant relationship is reported between dark personality traits with cold empathy, while a significant relationship is observed between the dark personality traits with theory of emotional and cognitive mind.MethodologyThis study is considered as applied and descriptive-survey in terms of objective and method, respectively. The population included 791 employees in University of Mohaghegh Ardabili, among which 200 people were selected as a sample based on the Cochran's formula using convenient sampling method. Finally, "dark triad of personality" (Johnson and Webster, 2010), "rudeness at workplace" (Cortina et al., 2001), "organizational citizenship behavior" (Podaskoff et al., 1990), and "participatory management" (Webster and Smith, 2019) were utilized to collect the data.ResultsThe method of structural equation modeling (SEM) with the partial least squares approach was applied with the help of SmartPLS software to check the hypotheses of the study. Based on the first hypothesis, dark triad affects organizational citizenship behavior with a path coefficient (PC) of 0.268. According to the second hypothesis, dark triad affects rudeness in the workplace with a PC of 0.901. The third hypothesis indicated that rudeness in the workplace affects organizational citizenship behavior significantly with a PC of 0.108. Based on the fourth hypothesis, rudeness in workplace mediates the relationship between dark triad and organizational citizenship behavior with a PC of 0.907. According to the fifth hypothesis, participatory management affects organizational citizenship behavior significantly with a PC of 0.621. Finally, the sixth hypothesis indicated that participatory management moderates the relationship between dark triad and organizational citizenship behavior with a PC of 0.040.ConclusionThe present study aims to assess the moderating role of participatory management in the relationship between the impact of the dark triad of personality on organizational citizenship behavior with the mediating role of rudeness in the workplace. The results of this study are in line with those reported by Salman Chughtai & Ali Shah (2020) and Webster & Smith (2019). Managers should present necessary policies and charters for organizational citizenship behaviors of employees considering the role and impact of dark personality traits on citizenship behavior at the level of organizations.Such people should reduce dark personality traits and increase organizational citizenship behaviors such as altruism, politeness, and grace by increasing independence, participation, and communication with employees. Managers should recruit forces with organizational citizenship behaviors by passing the personality tests, oblige the organization to explain organizational behaviors, and help strengthen the organizational citizenship behaviors among employees by promoting moral spirit considering the significant effect of rudeness in the workplace. Teaching the style of polite behavior in the organization through training courses can be helpful. In addition, employees appointed to managerial positions should believe in polite behavior styles and benefit from the criteria set for a polite manager regardless of any political and factional views.Managers should draw new horizons in the path of forming participatory management by trusting and delegating authority to the employees to expand their ideas in line with the development of participatory management at the organization level. Finally, managers should alter the culture of educational organizations to that encouraging the innovation and its institutionalization, as well as considering mistakes as educational opportunities and the first step in this path.
Education Management
Identifying barriers to the optimal implementation of educational evaluation in National Gas Company of Iran: a qualitative study
omid oshaghi; Mitra Ezati; keyvan Salehi
Volume 5, Issue 2 , September 2023, , Pages 71-101
Abstract
Abstract The current research was conducted with the aim of identifying barriers to optimal implementation of educational evaluation in National Gas Company of Iran and providing solutions for its improvement. Therefore, using the capacity of qualitative research approach and focus group method, the ... Read More Abstract The current research was conducted with the aim of identifying barriers to optimal implementation of educational evaluation in National Gas Company of Iran and providing solutions for its improvement. Therefore, using the capacity of qualitative research approach and focus group method, the barriers of the studied phenomenon were identified. The data was collected by using the Purposive sampling method (criterion type) and focus interview with 4 focus groups (including 20 people) among the employees of the training and equipping of human resources unit of National Gas Company of Iran and the data was analyzed by using thematic analysis method. Data analysis resulted in the identification of 138 conceptual propositions, 21 basic themes and 5 main themes including "individual barriers", "organizational barriers", "educational barriers", "managerial barriers" and "environmental barriers". According to the findings of the research, it is necessary to pay attention to the identified barriers in order to optimally implementation of the educational evaluation process in the National Gas Company of Iran; therefore, at the end, solutions were presented in order to reduce the effect of barriers on the optimal implementation of the educational evaluation process and its improvement. Extended abstract Introduction Today, due to technological advances and rapid changes in the environment of organizations (Pfoser et al, 2020), the professional development of human resources is considered one of the most important factors in adapting and facing these rapid changes (Rama Devi & Shaik, 2020), in creating a competitive advantage and value creating for organizations (Ashofteh & Orangian, 2021). In this regard, training is one of the main strategies for the professional development of the organization's human resources (Nguyen, 2020); because training is a systematic process of changing the professional behavior and level of competencies (knowledge, ability and skills) of the organization's employees (Urbancová et al, 2021), which affects the performance of the employees and will ultimately ensure the success of the organization (Sahinidis & Bouris, 2018). Effective training courses can be influent in gaining experience and improving the performance of people, and guaranteeing the survival and perfection of the organization by including strategic progress (Bazgir et al, 2020). The current economic recession has reduced the amount of budget allocated to training and development of human resources; therefore, organizations should always design and implement effective training courses in order to strengthen and expand the knowledge, attitude and skills of employees in order to improve, provide innovative ideas and provide quality services. Therefore, it is necessary for organizations to ensure the effectiveness of training courses in order to achieve their goals by providing the necessary grounds for continuous improvement of training courses (Taheri, 2016). One of the basic measures in providing effective training courses is the optimal implementation of the evaluation process of training courses. The most common definition of educational evaluation considers it as a process to examine education in order to determine whether the educational objectives have been realized in an effective and efficient way. (Sahni, 2020). The optimal implementation of the educational evaluation process, as one of the basic methods of quality assurance, makes it possible to guarantee the quality of education by identifying the weak points of the educational program and laying the groundwork to fix them (Tarazi et al, 2020). Creating the necessary conditions for the continuous improvement of training courses, preventing the deviation of training courses and fixing its defects, and helping to answer to superior authorities and suppliers of the costs of training courses are some of the reasons for the necessity of identifying obstacles to the optimal implementation of the training evaluation process (Taheri, 2016). Thus, in the present research, we have tried to answer the question: "What are the obstacles to the optimal implementation of the educational evaluation process in the National Gas Company of Iran?" Theoretical framework Educational evaluation is a regular process of forming a value judgment about the quality of the educational program, making decisions regarding the improvement and modification of the educational program during future planning (Al-Mughairi, 2018). The purpose of educational evaluation is to provide appropriate information for decision-making; in other words, the results of the educational evaluation provide a set of appropriate information for making decisions regarding the continuation, change or termination of the educational program (Sadeghi et al, 2018). In this regard, there are several models each of which considers specific aspects of evaluation. Some models have focused their attention on evaluating learner behavior, educational materials or related methods. Another group of models emphasizes the importance of the role of evaluation in educational planning and tries to improve educational planning by using multiple models, and another group of models also emphasizes the importance of gathering information for decision-making (Taherkhani & Hamidi, 2020). In relation to the subject of the research, Tarazi et al, (2020) in a research with the aim of identifying the criteria and components affecting the evaluation of the effectiveness of in-service training courses for the employees of Refah Karkaran Bank, considers the factors affecting the process of evaluating the effectiveness of the said courses include individual factors (emotions, awareness and cognition, behavior, physical changes and usefulness), group (emotions in the group, awareness and cognition in the group, behavior in the group and usefulness in the group), organizational (financial, efficiency, processes and resources) and social (customer, community development and business ethics). Urbancová et al, (2021) in research entitled "Effective educational evaluation: the role of influencing factors on evaluating the effectiveness of employee training" concluded that educational evaluation methods (self-evaluation and direct evaluation by supervisors and colleagues), feedback to employees, the size of the organization, and human and financial resources affect the process of evaluating the effectiveness of employee training. Al-Mughairi, (2018) also in his research entitled "Evaluation of training and development of employees: case study: a national oil and gas industry" states that the obstacles of the educational evaluation process include people without evaluation qualifications, use of inappropriate evaluation methods, low and limited cooperation of the managers of the organization and the lack of financial resources. Methodology The current research is practical in terms of purpose and nature, and from the point of view of data collection, it is based on the qualitative research approach and the focus group method. The field of research was Iran National Gas Company (headquarters companies and operational areas), and in this field, the participants included all the employees of the training and manpower training unit of Iran National Gas Company. The selection of the participants was based on the purposeful sampling method of the criterion type among the employees of the training and equipping of human resources unit of National Gas Company of Iran. The data was collected using the focal interview technique, and after completing 4 focal interviews, the level of data saturation was reached. In order to analyze the data, the theme analysis method was used. Research findings After conducting 4 focal interviews (including 20 people) with the employees of the Human Resources Training and Equipping Unit of Iran National Gas Company and analyzing the resulting data, 21 basic themes and 5 main themes were extracted, which include: individual barriers (insufficient participation of the organization's employees, lack of specialized knowledge in the organization's employees, lack of required skills in the organization's employees, insufficient knowledge and awareness of the organization's employees about the requirements of the educational evaluation process and incorrect implementation of the requirements of the educational evaluation process by the organization's employees), Organizational barriers (problems in the processes of the organization's human resources planning unit, problems in the processes of the organization's human resources training and equipping unit, problems related to organizational culture, problems related to the organization's human resources, limited credits and required budget, low interaction and cooperation of different units of the organization and lack of efficient and effective motivational systems in the organization), educational barriers (weakness of training course instructors and less and limited use of new and appropriate methods, models and indicators), managerial barriers (insufficient participation of managers, heads and supervisors of the organization, lack of required skills in managers, heads and supervisors of the organization, negative attitude of managers, heads and supervisors of the organization, low and limited support of managers, heads and supervisors of the organization, and incorrect implementation of the requirements of the evaluation process educational by the managers, heads and supervisors of the organization), and environmental barriers (lack of necessary and appropriate infrastructure and lack of mechanisms facilitating the educational evaluation process). Conclusion The present research was conducted with the aim of identifying obstacles to the optimal implementation of educational evaluation in the National Gas Company of Iran and providing solutions for its improvement. The results of this research are consistent with the findings of researchers such as Tarazi et al, (2020), Urbancová et al, (2021) and Al-Mughairi (2018). In explaining the findings of the research, it can be said that individual barriers, organizational barriers, educational barriers, managerial barriers and environmental barriers have caused the process of educational evaluation in Iran's National Gas Company not to be carried out optimally, and the expected results are not obtained from the training courses; therefore, it is necessary to think about improving the existing situation and thereby improve the quality of the educational evaluation process and consequently, the quality of training courses and their effectiveness, and in this way strengthen the skills and abilities of employees to perform their job duties and responsibilities. For this purpose, according to the findings, solutions have been identified to reduce the effects of obstacles and improve the educational evaluation process in the National Gas Company of Iran, such as including the index of the active participation of the organization's employees in the educational evaluation process in the annual performance evaluation form of the organization's employees in order to motivate the organization's employees to participate actively in the process of educational evaluation and etc. According to the results obtained from this research, it is suggested that in future researches, the obstacles of the educational evaluation process and providing improvement solutions in other organizations should be taken into consideration and compared with the results of the current research. Also, in future researches, the effect of each of these obstacles identified in the current research can be investigated separately on the process of educational evaluation. And finally, future researchers can conduct research similar to the current research in certain time intervals when the organization takes corrective measures, so that continuous monitoring can be done in this field.
Education Management
Designing a paradigm model for the development of public culture in the primary school curriculum with a data-based approach
samira mastali; ali khosravi; kambiz poushneh; abbas khorshidi
Volume 5, Issue 2 , September 2023, , Pages 102-124
Abstract
Abstract The main purpose of the current research is to design a paradigmatic model for the development of public culture in the primary school curriculum with a data-based approach. The participants of the research included specialists and experts in the field of curriculum studies and social sciences, ... Read More Abstract The main purpose of the current research is to design a paradigmatic model for the development of public culture in the primary school curriculum with a data-based approach. The participants of the research included specialists and experts in the field of curriculum studies and social sciences, whose selection was done in a targeted manner; by snowball type. The research data were collected through studying the theoretical scope of the research and interviewing experts. In addition, semi-structured interviews were conducted with 12 experts and the researcher reached theoretical saturation in the data. The obtained data was analyzed by Strauss-Corbin analysis method. After the open, central and selective coding stage, the aforementioned pattern was paradigmatically divided into 5 dimensions: causal conditions, background conditions, strategies, intervening conditions, consequences; and including 17 components of necessity and needs, goals and objectives of the program, ideology governing the society, basics of curriculum planning, program approach, learning materials and resources, space (place), time, organizational factors, parents' participation, implicit learning (informal program - hidden lesson program), content, learning experiences, teaching-learning methods, teacher's role, evaluation. The results of the program were formed around the core category of the model, i.e. the development of public culture; and were validated by experts in the field of curriculum using the Delphi technique and brainstorming. Extended abstract Introduction Public culture as one of the branches of culture and of course its most important branch is the culture that is common to all members of the society. Public culture is one of the main building blocks of culture and it can be considered as a set of cultural elements that are needed by all the people of a society (Saeedi Kia et al, 2016). The impact of public culture is pervasive because all members of the society need it, and it has an impact on the fate of a nation, and requires macro-cultural policies. Based on this, it is possible to identify the damages of public culture and plan to fix them using the facts. The government, governmental organizations, and councils in charge of public culture are responsible for guiding, directing and politicizing the field of public culture, and they must make the necessary plans to reform and promote public culture. Meanwhile, as the first official institution that is responsible for education in the society, education should take an important step by culture training, stabilization of cultural components, and a special look at the desired public culture of the society through using a suitable model for the development of public culture in the students' curriculum. Therefore, the researcher asked the main question: what is the design of the paradigm model of the development of public culture in the curriculum of the elementary school with a data-based approach? Theoretical Framework The public culture is a powerful network and effective amalgamation of knowledge, tendencies and general attitudes of the society, while ambiguous and intangible, whose existence and presence is felt in the society, and makes us subordinate with its power in all dimensions of life. Therefore, the awareness of the public culture in the society and the factors influencing it is very important among the people's policy makers and curriculum planners who are in charge of transferring cultural concepts to the content of the curriculum. Curriculum ethnology means studying the impact of school or university culture on the curriculum in order to use deep analysis to show what actually happens in the situation of cultural curriculum implementation and what patterns influence cultural development. (Ayati & Khosh Daman, 2012). Yarn Tecy (2022) has stated in an article titled "Culture change managers of urban public schools" with a phenomenological study on the effective practices of transformational leaders that leadership in a culture of change, which means creating a culture, is not just changing a structure. He sought to understand the characteristics of a cultural change manager in culture building in a city government school environment and the effective leadership of managers, and he came to the conclusion that a cultural change manager emphasizes the component of relationships as a main component and creates cohesion through collaborative conversations. Luzmore et al, (2021) have conducted a study titled "Self-interest and altruism and how ethical imperatives in culture are navigated in a high-stakes culture by school leaders" and the experience of educational leadership in UK public schools with an outline of the history of public education and the evaluation of the performance of education as a part of competitive economic-political change has been investigated, and came to the conclusion that school managers in England promote a culture of responsibility and independence and have the ability to regulate and shape their organizational culture and have an influential position in their schools; but the embedded marketing approach to education in England has led to practices that are ethically troubling, and high levels of exclusion for students from vulnerable groups and non-inclusive practices for students with special educational needs should be addressed. Research Methodology The governing approach of this research is qualitative, which was conducted using the paradigm data-based theory research method. The theoretical scope of the research, the study of upstream documents, and also semi-structured interviews has been used for collecting information and data. The participants in the interview were specialists and experts in the field of curriculum studies and social sciences, some of whom were selected using targeted sampling, and the researcher reached theoretical saturation by conducting interviews with 12 experts. Research Findings To analyze the collected data, according to the goals and questions of the research, the Strauss and Corbin coding method was used; and the information obtained from the interviews with the target people were analyzed, using the content analysis technique in the data-based theory in three stages of open coding, central, and selective, and were formed according to 5 dimensions of causal conditions, background conditions, strategies, intervening conditions, and consequences; and including 17 components of necessity and needs, goals and objectives of the program, ideology governing the society, basics of curriculum planning, program approach, learning materials and resources, space (place), time, organizational factors, parents' participation, implicit learning (informal program - hidden curriculum), content, learning experiences, teaching-learning methods, teacher's role, evaluation. Program results was formed based on the core category of the model, i.e. public culture development, and validated by experts in the field of curriculum using the Delphi technique and brainstorming. Conclusion The current research was conducted with the aim of designing a paradigm model for the development of public culture in the primary school curriculum with a data-based approach. The results of this study are in line with the results of Hanteroplus et al, (2021), Araghiye (2021), Khanfer (2021), Shahidi et al, (2012), and Naseri & Armand (2021). The development of public culture is an abstract concept with many inclusions at different levels of the educational system, and includes the expectation of the convergence of all elements; from the Supreme Council of Education as the highest decision-making level to the classroom level even outside the school to achieve the goals of the elementary course curriculum. Designing, compiling, implementing and evaluating are the four basic stages of the curriculum planning system. Each of them has a specific pattern or patterns. The design pattern mainly has a value and general aspect, and the curriculum elements are determined and designed according to the value orientation. The design of curriculum elements is based on value analysis and philosophical implications; in the design of the public culture development model in the primary school curriculum, all the components determined in the form of curriculum model elements are used for the development of public culture and in accordance with the nature of the educational system. The most important of these suggestions are: - Revision of the prepared template every five years in order to update it - Developing a program and creating cultural resources based on virtual training and crisis conditions - Suggesting the development of a program to the Supreme Council of Cultural Revolution and Education, according to the upstream documents and the combined approaches of education to face cultural harms in the era of Corona. - Conducting research in the form of a national model for the development of public culture by experienced professors. - The codes extracted in this study can be a good guide for deeper and more specialized studies about the partial dimensions of this curriculum.
Education Management
The Effect of Quantum Management Skills on Readiness for Change of University staff with the Mediating Role of Organizational Agility
samira ali sofi; samaneh salimi
Volume 5, Issue 2 , September 2023, , Pages 125-143
Abstract
Abstract This study aimed to examine the effect of quantum management skills on readiness for change with the mediating role of organizational agility. The current study was done by descriptive correlatiove research method. The statistical population of the study consisted of all employees of Zahedan ... Read More Abstract This study aimed to examine the effect of quantum management skills on readiness for change with the mediating role of organizational agility. The current study was done by descriptive correlatiove research method. The statistical population of the study consisted of all employees of Zahedan Islamic Azad University (n=294). Using the Cochran formula, the sample size of 200 people was calculated and the applied sampling method was simple random. Azimi sanavi and Razavi Quantum Management Questionnaire (2011)was used for data collection; Sharifi & Young (2000) for Organizational Agility; and Dunham et al, (1989) for Readiness for Change questionnaire. The content validity of the questionnaire was confirmed. The reliability of the questionnaires was estimated based on Cronbach's coefficient as 0.881, 0.887, and 0.753, respectively. The data obtained from the questionnaires were analyzed at two levels of descriptive and inferential statistics, including Pearson's correlation coefficient test and structural equation modeling through Spss23 and Lisrel8.8 software. The findings obtained from the structural equation model showed that the standard coefficient between quantum management on readiness for change (0.19), quantum management on organizational agility (0.58), as well as readiness for change and organizational agility (0.64) and the indirect effect of quantum management on change readiness (0.47) were significant. Extended abstract Introduction Today's organizations, especially educational ons, are trying to surpass their competitors in terms of rapid and increasing developments. Organizations should consider many factors to achieve their goals. Therefore, managers should apply a management method with the highest efficiency for the organization. The thinkers of management science believe that managers in the 21st century should use new management methods to increase the capacity of employees. One of these types of management is quantum management. Quantum management is the empowerment of employees and is also an approach to improve the capabilities, powers, and effectiveness of managers and especially employees. Therefore, quantum management aims to increase the effectiveness and power of managers and employees of the organization. The concept of quantum management is an approach to improve the capabilities, powers, and effectiveness of managers and especially employees in the organization and to increase the effectiveness of managers and employees to prepare for organizational change and agility. The university is one of the most important fundamental elements for any change, transformation, and innovation; therefore, the realization of high goals, independence, and social and economic progress is provided through higher education. As a result, universities must be aware of new management features to have the necessary power to respond to changes. Theoretical Framework Quantum management was created based on the quantum paradigm in response to uncertainty in phenomena and the unpredictability of their behavior and environmental complexities, extensive and mutual interactions, and rapid and continuous changes that twenty-first-century organizations face with. Understanding quantum management creates a new perspective for understanding and managing today's organizations with the aforementioned characteristics. Quantum theory completely contradicts traditional management beliefs. This theory states that not only is the world unpredictable, but also there is not enough information to understand the current state. Readiness for change is the employees' positive views and opinions about the need for change and the positive consequences of change-related efforts for the employees and the organization (Peach et al., 2005). Readiness for change refers to the beliefs, attitudes, and conscious intentions of organizational members regarding the needed changes and the organizational capacity to successfully implement these changes. The dimensions of readiness for change in the organization are 1. Newness tolerance: it refers to the tolerance of the organization's members towards new and unexpected conditions. 2. Complexity tolerance: it refers to little, irrelevant, complex, unorganized, and sometimes conflicting or contradictory information in the organization. 3. Difficult situations tolerance: refers to the tolerance of organization members for situations with unsolvable problems in which answers are not easily obtained. Agility was introduced to the world by Yakoka Research Institute in 1991 as a strategy for organizations in the 21st century to quickly adapt to changes. Organizational agility is the ability to quickly respond to changes in the environment. Organizational agility is an organizational capability that managers of educational organizations should take it seriously to achieve organizational goals. Organizational agility has also the components of innovation, responsibility, speed in work, low complexity, high quality, flexibility, and readiness to react to changes, and is also very resistant to environmental problems and challenges. Research Methodology This research is applicable in terms of purpose, and descriptive correlative of structural equation modeling in terms of method. The statistical population includes all the employees of Zahedan Azad University, including 294 people (124 women and 170 men). Morgan's Table was used to determine the sample size, and 165 people were selected by simple random sampling. Three questionnaires were used to collect information. Quantum Management Skill Questionnaire: Azimi Sanavi and Razavi's Quantum Management Skill Questionnaire (Azimi Sanavi & Razavi, 2014) were used in seven dimensions; Quantum thinking, quantum trust, quantum action, quantum vision, quantum feeling, quantum knowledge and quantum existence; and 34 items to measure quantum management skills. This questionnaire was based on a Likert scale (from never to completely agree). Organizational Agility Questionnaire: Sharifi and Yang's Organizational Agility Questionnaire (Sharifi Yang, 2000) has been used in four dimensions of speed, competence, flexibility, and responsiveness; and 28 items with 5 options of the Likert type (from never to completely agree) to measure organizational agility Readiness for Change Questionnaire: Dunham et al's Readiness for Change Questionnaire (1989) was used in three dimensions of cognition towards change, emotional reaction to change, and behavioral tendency to change; and in 18 items to measure readiness for change. The questionnaire's validity of the current research is of the content type that was confirmed by the supervisor and the expert professors of educational management at Zahedan universities. To estimate the reliability coefficient of the questionnaires used in this research, 30 copies were first given to the subjects. According to Cronbach's alpha, its results were obtained 0.881 for the quantum management skill questionnaire, 0.811 for the organizational agility questionnaire, and 0.753 for the readiness for change questionnaire. These reliability coefficient values indicate the relatively good reliability of these questionnaires. In addition, Pearson's correlation coefficient and structural equation model were used to analyze the data. Calculations were carried out by spss23 and Lisrel8.8 software. Results According to correlation analysis, the relationship between quantum management and organizational agility (0.329), quantum management and readiness for change (0.826), and organizational agility and readiness for change (0.326) are positive and significant at the level of 0.01. The fit indices of the model were first calculated to examine the research model. The values of the model fit indices have a good fit. In addition, the data analysis showed that the significant numbers (t) between quantum management and readiness for change are 6.37, quantum management and organizational agility are 5.07, and readiness for change and organizational agility are 3.30. Since these values are greater than 1.96, the impact of quantum management and readiness for change, quantum management and organizational agility, and readiness for change and organizational agility are significant. In the corresponding figure, the standard coefficient between quantum management and readiness for change is 0.19, quantum management and organizational agility is 0.58, and readiness for change and organizational agility is 0.64. In addition, the indirect effect of quantum management on readiness for change (0.47) is significant. Since this effect impacts readiness for change through organizational agility, the mediating role of this variable in relation to quantum management on readiness for change is confirmed. Discussion and conclusion This research was carried out to investigate the effect of quantum management skills on readiness for change with the mediating role of organizational agility of Zahedan Islamic Azad University employees. Quantum skills in management try to use the laws, concepts, and principles of quantum theory in the form of metaphor and guidance to solve management problems and describe and explain organizational phenomena. The environment of today's organizations, especially higher education, values agility, innovation, change, vitality, and quality to succeed and increase employee productivity, which are all signs of quantum management. Therefore, having senior management with the necessary knowledge and skills, effective planning, leadership, and quantum culture is necessary to transfer from classical management to successful quantum management in the organization. The research findings regarding the first research hypothesis showed that the components of quantum management directly and significantly affect the readiness for change employees (0.19). The research findings regarding the second research hypothesis showed that quantum management components directly and significantly affect organizational agility (0.53). The research findings regarding the third research hypothesis showed that readiness for change directly and significantly affects organizational agility (0.64). Finally, the results obtained from the fourth research hypothesis showed that quantum management indirectly and significantly affects (0.47) readiness for change. According to the findings, the following suggestions are made to improve organizational agility, strengthen quantum management skills, and provide a context for change in university employees. University managers should not be afraid and have a high tolerance for ambiguity to change purposefully to be innovative and face unknown phenomena. University managers can increase employees’ adaptability to changes by creating an atmosphere of optimism and risk-taking among them, which will lead to the acceptance of change and transformation. Managers should also make the most of their knowledge capital and learning ability by using quantum management skills and applying a new and innovative scientific approach in organizations and pave the way to achieve agility by emphasizing efficient and effective policies and programs. According to the changes and developments that have been created in organizational management, faculty members should always be encouraged to learn new and updated skills to achieve an appropriate level of hardware and software technologies in the university. In this regard, they can use new and diverse methods to provide educational and research services with the necessary quality to increase satisfaction and agility. University managers can use innovative and new methods based on the ability of the employees to deal with the turbulent organizational environment and solve problems. The research limitation is limiting the statistical community of the research to the employees of Zahedan Azad University and the inability to generalize the results to other universities.
Education Management
Identifying dimensions, components and indicators of school-centered management on Islamic-Iranian values
Masoud Taghiani; masoumeh oladiyan; Mahmoud Safari
Volume 5, Issue 2 , September 2023, , Pages 144-167
Abstract
Abstract The aim of the current research is to identify the dimensions, components and indicators of school-centered management on Islamic-Iranian values. The research method is practical in terms of purpose, and qualitative in terms of implementation, and descriptive type and thematic analysis. The ... Read More Abstract The aim of the current research is to identify the dimensions, components and indicators of school-centered management on Islamic-Iranian values. The research method is practical in terms of purpose, and qualitative in terms of implementation, and descriptive type and thematic analysis. The statistical population of this research includes 19 university professors in the academic year of 2021-2022 in addition to experienced officials of the Education and Training. Sampling method in this research was non-random, purposed for selection of the interviewees, and based on the entrance criteria in the research. Data analysis was done using MAXQDA software. According to the analysis that was carried out using thematic analysis method to determine the dimensions, components and indicators of school-centered management on Islamic-Iranian values, 3 dimensions, 9 components, and 67 indicators were identified and confirmed. The dimensions of school-based management include the individual dimension (mental states, communication, and knowledge development), educational dimension (management skills, educational atmosphere, and informal program), and managerial dimension (professional management knowledge, professional attitude, professional skill). Also, the results showed that school-based management had a favorable situation in all the indicators mentioned in the evaluation. Extended abstract Introduction In today's world, it is certain that for fundamental changes in an organization, managers of organizations must become effective leaders because leadership has significant capacities to create change; leadership includes a wide range of methods to maximize the potential of human capital to achieve Organizational goals which can be called organizational success. Leadership is considered very important because the success or failure of any organization is attributed to the leadership style of the person or group of people who direct the activities of the organization (Kuroda, 2022). Schools are not exempted from this rule, because they are small organizations in a subset of the big institution of education. Therefore, special attention should be paid to various factors such as leadership, management, teacher and student, etc. The philosophy of education, which is an important part of educational sciences and is mainly theoretical and philosophical, has a long history and has undergone various changes since a long time ago. On the other hand, familiarity with ancient and contemporary philosophical ideas of education and training, their review, analysis and criticism is essential for an education thinker and trainer; because it can be a prelude to formulating an education system based on the ideology of school management based on school-centered management and reaching an empowering school (Ishida & Okitsu, 2022).Achieving excellence in schools requires strong school-centered management. This type of management, by providing educational decision-making areas in the school, can effectively use the limited resources of the school and strengthen local participation in the administration of affairs, and people can use more of their energy to improve and develop the school and finally their society and cause innovation and creativity in its performance.In school-oriented management, which has participatory decision-making and its main goal is to improve school performance and improve educational quality in order to improve students' education, the following results will be achieved (Ulfatin et al, 2022).Therefore, the researcher asked the main question: what are the dimensions, components and indicators of school-centered management on Islamic-Iranian values? Theoretical Framework School-centered management means the restructuring of the education system in order to increase flexibility, lack of concentration and delegation of authority to schools, in such a way that by bringing the place of decision-making closer to the place of its implementation and making decisions in a group manner and seeking participation by those who have the most information about the needs of the school and the conditions governing it and are more affected by the results of education than anyone else (including parents, students, teachers, staff members, interest groups of the society, including industrial owners, National Organization, etc.) and causes the independence, responsibility and accountability of the school to increase, as well as to improve the quality and effectiveness of education (Noruznezhad et al, 2019). Calliba (2022) conducted a research titled self-efficacy, working conditions, school-oriented management practices and teachers' performance. The results of the research showed that school-based management methods affect self-efficacy, improving teachers' working conditions, and ultimately teachers' performance. Barrera et al, (2022) conducted a research titled structural equation model of school-oriented management practices and teachers' commitment in secondary schools. The results of the study showed that the implementation level of school-based management, according to the categories of leadership and governance, curriculum and learning, accountability and continuous improvement, and resource management, is fully implemented in public secondary schools of the sector. Research Methodology This research is applicable in terms of purpose, qualitative in terms of data collection method, and thematic analysis research in terms of research implementation. The statistical population of the research includes 19 people in two groups: a) university professors in 2021-2022 b) officials with experience in education. Sampling method in this non-random, purposeful research was used to select the interviewees based on the entrance criteria. After analyzing the interviews, a total of 3 dimensions, 9 components and 67 indicators were identified in line with the research objectives. Research findings Data analysis was done using MAXQDA software. Based on the obtained results and according to the qualitative analysis, a total of 3 dimensions, 9 components and 67 indicators have been identified and confirmed. It includes individual (mental states, communication, knowledge development), educational (management skills, educational atmosphere, informal program), and managerial (professional knowledge of management, professional attitude, professional skills). School-based management had a favorable situation in all the indicators mentioned in the evaluation. In this research, a model was drawn based on theoretical foundations, opinions of experts, and the statistical community, which had good validity. Conclusion The current research was conducted with the aim of identifying the dimensions, components and indicators of school-centered management on Islamic-Iranian values. The results of this research are in agreement with the results of Ghoraishi & Lashgari (2022), Torani & Hoseinpour (2020), Afista & Bakar (2021), Shibuya (2020), Legistia (2019), Koc & Bastas (2019), Askari & Abdollahi (2020). Regarding this finding, Ghoraishi & Lashgari (2022) showed that school-centered management has been mainly used in interaction with the concepts of "school-centered management, decentralization, management, leadership, school autonomy, responsibility, school principal, participation, school governance, teachers". According to the results obtained in three dimensions, the following suggestions are presented: Individual dimension: hiring and employing managers who are patient, ethical, professional and self-efficient. Strengthening interpersonal communication based on Iranian Islamic values by using religious and ritual ceremonies held in the school. Flexibility in behavior based on Iranian Islamic values and assessment of this flexibility by education inspectors. Creating opportunities for growth based on Iranian Islamic values by using outsourcing mechanisms and using prominent professors based on students' needs for changes. Educational dimension: creating educational and training situations based on Iranian Islamic values by using scientific and cultural events and supporting them in school. Creating a competitive atmosphere based on Iranian Islamic values among students by holding healthy competitions in order to empower students. Encouraging socialization in school and encouraging students to participate by using a team approach and grouping students to present assignments in a collaborative way. Management dimension: Mastering the subject knowledge of management by participating in effective Islamic management courses in school. Complete familiarization with the goals of the school based on Iranian Islamic values by reviewing the fundamental transformation document and the unique needs of the region and the school under management. Awareness of professional knowledge and participation in professional qualification courses.
Education Management
Identifying factors affecting the weakening of entrepreneurship in graduates of Payam Noor universities in Tehran province
Alireza zare davijani; khadije Khanzadi; Abdolrahim Navehebrahim; Nader Soleimani
Volume 5, Issue 2 , September 2023, , Pages 168-194
Abstract
AbstractThe aim of the current research is to identify the factors affecting the weakening of entrepreneurship in university graduates of Payam Noor universities in Tehran province. According to its purpose, the research method is applicable in terms of purpose, and mixed (qualitative-quantitative) in ... Read More AbstractThe aim of the current research is to identify the factors affecting the weakening of entrepreneurship in university graduates of Payam Noor universities in Tehran province. According to its purpose, the research method is applicable in terms of purpose, and mixed (qualitative-quantitative) in terms of implementation; of thematic analysis type, and exploratory in terms of the nature. The statistical population of the research in the qualitative part includes 11 experts in the field of entrepreneurship and management professors, selected by purposeful sampling. In the quantitative part, the statistical population of the research includes 3750 final year students. The sample size is 384 people based on Cochran's formula. Multi-stage cluster sampling (PPS) was used in this part. The data collection tool is a semi-structured interview (qualitative dimension) in the qualitative part; and in the quantitative part, the questionnaire is taken from the qualitative part. The analysis in the qualitative part is thematic analysis, and in the quantitative part it is confirmatory factor analysis using SPSS and PLS software. The output of the research is to emphasize the strengthening of four variables, including the individual and personal capabilities and qualifications of the graduates, strengthening the educational elements related to the development of entrepreneurship in the university, strengthening the government's support conditions (facilitation, support and encouragement), and finally intervention in the six environments effective on academic entrepreneurship. Extended abstractIntroductionAn integrated view of human resources in several discussions of higher education, employment, national development, transition from the concept of first and second generation universities and the tendency towards third generation universities and similar cases has caused the training of entrepreneurial personnel to be one of the basic tasks in leader educational institutions such as first-tier universities (Yazdan Panah & Zabeidi, 2017). Entrepreneurship education and academic entrepreneurship empowers human resources in a standard process and leads to an innovative business in the university or near the university, alone or with others. From the point of view of students, entrepreneurship is attractive due to the simultaneous response to three needs of affiliation, belonging, and success. Most students' life experiences have shown that the tendency towards academic entrepreneurship makes it easier to find a job and increase the efficiency and effectiveness of students, creating space for independent work experience and facilitating the process of realizing individual and organizational entrepreneurship (Grecu & Denes, 2017).Therefore, the researcher asked the main question: what are the factors affecting the weakening of entrepreneurship in university graduates of Payam Noor universities in Tehran province?Theoretical FrameworkThe entrepreneurial university and academic entrepreneurship in the new world has been removed from the emphasis of mere theory and are considered as one of the main drivers of social systems and the link between the university (technology and innovation systems), industry (production systems), and the government (the factor of creating development conditions) (Boruck Klein & Cesar Mafra, 2020). Based on this, the three concepts of entrepreneurship education, academic entrepreneurship and entrepreneurial university are considered as related concepts and generally having a longitudinal relationship with each other (Klucznik, 2021).Academic entrepreneurship depends on the entrepreneurial behavior of the members and active human resources in the university. Management studies show that identity development precedes behavioral actions and in order to realize academic entrepreneurship focused on students, it is necessary to strengthen their entrepreneurial identity in different ways as much as possible, and it is based on the level of behavioral expectations (Hayter et al, 2022).Mahmudi Khamiri Pur et al, (2022) investigated the identification of factors affecting the improvement of faculty members with an entrepreneurial approach (case study: Payam Noor University, Hormozgan Province). Based on the interviews conducted with experts in the field of human resources improvement, 71 basic themes along with 25 organizing themes were identified, and categorized based on the conclusion of the researcher in 5 comprehensive dimensions including the dimensions of individual improvement, organizational improvement, educational improvement, research improvement, and professional improvement.Karimpour Malekshah et al, (2022) investigated the identification of components and measuring the relationships of entrepreneurial knowledge dimensions in large-scale cooperatives. Based on the findings obtained from the research, the pattern of entrepreneurial knowledge formation in large-scale cooperatives has four dimensions: individual characteristics, infrastructure and organization, environment, and support. Also, in order to measure the effectiveness and affectability of the dimensions together, with the help of the Dimtel method, it was determined that the causes include individual characteristics, infrastructures, and the organization; and the effects include the environment and support.Research methodologyAccording to its purpose, the research method is applicable, and in terms of implementation, it is mixed (qualitative-quantitative), of thematic analysis type, and in terms of the nature, is exploratory type research. The statistical population of the research in the qualitative part is experts in the field of entrepreneurship and management professors, entrepreneurs who have more than 5 years of work experience and have relevant research activities in this field (project manager or main collaborator), and familiar with the structure and activity procedure of Payam Noor University (a previous student of the university, a lecturer at Payam Noor University, or have other meaningful and effective connections with this university). Sampling method in the qualitative dimension is targeted sampling; the research was conducted on the selected and introduced people as the statistical population, and eleven experts were selected as the research sample. In the quantitative part, the statistical population of this research includes final year students studying in 18 units and centers of Payam Noor in Tehran province in multiple disciplinary groups of humanities, basic sciences, technical and engineering; boys and girls separated, as well as graduates of the year of 1401 Payam Noor universities in the province. The number of qualified students is around 1750 and the number of graduating students is around 2000 (previous years). According to this rule, the total number of people in the statistical community under investigation is 3750 people. According to Cochran's formula, the sample size is equivalent to 384 questionnaires. Combined methods, semi-structured interview (qualitative dimension) and questionnaire survey of the target population and library studies (quantitative dimension) have been used collect information in this research.Research findingsThe analysis is thematic in the qualitative part, and confirmatory factor analysis in the quantitative part using SPSS and PLS software. The output of the research is to emphasize the strengthening of four variables, including the individual and personal capabilities and qualifications of the graduates, strengthening the educational elements related to the development of entrepreneurship in the university, strengthening the government's support conditions (facilitation, support and encouragement), and finally intervention in the six effective environments on academic entrepreneurship.ConclusionThe current research has been conducted with the aim of identifying factors affecting entrepreneurship among college graduates of Payam Noor universities in Tehran province. The result of this research is in agreement with the results of Mahmudi Khamiri Pur et al, (2022), Karimpour Malekshah et al, (2022), Daneshniya et al, (2021), Akbari et al, (2020), Dorri et al, (2020) ), Keshavarz (2014). Akbari et al, (2020) showed that the identification analysis of 20 components is stated in five main categories: 1- strategy and management, 2- structure and processes, 3- culture, 4- educational system, and 5- network of interactions as main components and categories of the formation of an entrepreneurial university. Finally, in order to show the importance and priority of these components as an input to the decisions of policy makers in the field of higher education to move the country's universities towards entrepreneurial universities, the hierarchical group analysis method has been used. In this regard, while using the opinions of 7 specialists and technical experts in the field of higher education, the weight and priority of the categories and components have been calculated and presented. Based on this, the five components of leadership, entrepreneurial organization, resource management, entrepreneurial attitude and laws have the highest weight and importance.According to the research results, the following suggestions were made:In order to improve the skills and competences and individual qualifications of the graduates, proposing the development of the concept of education in addition to the topics of education, holding skill courses, providing suitable platforms and conditions for taking role models and finding role models from entrepreneurial people are part of the recommendations that can be presented. In the aspect of improving skills, investments should be made on the technical skills, management skills and communication skills of the graduates, respectively.In order to strengthen and improve the attitudes, behaviors and values of graduates and students regarding entrepreneurship, it is necessary to work on the psychological field of people and change values and improve behaviors with concrete value creation.
Education Management
Designing a qualitative model of educational support for high school students
Maryam Sori; Mohammad mojtabazadeh; Rasol Daudi
Volume 5, Issue 1 , June 2023, , Pages 142-161