Hatam Faraji Dehsorkhi; Hamidreza Arasteh; R Bghdadchi
Abstract
The present paper aims to investigate thedifferences and similarities of the PhDadmissions systems in Iran and the leading universities in terms of objectives,desired qualities as well as entry requirements. In doing so,descriptive-comparative method was applied. Consulting with the ShanghaiRanking, ...
Read More
The present paper aims to investigate thedifferences and similarities of the PhDadmissions systems in Iran and the leading universities in terms of objectives,desired qualities as well as entry requirements. In doing so,descriptive-comparative method was applied. Consulting with the ShanghaiRanking, the graduate admissions systems of the top three universities, i.e.Harvard University, Stanford University, and the University of Cambridge alongwith the Iranian PhD admission system were examined. To gather data,documentations and universities’ websites were examined. In addition, wecorresponded with the graduate admission office of each university. Beredy’smethod or framework was used to analyze data. Findings show: All graduateadmissions systems look for highly qualified applicants. Additionally, the IranianPhD system pursues other objectives as well. With regard to desired qualities,all graduate admissions systems look for a wide range of academic andnon-academic qualities in the applicants. The Iranian PhD admissions system,however, seems to take less account of non-cognitive qualities. With regard toentry requirements, all graduate admissions systems utilize a variety ofmeasurements to screen out applicants, but the entry requirements used in theIranian PhD admissions system are flawed in terms of reliability, validity andrelevance. Finally, some implications are offered.
Educational Planing
hamidreza arasteh; laleh jamshidi
Volume 21, Issue 2 , December 2015, , Pages 83-112
Abstract
The purpose of this study was to identify the effective factors in quantitative development of higher education privatization in Iran. To attain the objectives of this research, a twenty four item questionnaire was used. The reliability coefficient of the questionnaire was calculated by "Cronbach's Alpha" ...
Read More
The purpose of this study was to identify the effective factors in quantitative development of higher education privatization in Iran. To attain the objectives of this research, a twenty four item questionnaire was used. The reliability coefficient of the questionnaire was calculated by "Cronbach's Alpha" and estimated about 0.67. A total of 103 higher education specialists and practitioners of nonprofit higher education institutions responded to the questionnaire. They were selected by means of purposive sampling and random sampling. The Chi-square and Friedman's tests were used to analyze the data. The results indicated that the main effective factors of expansion of higher education in Iran are: increased demands for higher education, inability or lack of willingness of the government to respond to the growing demand for higher education due to absence of funds, demographic changes in higher education applicants, emphasis on higher education privatization in macro development plans and policies, reduced Government’s interventions and the necessity of higher education development and structural reform in this sector.
