fatemeh vardasbi; Hamidreza Arasteh; abdolrahim navehebrahim; bijan abdollahi
Abstract
The heterogeneity of the graduate student population, the diversity of their motivations and the variety of courses offered by universities increase the need to understand the reason for the existence of graduate education to ensure the quality and success of these courses. Thus, the overall purpose ...
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The heterogeneity of the graduate student population, the diversity of their motivations and the variety of courses offered by universities increase the need to understand the reason for the existence of graduate education to ensure the quality and success of these courses. Thus, the overall purpose of this study was to identifying and analyzing the missions of the graduate sector. In this research, systematic review research method and qualitative content analysis approach were used to analyze the data. The statistical population is documents related to the field of higher education and graduate studies that are available using purposive sampling. By referring to books, articles and university websites, textual evidence related to the research question was collected until theoretical saturation was achieved. The process of qualitative data analysis was performed in three stages. Findings showed that in the graduate sector, educational missions include fostering critical thinkers, empowering people, offering distinctive disciplines and specializations that are compatible with growing diversity, leading the way in promoting, applying and maintaining knowledge and the formation of a dynamic and diverse community of students and faculty. Research missions include innovation and development of knowledge frontiers, the link between theory and practice, and providing the main engine for innovation. And social service missions included strengthening and enriching the academic environment, improving the quality of life, providing quality postgraduate education, Active participation in society and identifying and attracting prospective students. Considering that the mission statement identifies the main reason for the existence of the organization and sets the main and unique purpose for it, the findings of this study can be used as a basis for some policies in higher education. Therefore, if policy makers, planners and administrators of universities and higher education institutions are interested in improving and enhancing their graduate courses, it is necessary to pay proper attention to these factors.
Jafar Abbasi; Abdolrahim Navehebrahim; Hasanreza zienabadi; Hossien Abbasian
Abstract
IntroductionFinancial literacy is an essential competence in societies depending on individual responsibility and self-sufficiency. The aim of this study was to extract the characteristics of economic training program for high school students.MethodThis research is a kind of developmental and applied ...
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IntroductionFinancial literacy is an essential competence in societies depending on individual responsibility and self-sufficiency. The aim of this study was to extract the characteristics of economic training program for high school students.MethodThis research is a kind of developmental and applied studies in terms of purpose. This research is methodically among the qualitative-documentary researches following the systematic review of Cochran. In this study, from the total number of searched articles according to the desired criteria, 1121 articles have been extracted in the first step and in the final step, 37 documents entered the systematic analysis process. Thematic analysis method has been used to analyze the information in this research. In this research, the reliability and verifiability of data has been confirmed and qualitative analysis has been performed by two coders; the rate of agreement of the evaluators for the performed analyzes was 79.6%. ResultsThe results of thematic analysis after classifying the initial codes identified 55 basic themes in 4 organizing themes (purpose, content, learning and teaching strategies and evaluation that have formed the comprehensive theme of economic education program for high school students. The research findings have identified the components of the economic education program in the form of objective elements (cognitive, emotional and skill), content, teaching and learning strategies and evaluation. DiscussionUpstream documents of the education system, such as the National Curriculum document, emphasize the acquisition of economic skills. Also, in the document of education fundamental transformation, economic education is mentioned as one of the main branches of training. To achieve the goals of economic education among high school students, we need to design and produce rich content tailored to the needs of students. In this study, the results of systematic review data analysis showed that content related to students' lives (general) and this content can be prepared in various formats, including printed and non-printed sources. Appropriate learning strategies in the economic education program can present the generated content to students in creative ways and develop students' economic knowledge and skills. Finally, the evaluation of the economic education program can identify the gaps in this program and evaluate the rate of student’s success in achieving goals.
sayed ahmad pourmoosavi; Bijan Abdollahi; Abdolrahim Naveh Ebrahim; hossein Abbasian
Abstract
Introduction Education in the face of developments, in the field of communication and information, the issue of preserving the linguistic and cultural identity of ethnicities, and the emergence of theories such as pluralism, globalization and so on cannot act passively. Undoubtedly, monocultural education ...
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Introduction Education in the face of developments, in the field of communication and information, the issue of preserving the linguistic and cultural identity of ethnicities, and the emergence of theories such as pluralism, globalization and so on cannot act passively. Undoubtedly, monocultural education in a multicultural society will not work well. The need for a multicultural approach to education is that education must strengthen the areas of participation, emancipation from specific identity prejudices, good citizenship, thinking and rationality, new identity creation, socialization, development. Education justice and peaceful coexistence. An important step on the path to multicultural education is to transform school management. Method The present study was conducted using thematic analysis method. The statistical population consisted of written sources related to the subject in famous scientific databases and at the time of publication from 2000 to 2019, finally 50 cases were selected as sample. and experts in the field of educational sciences. Finally, 12 people were selected by purposeful method. Results The results led to the development of a conceptual model with three general components: multicultural school characteristics with 5 categories and 19 subcategories, school principal characteristics with 3 categories and 16 subcategories, and the role of stakeholders with 3 categories and 9 subcategories. Discussion Generally in multicultural schools, policies, strategies and Programs should be based on cultural pluralism. The processes of planning, organizing material and human resources, teaching and learning, staff empowerment, and monitoring and evaluation with a multicultural approach should be done. The school should be in full contact with the diverse social and cultural environment around it; the physical environment of the school should be influenced by the diverse culture of the individuals and individuals act and behave on the basis of justice, non-prejudice and mutual respect. The leader of a multicultural school must have a transcendental personality, free from racial prejudice, with interactive psychological traits, and ethics and collectivistic behavior. Also he must have multicultural professional competencies such as awareness of other cultures, multicultural specialist knowledge and multicultural life experience, and multicultural leadership skills such as intercultural communication skills, managing a diverse environment, managing change for pluralism, and managing cultural conflicts. . In multicultural school, stakeholders include teachers, students, parents and the community have roles such as: facilitating multicultural education; participating in school management; tackling inequality, racism and cultural domination; modifying social behavior; transforming cultural values of individuals and ethnic groups; encouraging students, especially minority groups; social and cultural participation; social responsibility and sharing of cultural experiences; supporting school principals; extracurricular social education; enrichment of leisure time.
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, ...
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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.
