Mazhar Babaee; Vali Ahmmad Kermaj
Abstract
Introduction
The virtualization of internship courses can bring many challenges, which can be turned into gaining experience from these courses despite it. Therefore, the current research was carried out with the aim of describing, analyzing, and calculating the damages caused by the structure of the ...
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Introduction
The virtualization of internship courses can bring many challenges, which can be turned into gaining experience from these courses despite it. Therefore, the current research was carried out with the aim of describing, analyzing, and calculating the damages caused by the structure of the internship period from the point of view of its guiding professors.
Method
According to the objective, a qualitative research method with a descriptive phenomenological approach was used. The field of research included guidance professors of Farhangian University in Kurdistan province in the academic year of 2019-2020, which reached saturation with the method of targeted sampling with the number of 10 people. The research tool was an in-depth semi-structured interview made by the researcher and the data analysis was based on the seven-step Claysey model.
Results
Based on the results of the professors' lived experiences from the virtual internship, two themes, Six categories, and 32 concepts were obtained. Some of the benefits of virtual internships include easier access to resources and reduced costs and the most important challenges extracted were categorized into three categories: structural, executive, and content challenges.
Discussion
Finally, based on the findings, it can be concluded that the lack of necessary infrastructure for virtual internships has made it ineffective compared to face-to-face internships. Therefore, it is suggested to take advantage of the integration and combination of virtual and in-person internships for more productivity and effectiveness during the internship period. Finally, according to the findings, it is suggested that the teacher training program in the internship course during the university period should be reviewed. According to the findings of the second question, it can be said that holding virtual internships faces major challenges; Therefore, Farhangian University should not substitute virtual internships for face-to-face internships; rather, it should make virtual internships a complement to face-to-face internships in order to increase internship efficiency.
Zeinolabedin Darvishi; behnaz mohajeran; farshid Ashrafi Salimkandi
Abstract
IntroductionThe purpose of this research is to design and validate the model of Research development of faculty members and instructors of Farhangian University. Reasech MethodThe present study in terms of purpose is applied Reasech and in terms of how data collected, is in the exploratory blend research ...
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IntroductionThe purpose of this research is to design and validate the model of Research development of faculty members and instructors of Farhangian University. Reasech MethodThe present study in terms of purpose is applied Reasech and in terms of how data collected, is in the exploratory blend research group. The statistical population in the qualitative section was included of 12 experts on the topic of Research development, and in the quantitative section is 806 faculty members of the campus of Farhangian University, that 260 people were selected through multistage cluster random sampling and Morgan table. The research instrument consisted of two researcher-made questionnaires of faculty members' Research development and paired comparisons based on the hierarchical analysis process. The statistical tests used included confirmatory factor analysis, single sample T and hierarchical analysis process.ResultsThe findings of the qualitative section included five sub-themes of Research development in the form of: 1- Preparation and improvement, 2- Citizenship behavior, 3- core research, 4. Professional groups and 5- View Future. And the validity of the conceptual model obtained by fitting goodness indicators was confirmed. The findings also showed that the level of faculty members' Research development was a good relatively in terms of the components of Preparation and improvement; Citizenship behavior, Professional groups and view Future, and were an Undesirable level in terms of core research. Another finding is that the components of Research development in importance were: 1- core research (relative weight of 0/284); 2- Professional groups (0/276); 3- Preparation and improvement, (0/167); 4- View Future (0/163); 5- Citizenship behavior (0/110).DiscussionAccording to the statistical results, the design and validation of the Research development pattern of faculty members and instructors at Farhangian University have been obtained and the present status of Research development and the importance of its components were identified.
parvin roshanghias; mohamadjavad liaghatdar; bibieshrat zamani; fereydoon sharifian
Abstract
Development and Validation of a Lifelong Learning-Based Curriculum Assessment Scale in Higher EducationAbstract Introduction: As one of the important infrastructures of the educational system of any country and the most important source of science and technology production, higher education plays a significant ...
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Development and Validation of a Lifelong Learning-Based Curriculum Assessment Scale in Higher EducationAbstract Introduction: As one of the important infrastructures of the educational system of any country and the most important source of science and technology production, higher education plays a significant role in the development of lifelong learning. Universities should create a new movement in this direction by conatructing a platform for students to do longlife learning.The present study aims to explain the curricular elements and components of Farhangian University based on the lifelong learning approach and examine the validity of a developed scale in this field.Method: In the present study, exploratory mixed-methods research was used. Initially, qualitative data were collected and analyzed. Then, based on the obtained qualitative results, quantitative instruments were developed. After that, the quantitative data were collected and analyzed to validate the qualitative findings. The statistical population in the qualitative section consisted of experts in the field of lifelong learning, professors of Farhangian University, and curriculum specialists selected via a purposive sampling method. 33 participants were selected and interviewed via the semi-structured interviewing technique to obtain theoretical saturation in the data. In the quantitative section, a descriptive-survey method was employed. The statistical population in this section consisted of professors of the Department of Educational Sciences, Farhangian University of Isfahan Province as 242 individuals, among whom 145 participants were selected based on the Krejcie & Morgan table and via a cluster sampling method. Then, the researcher-made questionnaire was distributed among them. Among the returned questionnaires, 103 ones were quantitatively analyzed.Results: The findings of the qualitative section indicated that the curriculum based on the lifelong learning approach in Farhangian University consists of four main elements of goal (with 19 items), content (with 18 items), teaching-learning methods (with 15 items) and evaluation (with 17 items). In the quantitative section, it was also found that based on the results of the Second Order Confirmatory Factor Analysis (CFA), the elements and related items correctly measure the curriculum model for lifelong learning. Discussion: To sum up, it can be stated that the scale designed in 4 elements and 69 items is valid for evaluating the curricular elements based on the lifelong learning approach at Farhangian University. It can be the basis for making policies and reviewing curriculum at Farhangian University.Keywords: Lifelong Learning, Curriculum, the Lifelong Learning Curriculum Scale, Higher Education, Farhangian University.
Educational Management
Abstract
Introduction Universities and higher education institutions centers have a certain position that act as the engines of societies, so upgrading and enhancing its efficacy can in turn better and more effective service to the community. It seems that the use of the servant leadership style as a moral and ...
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Introduction Universities and higher education institutions centers have a certain position that act as the engines of societies, so upgrading and enhancing its efficacy can in turn better and more effective service to the community. It seems that the use of the servant leadership style as a moral and ethical approach can provide the opportunities to achieve these goals. The servant leadership is based on the servitude philosophy which has a optimistic nature focusing on ethical behavior, serving the development of others, and philanthropic philosophy. Thus, the main objective of this study was to design a model of servant leadership that would suit the cultural considerations and requirements of Iranian Islamic society in broader sense and the University of Farhangian particularly. Method In order to discover the very true participants' tastes, experience, attitudes and perceptions, grounded theory (Strauss and Corbin, 2008) was employed. Through targeted sampling regarding the two characteristics of familiarity with the context of Farhangyan university and having long experience in leadership, seven faculty members and eight head masters (totally fifteen) in Farhangian University were selected to be interviewed. Qualitative data was collected through semi-structured interviewing techniques and reviewing written documents (University Statutes, management charters, Managers' Letter Covenants, by university officials' interviews and lectures). Qualitative Analysis Software (Nvivo) was applied for data analysis. Based on Strauss and Carbian systematic approach, in the three stages of Open Coding, Axial Coding, Selective Coding. Validation through triangulation was reviewed by contributors and non-contributing experts. Results Dimensions of paradigm pattern include: Causal conditions (Ethical and psychological characteristics, service motivation and hooliganism, attorney-trust look and feelings of divine duty), core category or phenomenon (Servant Leadership), context conditions (establishment and preparation of facilities, agility, making perspectives, Religious Principles, Islamic System Values), intervening conditions (establishment of core competencies, expertise and experience, strong communication network, managerial instability and Just evaluation of performance), Strategies (institutionalization of servant leadership, optimization and enhancement of the management and development of partnership), consequences (promoting the quality of the leader-follower relationship, The psychological atmosphere based on trust, effective individual and organizational results), upon which, model of service leadership was designed and validated. Discussion The success of organizations depends on the efficient and effective leaders who are capable of grasping chances and fulfill weak points to accommodate needs. Such leaders are winners by adopting a leadership style that is soothing to chaotic conditions of the new world and consistent with the cultural considerations and value of the community as well. Accordingly, university of Farhangian obliged a style of management that best accommodate academic system necessities, furthermore, to be committed to the principles of value and ethics in Islam. As the findings of this study showed that, servant leadership has a broad range of advantages for the organization and that is compatible with the culture and traditions of the Islamic environment, a value-dominent model in line with cultural values of the country was designed and validated that seems promising to direct educational campuses particularly, Farhangian universities.
