Mohammad Moshki Hassan Abad; Mahmoud Ekrami; Ahmad Karimi Dashtaki; hossein hafezi
Abstract
IntroductionUniversities have experienced different generations in during their lives. The first generation of universities had a purely educational function. The second generation of universities also had a research function. In the third generation, the application of research was considered. The third ...
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IntroductionUniversities have experienced different generations in during their lives. The first generation of universities had a purely educational function. The second generation of universities also had a research function. In the third generation, the application of research was considered. The third generation of universities is called the: Entrepreneur University. Third generation universities must be able to be independent and Prepare your graduates to enter in the job market. The purpose of this study is to design a conceptual model for third generation universities in the distance education system.MethodThe method used in this research is Grounded theory. By using a purposeful sampling method, 46 faculty members of Payame Noor University were select. Data were collected using semi-structured interviews. Then the data were coded by the three-step method in Grounded theory.ResultsExecution of the open coding step identified 114 concepts. In axial coding stage, concepts were summarized into 23 sub-categories and 8 main categories. Then a paradigm model was drawn with causal conditions (organizational space of university), contextual conditions (organizational infrastructure), intervening conditions (autonomy, globalization and effective interactions), central phenomenon (third generation university), strategies (administrative and executive review) and outcome (development-oriented society). Finally, conceptual model of the third generation university was created.DiscussionBased on the conceptual model obtained, the university should be reviewed. This review should be done in the field of university hardware and software. Therefore, changes in strategies, perspectives, facilities and equipment are necessary for the third generation. In this case, the university can be a factor in the comprehensive development of society. To achieve this, the university must support from the new ideas and creativity of its staff. Also, creative beliefs in the workplace should replace routine beliefs. In the field of hardware, the necessary equipment to develop the talents of employees should be provided to them. In addition, the university must have a good relationship with other universities and other sections of society. To become a third-generation university, administrative approaches must become more flexible and educational policies must change. The new needs for educational and research should be known and based on those needs, educational and research goals should be set. By making these changes, the university will be on the path of economic and social development which creates innovative products and creative services. Finally, the establishment of this type of university leads to sustainable development in society.
Mahdieh Sadat Vaghoor Kashani; Gholam Reza Haji Hossein Nejad; Nematollah Moosapour; Issa Ebrahim Zadeh
Abstract
Introduction Quality education depends heavily on committed, learned, and expert teachers. The most important way to ascertain the existence of teachers' competencies is to develop a system for evaluating them. The purpose of this research was to design and validate a conceptual model for evaluating ...
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Introduction Quality education depends heavily on committed, learned, and expert teachers. The most important way to ascertain the existence of teachers' competencies is to develop a system for evaluating them. The purpose of this research was to design and validate a conceptual model for evaluating the competencies of teachers' performance in Iran. In this research, scientific, practical, and applied views on designing a conceptual model for evaluating the professional qualifications of the teachers were collected from books, articles and scientific researches out of ninety nationally and internationally accredited textual resources, as well as through interviews with 25 expert teachers from three different education areas and 20 experts in the field of teacher evaluation and teacher training. Method The method used in this qualitative research was the inductive method of content analysis. Results The issues extracted from the opinions of the experts showed that the components of evaluation of the professional qualifications of teachers include six main components, twenty-six sub-components comprising sixty-three concepts and two hundred sixty-three minor concepts. The six main components include intellectual principles, strategic planning, evaluation indicators, systematic implementation plan, expected and achievable results and evaluation complexities of professional qualifications. Based on known components, the desired model was designed and then validated by experts. Discussion The final model for the evaluation of professional qualifications consists of four facets and a fundamental center of gravity. The four aspects of this evaluation model include the rational basis of evaluation (home floor), the evaluation strategy (the right wall of the home), the systematic appraisal program (the left wall of the home), and the expected and achievable results of the evaluation (home roof), and its center of gravity is the evaluation culture (heart or interior of the home). This model can be called a "home-like model for evaluating professional competencies of teachers". According to the proposed model, the evaluation culture involves many complexities indicated by the fact that the evaluation of the competencies of the teacher's profession, at each stage, is influenced by the dominant complex culture. On the other hand the evaluation strategy and the systematic appraisal program both are influenced by the rational basis of evaluation and also they are influenced by the evaluation culture. Overall the more strategic and implementable the plans are, the more realistic and clear expected outcomes will be. This, it is believed, will result in the teachers improving their professional expertise and the strengthening the culture of accountability and evaluation.
