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.
Mohammad Yamani Douzi Sorkhabi; Ahmad Mahjoubian; Mohammad-Hasan Pardakhtchi; Gholamali Farjadi
Abstract
IntroductionThe doctoral program plays an important role in the implementation of university missions and scientific development through original research and training of future scientists and researchers. On the other hand, research shows that the success of this course is influenced by factors, one ...
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IntroductionThe doctoral program plays an important role in the implementation of university missions and scientific development through original research and training of future scientists and researchers. On the other hand, research shows that the success of this course is influenced by factors, one of the most important of which is supervision. Supervisors have different methods, tastes and beliefs in providing supervision. The study of these characteristics and their integration in the theoretical frameworks (academic supervision styles) is an approach that can pave the way for a deeper understanding of the supervisory phenomenon as well as build tools for identifying and evaluating doctoral supervision status.Methodin this study, using the method of narrative review, the literature in the field of higher education in internal resources (25 articles) and external (58 articles) was examined and analyzed.Results6 stylistics were identified for doctoral supervision, which are stylistics: Anderson, Gurr, Gatfield, Mainhard et al., Murphy et al., And Vilkinas. These stylistics are described in the article and a general comparison is made between them.DiscussThe study of these stylistics showed that the educational and moral dimensions of academic supervision, as well as the differences between the guidance of different educational groups, are the most important issues neglected in these stylistics. In addition, it was found that the main focus of these stylistics is on one of the goals of the doctoral course (educating researchers) and it can be suggested to provide stylistics focusing on another important goal of the doctoral course (science production).It should be noted that stylistic studies due to the practical approach as well as conceptual coherence, can help to improve the status of doctoral guidance, because contemplation of different styles of academic supervision and attention to their various dimensions by supervisors can by creating knowledge of different angles of academic supervision will lead to improving the quality of this process.
