دانشگاه شهید چمران اهوازعلوم تربیتی2008-881715320081121An investigation into the basic principles of civil education
(an islamic approach)بررسی اصول اساسی تربیت مدنی (با رویکرد اسلامی)3301574410.22055/edus.2008.15744FAمسعودصفایی مقدمدانشگاه شهید چمران اهوازمحمودکاظمیدانشگاه شهید چمران اهوازمحمدجعفرپاک سرشتدانشگاه شهید چمران اهوازسید منصورمرعشیدانشگاه شهید چمران اهوازJournal Article20080420Nowadays, the problem of "Civil Education" is drawing the ever-increasing attention of the policy makers of the educational systems the world over. In the Iranian society, too. Bearing in mind the political and socio-cultural developments that have taken place since the constitional Revolution ara, particularly ofter the Islamic Revolution (197a), the idea of civil education has received much attention. However, since the implementation of educational ideas in any society depends on the realization of certain socio-cultural conditions. Therefore, the exploration of the intellectual and cultural backgrounds conducive to civil education is a vital step to be taken toward the preparation of grounds for this type of education. On this basis, the goal of this investigation was to explore and scrutinze the underpinnings of civil education in terms of their meanings, significance and socio-cultural values morder that their compatibility and harmony with the cultural and religious values of the Iranian Society should be ascertained thus, if it is believed that civil education principles and their related concepts might involve and imply cultural and religious values, discovering and clarifying such values, calls for serious attention on the part of the Iranian educational policy-makers who may feel the need for developing a regional view toward civil society and constructing a civil education. <br />The most important principles whose relevancy to civil education was analytically shown are: (principles) of respect for individual and social liberties, respect for law and law-adidingness, respect for citizenship rights, participation in sociopolitical activities, social responsibility, rationality and rational argument. Tolerance, dialogue, criticism and evaluation, and methodological pluralism. <br />By way of conclusion, it needs to be emphasized that these principles are compatible and in harmony with the value system and social philosophy of our country which embraces a religious society. Thus, taking educational measures toward training the younger generations in a way that they will believe in civil society values and are inclined to support and promote them is recommended from the standpoint of both religion and educational system. <br /> "تربیت مدنی" مورد توجه روز افزون سیاستگذاران نظامهای آموزشی است. در جامعهی ایران نیز، با توجه به تحوّلات اجتماعی، سیاسی و فرهنگی صورت گرفته از دوران مشروطیت به این سو، و بخصوص در دوران پس از انقلاب اسلامی، توجه به مقولهی تربیت مدنی از اهمیّت ویژهای برخوردار شده است. اما از آنجا که تحقّق ایدههای تربیتی در هر جامعهای متضمّن وجود شرایط فرهنگی و اجتماعی مناسب است لذا کشف زمینههای ذهنی و فرهنگی لازم برای تحقق آرمانهای جامعهی مدنی از کارهای مهمّی است که در راستای تربیت مدنی در ایران باید صورت گیرد. بر این اساس، هدف عمدهی این پژوهش آن است که با کشف و بررسی معانی و جنبههای ارزشی و فرهنگی اصول جامعهی مدنی، میزان تناسب و هماهنگی آنها با ارزشهای فرهنگی و دینی جامعهی ایران معلوم گردد. بنابراین، چنانچه برای اصول تربیت مدنی و مفاهیم مدنیت خواهی و تربیت مدنی و جامعهی مدنی محتوای ارزشی و دینی قائل باشیم، در آن صورت کشف معانی مندرج در این مفاهیم و تنظیم آنها به منظور ساخت یک ساختار بومی از ایده مدنیّت خواهی و تربیت مدنی برای دست اندرکاران آموزش و پرورش ایران از اهمیت شایانی بر خوردار خواهد بود. مهمترین اصولی که در این مقاله مورد تحلیل و بررسی قرار گرفتهاند، عبارتند از: اصل احترام به حقوق و آزادیهای فردی و اجتماعی، اصل احترام به قانون و قانونمداری، اصل احترام به حقوق شهروندی، اصل مشارکت و فعالیتهای اجتماعی و سیاسی، اصل مسئولیتپذیری اجتماعی، اصل استدلال و عقلانیت، اصل مدارا و تسامح، اصل گفتگو، اصل نقد و ارزیابی و اصل توجه به کثرت گرایی روشی. در پایان تأکید شده است که این اصول با ارزشها و فلسفهی حاکم بر جامعهی ما که یک جامعهی دینی است، تطابق و هماهنگی دارد و لذا سرمایهگذاری برای تربیت نسلی که به ارزشهای مدنی معتقد بوده و در عمل پاسدار این ارزشها باشد میتواند به عنوان یک توصیهی دینی و آموزشی و پرورشی تلقی شود.<br /> دانشگاه شهید چمران اهوازعلوم تربیتی2008-881715320081121Designing and accrediting suitable organizational change management model for state comprehensive universities with focus on intra- organizational factorsطراحی و اعتباریابی مدل مناسب مدیریت تغییر سازمانی مبتنی بر عوامل درون سازمانی برای دانشگاههای جامع دولتی31521574510.22055/edus.2008.15745FAحسینزینعلی پوردانشگاه هرمزگانسید محمدمیر کمالیدانشگاه تهرانJournal Article20080302The present study intends to design and accredit a suitable model of change management with the focus on the intra-organizational factors based on a review of the related literature. In this model & modified-Delphi technique was applied to accredit state comprehensive universities, which was dependent upon the experts. To achieve the aim, 30 faculty members, who were specialized in the fields of management an education and also had the experience of implementing the organizational change plan at universities, were requested to collaborate and the questionnaire forms were sent to them when they agreed to help. The questionnaire was used for data collection in this study. 19 factors that affected the success of change plan were identified through reviewing the existing literature on the change plan. Then these factors were classified into three categories: management factors, organizational factors and individual factors. Management factors consisted of supporting, participating, empowering, rewarding, communicating, monitoring and transformational leadership.Organizational factors included resources, organizational cultures, organizational justice, organizational climate, change messages, and organizational structures. Individual factors comprised psychological ownership, self efficacy, and organizational commitment, attitude to change plan and his/her expert and experience. <br />The results of this study revealed that all the identified factors in the literature were widely approved by the experts who participated in Delphi. Two other new factors, policy making and trust to management and a sub-factor, legitimacy of change plan were also found. Moreover, the designed change management model for state comprehensive universities showed high agreement of acceptance by experts <br /> هدف این تحقیق طراحی و اعتباریابی مدل مناسب مدیریت تغییر سازمانی با تأکید بر عوامل درون سازمانی برای دانشگاههای جامع دولتی است. برای دستیابی به این هدف، از 30 نفر اعضای هیأت علمی با تخصّص مرتبط، دعوت به همکاری شده است. برای انجام گرفتن تحقیق از روش دلفی استفاده شده است و ابزار جمعآوری اطلاعات نیز پرسشنامه بوده است. با مطالعهی ادبیات تغییر سازمانی، تعداد 19 عامل مؤثر بر موفقیت برنامه تغییر شناسایی شد که این عوامل در سه دسته مدیریتی، سازمانی و فردی گروهبندی شدند. عوامل مدیریتی شامل حمایتکردن، مشارکتدادن، توانمندسازی، پاداشدادن، اطلاع رسانی، آموزش دادن، رهبری تحولی و نظارت کردن است. عوامل سازمانی در بر گیرندهی منابع، فرهنگ سازمانی، عدالت سازمانی، جو سازمانی، پیام برنامه و ساختار سازمانی است و عوامل فردی شامل احساس مالکیت، خودکفایتی، تعهّد سازمانی، نگرش به برنامه تغییر و تجربه و تخصّص میباشد. نتایج پژوهش نشان میدهد که همهی عوامل شناسایی شده از ادبیات، به عنوان عوامل مؤثر بر موفقیت برنامهی تغییر در دانشگاههای جامع مورد توافق مشارکتکنندگان در تحقیق بوده است و دو مؤلّفهی جدید سیاستگذاری و اعتماد به مدیران و یک زیر مؤلّفه تحت عنوان مشروعیت برنامه تغییر شناسایی شده است و الگوی طراحی شدهی مدیریت تغییر سازمانی، برای دانشگاههای جامع دولتی مورد موافقت قرار گرفته است.<br /> <strong> </strong>دانشگاه شهید چمران اهوازعلوم تربیتی2008-881715320081121A study of the relationships between learning styles of graduate students of Tehran PUN and their academic achievementsمطالعهی ارتباط سبکهای یادگیری (دیداری، شفاهی، خواندنی- نوشتنی، حرکتی، چند حسّی) با پیشرفت تحصیلی53741574610.22055/edus.2008.15746FAمرجانمعصومی فرددانشگاه پیام نورعیسیابراهیم زادهدانشگاه پیام نورمحمدرضاسرمدیدانشگاه پیام نورJournal Article20080822Comprehensive studies in recent decades have shown that learning styles constitute the ground of some individual differences which affect learning. Academic achievement of learners is deeply affected by these styles. The mentioned learning styles are: Visual, Auditory, Read/Write, Kinesthetic, and Multi Model. <br />Current study investigates the relationships between learning styles of graduate students of Tehran PNU and their academic achievements. Pearson correlation test was used to check the relationships between variables. Regardless of academic majors, primary findings revealed no meaningful relationships between students’ learning styles and their academic achievement. However, investigation of the relationship between learning styles of students with different majors shows meaningful relationships between variables and confirms the hypotheses of this research.مطالعات گسترده در سه دههی اخیر نشان داده است که یکی از تفاوتهای فردی مؤثر بر یادگیری، سبکهای یادگیری است که این سبکها در پیشرفت تحصیلی فراگیران نیز تأثیر بسزایی دارد. سبکهای یادگیری مورد نظر عبارتند از: دیداری، شفاهی، خواندنی- نوشتنی، حرکتی و چندحسّی. مطالعهی حاضر به بررسی ارتباط سبکهای یادگیری دانشجویان دورهی کارشناسی ارشد دانشگاه پیام نور مرکز تهران با پیشرفت تحصیلی آنان پرداخته است. به منظور مطالعهی ارتباط متغیّرهای مورد بررسی، از آزمون ضریب همبستگی پیرسون استفاده شد. جامعهی آماری، شامل کلّیهی دانشجویانی است که در سال تحصیلی 86- 85 در سال دوم دورهی کارشناسی ارشد دانشگاه پیام نور مرکز تهران به تحصیل اشتغال داشتند که مجموع آنها 2063 نفر بوده و با استفاده از جدول مورگان از مجموع دانشجویان گروه علوم انسانی 160نفر؛ از مجموع دانشجویان گروه علوم پایه 44 نفر و به دلیل پائین بودن جمعیّت گروه فنی- مهندسی تمامی 80 دانشجوی شاغل به تحصیل در این گروه، به روش نمونهگیری تصادفی انتخاب شدند. ابزار گردآوری اطلاعات، پرسشنامه سبک یادگیری (دیداری، شفاهی، خواندنی- نوشتنی، حرکتی، چندمدلی) یا VARK میباشد. نتایج نشان داد که بین سبکهای یادگیری و پیشرفت تحصیلی دانشجویان دانشگاه پیام نور، رابطهی معنیداری به دست نیامده است. اما با در نظر گرفتن گروههای مختلف تحصیلی، مشخص گردید بین سبک شفاهی و گروه علوم پایه، سبک خواندنی- نوشتنی و گروه فنی و مهندسی، سبک حرکتی و گروه علوم انسانی و سبک چند حسی و گروههای علوم انسانی و علوم پابه رابطه معنیداری حاصل شده است.<br /> <strong> </strong>دانشگاه شهید چمران اهوازعلوم تربیتی2008-881715320081121Analysis of the conseqences of icreasing of female student's acceptance in the entrance exam of universitiesتحلیلی بر پیامدهای افزایش میزان قبولی زنان در دانشگاهها75981574710.22055/edus.2008.15747FAغلامحسینرضایتدانشگاه اصفهانقربانعلیسلیمیدانشگاه اصفهانرسولربانیدانشگاه اصفهانJournal Article20080930The purpse of this research was to study the IsfahanUniversity's faculty members points of view about consequences of increased female students' acceptance in entrance exams of Irainian universities in 1990's, on higher educational system, women's employment, family institution and social status of women. <br />Research method was descriptive-survey type. Research population was faculty members of IsfahanUniversity and its statistical sample comprised 125 members (including 112 men and 13 women) and sampling method was multi stage sampling. For data gathering two methods were used: a quantitative method consisting a self-constructed questionnaire and a qualitative method consisting of organized interview. <br />The Findings of questionnaire revealed that the effects of increased entrance of female students were more than average on the four fundamental categories. Comparison between mean averages showed that factors' effect were not uniform across the four areas. Maximum effect beloged to social status of women and least effect was related to higher education system, the result of interview confirmed the findings of the questionnaire to a great extent. Comparisons of mean averages with regard to faculty's age, gender, educational field and place of work on four fundamental questions were not significantدر سال<strong></strong>های دههی هفتاد شاهد رشد فزاینده<strong></strong>ی<strong></strong> حضور زنان در سطوح مختلف آموزش عالی و افزایش میزان پذیرش آنان به بیش از 50 درصد بوده<strong></strong>ایم؛ هدف این پژوهش بررسی نتایج و پیامدهای این پدیده در چهار زمینهی نظام آموزش عالی کشور<strong><em>، </em></strong>مقولهی اشتغال زنان<strong><em>، </em></strong>نهاد خانواده و موقعیت و پایگاه اجتماعی زنان است. روش کار ما در این پژوهش روش توصیفی- پیمایشی و جامعه آماری آن نیز اعضای هیأت علمی دانشگاه اصفهان بوده است. برای جمع<strong></strong>آوری اطلاعات از دو روش، کمی (پرسشنامه محقق ساخته) و کیفی ( مصاحبه<strong></strong>ی نیمه سازمان یافته) استفاده گردید. یافتههای تحقیق نشان داد که افزایش میزان قبولی زنان از نظر اعضای نمونه، بر هر 4 مولّفه<strong></strong>ی پژوهش، بیش از حد متوسط تأثیر دارد، لیکن میزان تأثیر بر مولّفهها یکسان نبوده و بیشترین میزان تأثیر بر موقعیت و پایگاه اجتماعی زنان با میانگین 76/3 و کمترین تأثیر بر نظام آموزش عالی با میانگین 16/3 میباشد.<br /> <strong> </strong>دانشگاه شهید چمران اهوازعلوم تربیتی2008-881715320081121The study of citizenship domains in higher
education system form the viewpoints of university faculty members & students (case study: university of Mazandran)بررسی حیطههای شهروندی در نظام آموزش عالی از دیدگاه استادان و دانشجویان (مطالعهی موردی دانشگاه مازندران)991321574810.22055/edus.2008.15748FAسهیلاهاشمیدانشگاه مازندرانابراهیمصالحی عمراندانشگاه مازندرانرقیهولی پور خواجه غیاثیدانشگاه مازندرانJournal Article20080829This paper attempts to investigate university students' citizenship knowledge, attitude and skill. It also intends to study the quality of citizenship education in higher education. This study was conducted through quantitative (descriptive) and qualitative method. The required data were gathered from both students through a questionnaire and professors through semi-structured interviews. 359 students were selected by using Cochran formula and stratified sampling based on the students, entrance year, sex, and faculty. The sample of professors consisted of 14 persons. They were selected through chain sampling. The Questionnaire data were analyzed by using descriptive and referential statistics, and inductive analysis was used to analyze the interviews data. Findings show that the mean of students' citizenship knowledge is lower than average and the mean of citizenship attitude and skill is higher than average. Also the result of T-test for comparing the mean of citizenship knowledge, attitude and skill in students who entered university in 1385 with that of students entering in 1382 indicated that except for the subareas of pluralism and patriotism there was no significant difference among the two groups of students in other components. On the other hand, the professors' ideas illustrate that the higher education has not been successful enough in promoting citizenship domains. It seems that higher education has mostly been inclined toward theoretical knowledge and memorization and fostering citizenship skills has not been its pivotal concern. Except of law and political subjects (due to their special nature), higher education does not put emphasis on citizenship knowledge.آموزش شهروندی در قرن بیست یکم به علت جهانی شدن، ارتباطات فزایندهی کشورها، افزایش تنوع فرهنگی، زبانی و قومی دچار تحول شده است. نظامهای آموزشی از جمله نظامهای آموزش عالی، را بر آن داشته است که برنامههای آموزشی متناسبی را تدوین نمایند، تا نیازهای دانشی، نگرشی و مهارتی دانشجویان را برآورده و آنها را برای کنش و واکنش در ابعاد محلی، ملی، منطقهای وبین المللی و در زمینههای سیاسی، اقتصادی، اجتماعی و فرهنگی آماده کنند. با توجه به اهمیت آموزش شهروندی در آموزش عالی این مسأله در دانشگاه مازندران مورد بررسی قرارگرفت، تا عملکرد آموزش عالی در زمینهی آموزش شهروندی مشخص گردد. از این رو دانش، نگرش و مهارت شهروندی دانشجویان ورودی (سال 85) و دانشجویان خروجی (سال82) دانشگاه مازندران و دیدگاه اساتید در زمینه آموزش شهروندی مورد بررسی قرار گرفت. نتایج دادهها نشان داد تفاوت چندانی جز در مؤلّفه پذیرش تنوع و تکثر بین دانشجویان ورودی و خروجی دیده نمیشود و مهارتهایی که آموزش عالی پرورش میدهد، بیشتر به سمت دانش نظری گرایش داشته و دانشجوها را به افزایش محفوظات هدایت میکند و مهارتهای شهروندی (تفکر انتقادی، حل مسأله، مشارکت، تصمیمگیری ومسئولیتپذیری) در دانشجویان چندان پرورش داده نمیشود و آموزش عالی جز در رشتهی حقوق و علوم سیاسی به آموزش دانش شهروندی توجه لازم را نداشته است.دانشگاه شهید چمران اهوازعلوم تربیتی2008-881715320081121Efficiency evaluation of human sciences faculties of Shahid Chamran University via Data Envelopment Analysis (DEA)ارزیابی کارآیی دانشکدههای علومانسانی دانشگاه شهید چمران اهواز با استفاده از مدل ریاضی تحلیل پوششی دادهها1331501574910.22055/edus.2008.15749FAصدیقهحیدری نژاددانشگاه شهید چمران اهوازمحمدحسنسپهری نژاددانشگاه شهید چمران اهوازJournal Article20080904Main purpose of this research was<strong> e</strong>fficiency evaluation of human science faculties of Shahid Chamran University via data envelopment analysis. Methodology of this research was analytical-descriptive. Five human science faculties of Shahid Chamran University (Physical Education, economics Education & Social Psychology, Literature and Humanities, and Theology) in a four-year period were studied. The required quantitative data were collected from these units, after weighting were divided into input indices including “staff, budget” and three output indices consisting of “education, research and services”. By performing the model in three different ways, expected efficiency was calculated for each faculty. Results indicated that in the first state involving two inputs and one output (education), only economics faculty was efficient and Theology, Literature, Education and Psychology and Physical Education were inefficient. In the second state, with two inputs and one output (research) only Education and Psychology Faculty was efficient and economics, Theology, Literature and Physical education faculties were inefficient respectively (ranking 2<sup>nd</sup>-5<sup>th</sup>). In the third state, with two inputs and one output (services) only Physical Education faculty was efficient and Literature, Economics, Theology and Education and Psychology were inefficient respectively (ranking 2<sup>nd</sup>-5<sup>th</sup>). In the fourth state, with two inputs and three outputs (education, research and service), all five faculties including Education and Psychology, Physical Education, Economics, Literature and Theology faculties were efficient respectively (in a descending orders). This means that Physical Education Faculty, despite it's limitations in comparison with other Human Science faculties, has an efficiency on par with other better equipped faculties. This indicates that this faculty plays a vital role in promoting sports and physical activities in society.
<strong> </strong>
Main purpose of this research was<strong> e</strong>fficiency evaluation of human science faculties of Shahid Chamran University via data envelopment analysis. Methodology of this research was analytical-descriptive. Five human science faculties of Shahid Chamran University (Physical Education, economics Education & Social Psychology, Literature and Humanities, and Theology) in a four-year period were studied. The required quantitative data were collected from these units, after weighting were divided into input indices including “staff, budget” and three output indices consisting of “education, research and services”. By performing the model in three different ways, expected efficiency was calculated for each faculty. Results indicated that in the first state involving two inputs and one output (education), only economics faculty was efficient and Theology, Literature, Education and Psychology and Physical Education were inefficient. In the second state, with two inputs and one output (research) only Education and Psychology Faculty was efficient and economics, Theology, Literature and Physical education faculties were inefficient respectively (ranking 2<sup>nd</sup>-5<sup>th</sup>). In the third state, with two inputs and one output (services) only Physical Education faculty was efficient and Literature, Economics, Theology and Education and Psychology were inefficient respectively (ranking 2<sup>nd</sup>-5<sup>th</sup>). In the fourth state, with two inputs and three outputs (education, research and service), all five faculties including Education and Psychology, Physical Education, Economics, Literature and Theology faculties were efficient respectively (in a descending orders). This means that Physical Education Faculty, despite it's limitations in comparison with other Human Science faculties, has an efficiency on par with other better equipped faculties. This indicates that this faculty plays a vital role in promoting sports and physical activities in society.
<strong> </strong>
Main purpose of this research was<strong> e</strong>fficiency evaluation of human science faculties of Shahid Chamran University via data envelopment analysis. Methodology of this research was analytical-descriptive. Five human science faculties of Shahid Chamran University (Physical Education, economics Education & Social Psychology, Literature and Humanities, and Theology) in a four-year period were studied. The required quantitative data were collected from these units, after weighting were divided into input indices including “staff, budget” and three output indices consisting of “education, research and services”. By performing the model in three different ways, expected efficiency was calculated for each faculty. Results indicated that in the first state involving two inputs and one output (education), only economics faculty was efficient and Theology, Literature, Education and Psychology and Physical Education were inefficient. In the second state, with two inputs and one output (research) only Education and Psychology Faculty was efficient and economics, Theology, Literature and Physical education faculties were inefficient respectively (ranking 2<sup>nd</sup>-5<sup>th</sup>). In the third state, with two inputs and one output (services) only Physical Education faculty was efficient and Literature, Economics, Theology and Education and Psychology were inefficient respectively (ranking 2<sup>nd</sup>-5<sup>th</sup>). In the fourth state, with two inputs and three outputs (education, research and service), all five faculties including Education and Psychology, Physical Education, Economics, Literature and Theology faculties were efficient respectively (in a descending orders). This means that Physical Education Faculty, despite it's limitations in comparison with other Human Science faculties, has an efficiency on par with other better equipped faculties. This indicates that this faculty plays a vital role in promoting sports and physical activities in society.
<strong> </strong>
Main purpose of this research was<strong> e</strong>fficiency evaluation of human science faculties of Shahid Chamran University via data envelopment analysis. Methodology of this research was analytical-descriptive. Five human science faculties of Shahid Chamran University (Physical Education, economics Education & Social Psychology, Literature and Humanities, and Theology) in a four-year period were studied. The required quantitative data were collected from these units, after weighting were divided into input indices including “staff, budget” and three output indices consisting of “education, research and services”. By performing the model in three different ways, expected efficiency was calculated for each faculty. Results indicated that in the first state involving two inputs and one output (education), only economics faculty was efficient and Theology, Literature, Education and Psychology and Physical Education were inefficient. In the second state, with two inputs and one output (research) only Education and Psychology Faculty was efficient and economics, Theology, Literature and Physical education faculties were inefficient respectively (ranking 2<sup>nd</sup>-5<sup>th</sup>). In the third state, with two inputs and one output (services) only Physical Education faculty was efficient and Literature, Economics, Theology and Education and Psychology were inefficient respectively (ranking 2<sup>nd</sup>-5<sup>th</sup>). In the fourth state, with two inputs and three outputs (education, research and service), all five faculties including Education and Psychology, Physical Education, Economics, Literature and Theology faculties were efficient respectively (in a descending orders). This means that Physical Education Faculty, despite it's limitations in comparison with other Human Science faculties, has an efficiency on par with other better equipped faculties. This indicates that this faculty plays a vital role in promoting sports and physical activities in society.
<strong> </strong>
Main purpose of this research was<strong> e</strong>fficiency evaluation of human science faculties of Shahid Chamran University via data envelopment analysis. Methodology of this research was analytical-descriptive. Five human science faculties of Shahid Chamran University (Physical Education, economics Education & Social Psychology, Literature and Humanities, and Theology) in a four-year period were studied. The required quantitative data were collected from these units, after weighting were divided into input indices including “staff, budget” and three output indices consisting of “education, research and services”. By performing the model in three different ways, expected efficiency was calculated for each faculty. Results indicated that in the first state involving two inputs and one output (education), only economics faculty was efficient and Theology, Literature, Education and Psychology and Physical Education were inefficient. In the second state, with two inputs and one output (research) only Education and Psychology Faculty was efficient and economics, Theology, Literature and Physical education faculties were inefficient respectively (ranking 2<sup>nd</sup>-5<sup>th</sup>). In the third state, with two inputs and one output (services) only Physical Education faculty was efficient and Literature, Economics, Theology and Education and Psychology were inefficient respectively (ranking 2<sup>nd</sup>-5<sup>th</sup>). In the fourth state, with two inputs and three outputs (education, research and service), all five faculties including Education and Psychology, Physical Education, Economics, Literature and Theology faculties were efficient respectively (in a descending orders). This means that Physical Education Faculty, despite it's limitations in comparison with other Human Science faculties, has an efficiency on par with other better equipped faculties. This indicates that this faculty plays a vital role in promoting sports and physical activities in society.
<strong> </strong>
Main purpose of this research was<strong> e</strong>fficiency evaluation of human science faculties of Shahid Chamran University via data envelopment analysis. Methodology of this research was analytical-descriptive. Five human science faculties of Shahid Chamran University (Physical Education, economics Education & Social Psychology, Literature and Humanities, and Theology) in a four-year period were studied. The required quantitative data were collected from these units, after weighting were divided into input indices including “staff, budget” and three output indices consisting of “education, research and services”. By performing the model in three different ways, expected efficiency was calculated for each faculty. Results indicated that in the first state involving two inputs and one output (education), only economics faculty was efficient and Theology, Literature, Education and Psychology and Physical Education were inefficient. In the second state, with two inputs and one output (research) only Education and Psychology Faculty was efficient and economics, Theology, Literature and Physical education faculties were inefficient respectively (ranking 2<sup>nd</sup>-5<sup>th</sup>). In the third state, with two inputs and one output (services) only Physical Education faculty was efficient and Literature, Economics, Theology and Education and Psychology were inefficient respectively (ranking 2<sup>nd</sup>-5<sup>th</sup>). In the fourth state, with two inputs and three outputs (education, research and service), all five faculties including Education and Psychology, Physical Education, Economics, Literature and Theology faculties were efficient respectively (in a descending orders). This means that Physical Education Faculty, despite it's limitations in comparison with other Human Science faculties, has an efficiency on par with other better equipped faculties. This indicates that this faculty plays a vital role in promoting sports and physical activities in society.
<strong> </strong>
Main purpose of this research was<strong> e</strong>fficiency evaluation of human science faculties of Shahid Chamran University via data envelopment analysis. Methodology of this research was analytical-descriptive. Five human science faculties of Shahid Chamran University (Physical Education, economics Education & Social Psychology, Literature and Humanities, and Theology) in a four-year period were studied. The required quantitative data were collected from these units, after weighting were divided into input indices including “staff, budget” and three output indices consisting of “education, research and services”. By performing the model in three different ways, expected efficiency was calculated for each faculty. Results indicated that in the first state involving two inputs and one output (education), only economics faculty was efficient and Theology, Literature, Education and Psychology and Physical Education were inefficient. In the second state, with two inputs and one output (research) only Education and Psychology Faculty was efficient and economics, Theology, Literature and Physical education faculties were inefficient respectively (ranking 2<sup>nd</sup>-5<sup>th</sup>). In the third state, with two inputs and one output (services) only Physical Education faculty was efficient and Literature, Economics, Theology and Education and Psychology were inefficient respectively (ranking 2<sup>nd</sup>-5<sup>th</sup>). In the fourth state, with two inputs and three outputs (education, research and service), all five faculties including Education and Psychology, Physical Education, Economics, Literature and Theology faculties were efficient respectively (in a descending orders). This means that Physical Education Faculty, despite it's limitations in comparison with other Human Science faculties, has an efficiency on par with other better equipped faculties. This indicates that this faculty plays a vital role in promoting sports and physical activities in society.
<strong> </strong>
Main purpose of this research was<strong> e</strong>fficiency evaluation of human science faculties of Shahid Chamran University via data envelopment analysis. Methodology of this research was analytical-descriptive. Five human science faculties of Shahid Chamran University (Physical Education, economics Education & Social Psychology, Literature and Humanities, and Theology) in a four-year period were studied. The required quantitative data were collected from these units, after weighting were divided into input indices including “staff, budget” and three output indices consisting of “education, research and services”. By performing the model in three different ways, expected efficiency was calculated for each faculty. Results indicated that in the first state involving two inputs and one output (education), only economics faculty was efficient and Theology, Literature, Education and Psychology and Physical Education were inefficient. In the second state, with two inputs and one output (research) only Education and Psychology Faculty was efficient and economics, Theology, Literature and Physical education faculties were inefficient respectively (ranking 2<sup>nd</sup>-5<sup>th</sup>). In the third state, with two inputs and one output (services) only Physical Education faculty was efficient and Literature, Economics, Theology and Education and Psychology were inefficient respectively (ranking 2<sup>nd</sup>-5<sup>th</sup>). In the fourth state, with two inputs and three outputs (education, research and service), all five faculties including Education and Psychology, Physical Education, Economics, Literature and Theology faculties were efficient respectively (in a descending orders). This means that Physical Education Faculty, despite it's limitations in comparison with other Human Science faculties, has an efficiency on par with other better equipped faculties. This indicates that this faculty plays a vital role in promoting sports and physical activities in society.
<strong> </strong>
Main purpose of this research was<strong> e</strong>fficiency evaluation of human science faculties of Shahid Chamran University via data envelopment analysis. Methodology of this research was analytical-descriptive. Five human science faculties of Shahid Chamran University (Physical Education, economics Education & Social Psychology, Literature and Humanities, and Theology) in a four-year period were studied. The required quantitative data were collected from these units, after weighting were divided into input indices including “staff, budget” and three output indices consisting of “education, research and services”. By performing the model in three different ways, expected efficiency was calculated for each faculty. Results indicated that in the first state involving two inputs and one output (education), only economics faculty was efficient and Theology, Literature, Education and Psychology and Physical Education were inefficient. In the second state, with two inputs and one output (research) only Education and Psychology Faculty was efficient and economics, Theology, Literature and Physical education faculties were inefficient respectively (ranking 2<sup>nd</sup>-5<sup>th</sup>). In the third state, with two inputs and one output (services) only Physical Education faculty was efficient and Literature, Economics, Theology and Education and Psychology were inefficient respectively (ranking 2<sup>nd</sup>-5<sup>th</sup>). In the fourth state, with two inputs and three outputs (education, research and service), all five faculties including Education and Psychology, Physical Education, Economics, Literature and Theology faculties were efficient respectively (in a descending orders). This means that Physical Education Faculty, despite it's limitations in comparison with other Human Science faculties, has an efficiency on par with other better equipped faculties. This indicates that this faculty plays a vital role in promoting sports and physical activities in society.
<strong> </strong>هدف اصلی این تحقیق ارزیابی کارآیی دانشکدههای علوم انسانی دانشگاه شهید چمران اهواز با استفاده از مدل ریاضی تحلیل پوششی دادهها است. این تحقیق توصیفی- تحلیلی و به روش میدانی و کتابخانهای انجام شده است. محدودهی مکانی تحقیق شامل پنج دانشکدهی علوم انسانی دانشگاه شهید چمران و محدودهی زمانی دورهی چهار سالهی 82 تا 85 بوده است. دادههای کمّی خام با استفاده از فرم مخصوص از دانشکدهها جمعآوری و پس از تلفیق و ارزشگذاری به شاخصهای ورودی شامل "هیأت علمی، کارکنان و بودجه" و شاخصهای خروجی شامل "آموزش، پژوهش و خدمات تخصصی" تقسیم شدند. به منظور شناسایی دقیقتر تأثیر هر یک از شاخصها در میزان کارآیی دانشکدهها، مدل ریاضی در چهار حالت مختلف با ماهیت خروجی اجرا شد. یافتههای تحقیق نشان داد در حالت اول مدل با دو ورودی و یک خروجی "فعالیتهای آموزشی" تنها دانشکدهی اقتصاد کارآ و به عنوان مجموعهی مرجع شناخته شد و دانشکدههای الهیات، ادبیات، علوم تربیتی و تربیت بدنی به ترتیب در رتبهی دوم تا پنجم و ناکارآ بودند. در حالت دوم مدل با دو ورودی و یک خروجی "فعالیتهای پژوهشی" تنها دانشکدهی علوم تربیتی کارآ و به عنوان مجموعهی مرجع شناخته شد و دانشکدههای اقتصاد، الهیات، ادبیات و تربیت بدنی به ترتیب در رتبهی دوم تا پنجم و ناکارآ بودند. در حالت سوم مدل با دو ورودی و یک خروجی "خدمات تخصصی" تنها دانشکدهی تربیت بدنی کارآ و به عنوان مجموعهی مرجع شناخته شد و دانشکدههای ادبیات، اقتصاد، الهیات، و علوم تربیتی به ترتیب در رتبهی دوم تا پنجم و ناکارآ بودند. در حالت چهارم مدل (حالت ترکیبی) با دو ورودی و سه خروجی "فعالیتهای آموزشی، پژوهشی و خدمات تخصصی" هر پنج دانشکدهی کارآ و به ترتیب دانشکدههای علوم تربیتی، تربیت بدنی، اقتصاد، ادبیات و الهیات در رتبه اول تا پنجم قرار گرفتند. به این ترتیب سهم و تأثیر هر یک از شاخصها در میزان کارآیی دانشکدهها مشخص شد، به ویژه با توجه به کمبودهای مالی، نیروی انسانی، فضاها و امکانات آموزشی دانشکدهی تربیت بدنی در مقایسه با سایر دانشکدههای علوم انسانی دانشگاه، خدمات تخصصی ارائه شده از سوی این دانشکده در سطح دانشگاه سبب شده تا کارآیی و اثربخشی مطلوبی داشته باشد.دانشگاه شهید چمران اهوازعلوم تربیتی2008-881715320081121A study of ranking Shahid Chamran university faculties with use of TOPSIS Techniqueرتبهبندی دانشکدههای دانشگاه شهید چمران با استفاده از تکنیک TOPSIS1511761575010.22055/edus.2008.15750FAاسلامفاخردانشگاه شهید چمران اهوازسید عزیزآرمندانشگاه شهیدچمران اهوازمنصورزرانژاددانشگاه شهید چمران اهوازJournal Article20080822Although ranking colleges of higher education institutions may seem, prima facie, to be a simple task, it has its own difficulties. The reasons for this difficulty comes from the fact that ranking involves more than one criterion and more than one decision maker. Nowadays the ranking of universities as a vital part of higher education evaluation has drawn considerable attention across the world. In this research different colleges of SCU were ranked by using TOPSIS technique. To begin with we selected 30 indices and weighted them by using AHP technique. On the basis of the indices developed, 10 colleges of SCU were ranked. Results showed that college of Education and Psychology received the first rank with Economics and Social Science college occupying the 10<sup>th</sup>با اینکه رتبهبندی کاری نسبتاً معمول به حساب میآید، اما اغلب امری دشوار تلقی میشود. علت پیچیدگی این است که معمولاً بیش از یک بعد برای ارزیابی و بیش از یک تصمیم<strong></strong>گیرنده وجود دارد. رتبهبندی دانشگاهی به عنوان یک بخش مهم از فرایند ارزشیابی آموزش عالی، توجه زیادی را در سطح جهانی به خود اختصاص داده است. در این تحقیق دانشکدههای مختلف دانشگاه شهید چمران اهواز با استفاده از تکنیک TOPSIS[1] رتبهبندی شدند. به منظور رتبهبندی دانشکدهها جمعاً 30 شاخص انتخاب و با کمک تکنیکAHP [2] (فرایند تحلیل سلسله مراتبی) به آنها وزن داده شد. پس از آن با توجه به شاخص<strong></strong>ها، رتبهبندی انجام شد. از بین دانشکدههای مختلف،10 دانشکده وارد فرایند رتبهبندی شدند که در نهایت دانشکدهی روانشناسی و علومتربیتی رتبه<strong></strong>ی اول و دانشکدهی اقتصاد و علوم اجتماعی رتبه<strong></strong>ی دهم را به خود اختصاص دادند.
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