Investigating social factors affecting academic ranking and providing a comprehensive model

Background: A new competitive factor between universities is the production of knowledge, in which the material benefits are gained. Competition in achieving such a situation has created the new systems of ranking and evaluation of universities. The purpose of the present study was to present an appropriate model for university ranking and to evaluate the effectiveness of social factors in the final ranking model.Methods: First, the indexes of 29 global ranking systems were studied and analyzed using content analysis method. Then, an interview was conducted with faculty members and the model was presented through theme analysis and open coding. A questionnaire was designed for the study and to confirm the reliability of the questionnaire, Cronbach's alpha coefficient was used. Also, the validity of the questionnaire was confirmed using the expert opinions. Convergent validity technique was also used using Amos graphics softwareResults: The importance of social factors affecting academic ranking was obtained through calculation of the means. Based on our results, the importance of the factors from the largest to the smallest was as follows: 1. educational performance 2. research performance 3. entrepreneurship and employment 4. scientific rank, national and international image, and 5. the ability of the university to meet the needs of the society. All of which show moderate to high levels.Conclusion: Based on the results, the calculated values of fitness indices were in desirable range and the proposed model for the ranking of universities was suitable with empirical data and enjoys a favorable situation.

The higher education management in medical universities during the COVID-19 pandemic

Background: The use of electronic technology plays a key role in the change in higher education management. This study aimed to assess the necessity of adaptation of electronic learning systems management during the COVID-19 pandemic. Methods: The present study was mixed research. Its statistical population in the qualitative section included 50 experts in higher education management of medical universities. The statistical population in the quantitative section included 242 department heads of 65 medical universities selected according to Morgan's table. Purposeful sampling was used in the qualitative section and cluster random in the quantitative section. The interview was used in the qualitative section and a researcher-made questionnaire was used in the quantitative section. Qualitative data analysis was performed with MAXQDA 2019 software and quantitative data analysis was performed with SPSS software. Results: In the qualitative section, 9 general categories were obtained. In the quantitative section, the results of the one-sample t-test in the dimensions of development of technology and electronic service, expansion of virtual and integrated education, enhancing the quality of learning, expanding research, access to scientific resources, the efficiency of the educational system and optimization of capital and financial affairs of the current status of higher education management in medical universities were determined. Conclusion: For the development of e-learning at the university level during the COVID-19 pandemic, it is necessary to know the motivating factors and barriers well and use the gained experience to select appropriate strategies to accelerate the development process of e-learning

Indicators of social and emotional health competence of education department administrators: a case study in Bandar Abbas

Background: This study was conducted with the aim of identifying indicators of social and emotional health competence of managers of education departments, as a case study of Bandar Abbas city. Methods: This study was applied research conducted by descriptive-correlational method. In the first section, using content analysis method (interview with experts), 20 experts attend in the field of educational sciences and educational management. In the second, to design a structural-interpretive model, 15 experts were used to answer the questionnaire. Data collection was performed by a researcher-made questionnaire. The reliability of the questionnaire was confirmed by Cronbach's alpha coefficient, composite reliability coefficient and factor loads. The validity of the questionnaire was confirmed by content and construct validity. Analysis of descriptive indices and correlation matrix between them were performed with SPSS and model fit was examined with Smart PLS software. Results: Factors affecting social and emotional competencies have high influence. Professional competencies, especially basic and teaching-related competencies have a significant effect on teachers' educational performance. Themes include 8 main variables about quality of work life, protectionism, realism, trust building, social commitment, job competence, individual and social competence. Weak, medium and strong value of the structural part of the model is determined by criterion of R2 were 0.19, 0.33 and 0.33. Conclusion: Emotional and social functioning and concurrent conditions among education and referral managers for the implementation of evidence-based interventions may be useful for the overall performance. The results of study are useful for improving the emotional and social skills of education managers

Indicators of social and emotional health competence of education department administrators: a case study in Bandar Abbas

Background: This study was conducted with the aim of identifying indicators of social and emotional health competence of managers of education departments, as a case study of Bandar Abbas city. Methods: This study was applied research conducted by descriptive-correlational method. In the first section, using content analysis method (interview with experts), 20 experts attend in the field of educational sciences and educational management. In the second, to design a structural-interpretive model, 15 experts were used to answer the questionnaire. Data collection was performed by a researcher-made questionnaire. The reliability of the questionnaire was confirmed by Cronbach's alpha coefficient, composite reliability coefficient and factor loads. The validity of the questionnaire was confirmed by content and construct validity. Analysis of descriptive indices and correlation matrix between them were performed with SPSS and model fit was examined with Smart PLS software. Results: Factors affecting social and emotional competencies have high influence. Professional competencies, especially basic and teaching-related competencies have a significant effect on teachers' educational performance. Themes include 8 main variables about quality of work life, protectionism, realism, trust building, social commitment, job competence, individual and social competence. Weak, medium and strong value of the structural part of the model is determined by criterion of R2 were 0.19, 0.33 and 0.33. Conclusion: Emotional and social functioning and concurrent conditions among education and referral managers for the implementation of evidence-based interventions may be useful for the overall performance. The results of study are useful for improving the emotional and social skills of education managers

Current status of mobile learning indicators in Universities of Medical Sciences

Background: The speed of advance in medical education, creativity in technology, limit time for new work has created new vision in medical education. Considering the importance of developing Iran's global position in the scientific and technological in Southwest Asia and the importance of improving the quality of learning and education, the present study identifies and examines the current status of mobile learning indicators in medical sciences universities. Methods: This study was applied in terms of purpose, descriptive-correlation in nature and survey method. The statistical population of the study consists of specialists from different medical groups. Based on Morgan's table, the sample size was estimated to be 200 people who were selected by simple random. Mobile learning components were extracted using text analysis and interviews with experts. In order to comply with the principle of validity in the questionnaire, in addition to the opinions of supervisors and advisors, the validity of factor analysis has been used. Cronbach's alpha coefficient was estimated above 0.7, so the reliability of the questionnaire was confirmed. For data analysis, exploratory factor analysis and univariate analysis were used in Spss23 software. Results: Four factors (infrastructure, organizational planning, tools and equipment, human resources) and 16 indicators explain about 79.9% of mobile learning variance. Also, according to the obtained results, there were significant differences between the current and desired conditions based on the values (sig<0.05) in all components. Conclusion: Designers of mobile learning tools should maximize the efficiency of this tool while paying attention to users' preferences