3 research outputs found

    Required faculty competencies for teaching in higher education institutes in technology era

    Get PDF
    Background and Objectives: Third Mellenium World is a world that is faced with rapid scientific, cultural, and technological change. Increasing access to education services at higher education levels has resulted in admission of students with personal differences to higher education institutes. The change in the higher education context is associated with a change in the roles and responsibilities of faculty members. Therefore, in order to fulfill their duties and take their responsibilities, it is necessary for faculty members to deploy their understanding, knowledge, and skills in different areas and improve them in accordance with the changes that occur in the society and deploy the teaching-learning approaches to take these differences into consideration. This study is aimed at identifying the qualifications required for becoming a faculty member at higher education institutes on the basis of their roles and responsibilities. Materials: This study is a Basic Qualitative research with a pragmatic and epistemological, interpretive / constructivist approach.  First, the documents related to the teaching qualifications in higher education were collected. Then, in order to understand the views and experiences of the Iranian universities’ faculty members, semi-structured in-depth interviews with 14 faculty members were conducted. The documents were  described  in a qualitative Metasynthesis approach in terms of concepts and themes in a deductive manner within the research context and on the basis of a theoretical framework, and, then,  they were analyzed along with the concepts and themes identified in the interviews in an interpretive (deductive and inductive) manner  and in the last stage, the concepts and themes were inductively integrated and interpreted and line-by-line coding in MAXQDA 10 was used to analyze the documents and interviews. Findings: In this study, 349 semantic units (open codes), 32 categories and 9 themes (competencies) were extracted which are as follows: Competencies related to: futurology (futurism, risk-taking, entreprenuership), professional ethics  ( no abuse of powere, observing students’  boundary, attending with readiness, assuming responsibility for educating the community and observing professionalism), personal competencies (personal identity, ethics and personal behavior, being up-to-date, problem-solving ability and thinking skills), interpersonal-social competencies (cultural identity, effective communication skills, role modeling, patnership and cooperation), organizational competencies (organizational identity, familiarity with objectives and missions of the organization, familiarity with roles including  offering services competencies, research competenceies, education competencies, management competencies (self-management, leadership, occupational management, resource management, teaching-learning management, preparation and learning environment management, research management, education-research guidance,  planning and organization), practical competencies ( the ability to connect science and practice, effectiveness), writing competencies (knowledge of language and academic writing), and competencies related to acceptability in the communities of practice (scientific community approval. Conclusion: Analysis of the findings showed differences between competencies identified among faculty members in Iran and outside Iran. 10 out of 14 interviewees pointed out abuse of others’ scientific abilities and abuse of power by some faculty members in their own professional condition which probably indicates the need to emphasize this principle in the Iranian higher education society whereas foreign documents mostly emphasized technology.  Not mentioning this issue in the interviews by most professors may indicate that some faculty members in Iran are not still amiliar with this concept. The competencies identified in this research can be used to make informed decisions and to determine the required content for the development programs of the candidates intending to cooperate with the higher education institutes as faculty member. ===================================================================================== COPYRIGHTS©2021 The author(s). This is an open access article distributed under the terms of the Creative Commons Attribution (CC BY 4.0), which permits unrestricted use, distribution, and reproduction in any medium, as long as the original authors and source are cited. No permission is required from the authors or the publishers. ====================================================================================

    Study the relationship between science self-concept, attitudes toward sciences and importance of science on academic performance of 8th grade students in Iran and Sweeden

    No full text
       Comparative studies prepare suitable fields and conditions to present reliable information and findings in national and international levels. In this way, Countries educational systems are able to compare their performance and function in different aspects of education, identify strengths and weakness and also investigate scientific and practical strategies in order to qualify the educational system. The aim of this research was to study the relationship between science self concept, attitudes towards the science, science importance with educational achievement of eighth grade students in Iran and Sweden, based on the data from TIMMS (2007). In this study the sample was comprised of 3981 Iranian and 5215 Swedish students who participated in TIMMS study (2007). The data used in this research were from collected data of international survey of mathematics and science achievement (TIMMS) and analyzed by regression method. The findings showed that the relationship between science self concept and educational achievement was significant in both countries, although attitudes toward science, science importance and educational achievement did not show any significant relationship. Means comparison by using T test performed to independent groups revealed that all variable means were significantly different for both Iranian and Swedish students. The results also showed that the means of Iranian students in science self concept, attitudes towards the science and science importance were higher than Swedish ones however the means of educational achievement for Swedish students was higher than Iranians. 

    Comparison of Characteristics in Popular and Solitary Girl Students

    No full text
    Human being is a social creature and having social relationships is one of his substantial needs. Our purpose is comparing the characteristics in popular and solitary high school girl students. The methodology is casual comparative research. Statistical population is all of high school girl students in Baharestan. Sampling was done in a random cluster method. 8 schools were selected among 21 schools through random cluster sam-pling. 1232 girl participated in the study, 368 of them were categorized in popular and solitary girls categories by sociometry method. 57-question Eysenck personality inventory was used for measurement of girls’ characteristics and for selection of popular and solitary girls, soci-ometry questionnaire was applied. Chi-square was applied for statistical analysis and introversion and psycho-neurotic affliction mean in solitary group was higher than popular one. Findings show that individuals’ cha-racteristics can influence solitude and popularity
    corecore