فصلنامه پژوهش و برنامه ریزی در آموزش عالی
سال یازدهم شماره 1 (پیاپی 36، بهار و تابستان 1384)

Organization climate and participation are subjects that have been concentrated by majority of reserachers who are interested in individual, group, organization and university behavior. This research is related to the study of the relationship between faculty members, participation in the university decision making and organizational climate. It is assumed that faculty participation is involving around five main areas namely, teaching research, faculty member,s affaires, and university management issues. In addition it is assumed that the rate of faculty member,s participation in university decision making is affected by university climate. A correlation research method was used and data were randomly collected from 192 faculty members based on their academic rank (professor, associate profeeors, assistant profeeors and lecturer) and colleges (Engineering, pure Science, Mathematics and Computer, Water Science, Veterinary, Agriculture, Physical Education, Education and Psychology, Economic and Social Sciences, Theology and Literature). Data were analyzed with Pearson correlation and regression (Stepwise method). The results indicated that: a) faculty members, participation in teaching, research, faculty and university management issues were average based on a five likert scale, b) university climate with regard to subscale such as faithfulness, moral, restrictive behavior, disengaged behavior, supportive behavior, withdrawal, intervention behabior and close supervision were at acceptable levels, c) Regression (stepwise method) revealed that moral, restrictive behavior, disengaged behavior and withdrawal predict the level of faculty members, participation in university decision making.

In this article the validity of psychological Empowerment in the Organization Questionnaire is examined. Research questions ate: What are Psychological empowerment dimensions in Iranian Organizations? Considering cultural differences, are these dimensions different? The Sample of study were 220 experts and Staffs working in the Ministry of Science, Research and Technology. Structural Equation Modeling (SEM) and Confirmatory Factor Analysis (CFA) were used to determine factors. Results show that there are five distinct dimensions (Competency, Self-Determination, effectiveness, Trust, and Meaning) of Psychological Empowerment Construct and cultural differences is related to psychological empowerment.

The guidelines for formulating Government Fiscal Statistics (GFS), which is set by IMF is the base of budgeting in 2002-2003. After improving the categorization of the countries budget items, all government organizations; such as universities and higher education institutions are committed to follow new frameworks, in order to achieve the goals of this improvement. Then, its effect is considered by using the questionnaire or the differences in the meaning and McNemare & Mann Whitne Tests and in regard to difference between higher education institutions and other government organizations. Furthermore, these methods include nonparametric statistical techniques and comparable ways for the distribution of two statistical universes. However, the results show that the improvement of categorizing budget items on universities budgetary control, transparency and account income and cost has a positive effect.

This paper reports the results of a grounded theory investigation into academic writing in an Iranian institution of higher education. It particularly focuses on academic writing practices of a group of graduate students as well as the importance their advisors attached to such practices. Interview data were collected from 19 participants. The data were then transcribed, coded, and analysed using the QSR.NUDIST software. Overall 108 codes were identified. In the present paper the seven major categories related to academic writing practices of graduate student participants will be elaborated on. The results show that academic writing is not given a merit value in the institution under study. Many advisors in graduate schools do not require writing assignments. Furthermore, the little amount of academic writing the graduate students do, is often not examined by advisors. The result is that graduate students often do not receive sufficient feedback from their advisors to learn the world view and discipline specific rhetorical features. Nevertheless, in some science based disciplines, joint papers written by graduate students and their advisors are sent to journals for publication, and the feedback received by journal reviewers to a considerable degree compensates lack of feedback from advisors.

One of the most important issues in modern economy is to create the relationship between education & earning. For estimating this relationship, a common & usual tool of “earning functions” was used. These functions which for the first time introduced by “Mincer”, show the effect of education and experiences on earning. In this article the effect of human capital variables on earning was estimated. In addition to the personal characteristics [such as sex, region, place of work and, …], the main results indicates the increasing effect of education and experience on the earning of the more educated & experienced individuals compared to the less ones.

This article examines and introduces some cultural and social aspects of recent British policies for science and technology production and promotion. The Introduction introduces different parts of the article and the core idea of each section. Then, discourses and cultural backgrounds of European science and technology policies are examined. The next section examines the British government and parliament’s attitudes and approaches towards science and technology. Then, governmental bodies for the science and technology policy such as the British Councils For Research and their policies are introduced. The next section is devoted to British policies for promoting and strengthening links and relations between science and technology and British society. The final section, reviews and examines some features and dimensions of British science and technology policy system.

For more than five decades, principal models for analysis and policy making in science, technology and innovation have been formed and developed from evolutionary economics. Since Schumpeter defined the concepts of innovation and technology change in 1940s, five main models have been developed for analysis of innovation system and technology development policy making. "Experience-based entrepreneurial" is first and simplest, and "Triple Helix of University-Industry-Government Relations" is recent and most complex among those. These models more concentrate on national institutions and ignored role of human factor and market mechanism in knowledge development, and knowledge-based entrepreneurial and innovation. While, in the present era that is called knowledge era; learners, innovators and wise individuals are principal factors in constructing and creating new institutions. In this paper an attempt has been made to develop a new model of knowledge-based economy perspective as a tool for science, technology and innovation analysis and policy making in Iran. In this model that is called innovative economy is based on human agent and market mechanism. In this model, human agents (learner household and human capitalists) and economics institutions (knowledge firms, knowledge-based firms, financial institutions and government) in framework of higher education market, human capital market, idea market, capital venture market and other market, develop knowledge and knowledge–based entrepreneurial and innovation.