نشریه نامه آموزش عالی
پیاپی 22 (تابستان 1392)

To evaluate faculty members’ teaching effectiveness, the most common method of data collection is using student assessment scales. The potential for false results and the ambiguity of the source evaluation alone can lead to bias and error. This paper by adapting an analytic method using data collected from literature review, articles and books examined this question: “which errors threaten students’ perception of their teachers teaching?” Results showed that there are at least eight sources of bias and error in perception of students as follows: error in instrument content, error in interpretation of the meaning of ratings, showmanship, error in instrument reliability, mixed purposes of evaluation, inconsistent methods of instrument administration, common rating error effects, and errors in data implementation. Therefore, to reflect a border continuum of the teaching characteristics of all sorts of teaching, current evaluation systems need to be reviewed and changed. Finally, the paper proposes a model to solve this problem.

The main purpose of this research is assessment of educational services quality of Engineering Faculty of Tehran University form the students’ viewpoint based on Servqual model. The method of sampling is proportional stratified sampling containing 197 students (134 boys and 63 girls). For collecting research data, researcher-developed questionnaires were used. In order to analyze data, the single sample t test and paired t and independent t method were used. The results showed that students’ perception and expectation of educational service quality in all aspects is more than average, and there was a significant difference between students’ perception and expectation of Educational Services quality. Survey of differences between students’ perceptions of educational service quality in terms of gender showed that there is no difference between boys and girls except in ensuring aspect, but in other aspects, differences are observed between groups. However, the survey of differences between male and female students’ expectations of service quality showed that there is no difference between groups in the five dimensions of Servqual.

TThis study sought to identify and prioritize the educational component of professional ethics from the perspective of the faculty. The research is survey descriptive. Statistical community consists of faculty members of “Shahed University". Half of them are selected through random sampling method as study samples. The data collection tool is questionnaire that has been validated by experts. Reliability has been determined by Cronbach's alpha coefficient, /87. In analyzing the data, SPSS software was used to provide descriptive and analytical statistics. Finally, twenty-four components of educational professional ethics were recognized by the faculty members. The priorities in order include teacher’s accountability and teaching students properly. The best way to strengthen professional ethics and try to prepare Charter Moral at the University.

The purpose of this research was to compare creativity and decision-making skill in students of Entrepreneurship with students of other fields in the University of Tehran. The statistical sample consists of 127 students of Entrepreneurship that were selected by convenience sampling method, and 127 students of other fields that studied in 2010-2011 academic year in the University of Tehran and were selected by classification sampling method. The instrument used was two questionnaires: Abedi test of creativity and decision making scholar-made test. Hotlleng T2 and independent sample t-test were the major statistical methods used in this research. The results showed that there is no significant difference between the two groups in terms of creativity score and decision making skill, and the results of independent sample t-test showed that there are no significant difference between the two group in term of creativity and decision making skill.

His promotion of research activities at primary, secondary or tertiary levels of education depends on the proper understanding of researchers’ perceptions of the nature of research. This study investigated English lecturers’ views of research, their levels of research engagement and their reasons for doing or not doing research as well as factors affecting research engagement in higher education. 79 English lecturers teaching English at universities in Isfahan participated in the study. Data for the study were collected through questionnaires and interviews. Results of data analyses showed medium to high amount of research engagement by the teachers. Lack of time was stated as the main barrier in research engagement. The data also indicated that teachers at the university demonstrate a more traditional and quantitative understanding of research. The results of this study imply that intrinsic reasons drive the lecturers to engage in research. Their reasons for not engaging in research, however, are related more too extrinsic reasons beyond their control. Implications of the results for the promotion of research are discussed.

The purpose of this analytical review is to discuss the methodological and philosophical foundations of distance education. In recent years, distance education has solved many of the problems of traditional education through the use of communication technology, new interaction experiences, learner autonomy, and lack of time and space limitation. On the other hand, constructivism can be considered as the methodological foundation and Existentialism as the philosophical foundation of this type of education. In addition, during five generations of its growth and development, distance education has passed the periods of correspondence education, education through media, computer-based education, multimedia education, and finally electronic education. Now, it possesses solid theoretical foundations, including theories of independent study, industrialization of education, transactional distance, and control in the teaching-learning process.

This study was conducted to investigate the relationship of metacognition and spiritual intelligence with academic performance in Razi University students in Kermanshah in 2010-2011. The statistical population waz Razi University students; 200 samples were selected by cluster random method for this population. They answered Wells & Cartwright-Hatton’s metacognition questionnaire (2004), and Abdollahzadeh’s spiritual intelligence (2007). The data were analyzed by Pearson’s correlation and t-test. Results showed that there was not any relationship between spiritual intelligence and meta cognition with academic performance, and there was not any difference between men and women in terms of metacognition and spiritual intelligence. But there was a difference between them about academic performance (P<0/001) and cognition trust, and negative belief (P<0/05). Based on the results, it is necessary to restudy the educational methods, and effective factors of recognition in academic performance in educational environments.