نشریه مطالعات برنامه درسی آموزش عالی
پیاپی 8 (پاییز و زمستان 1392)

The purpose of the study was to evaluate the effects of globalization on teaching-learning process in higher education from faculty members’ point of view in Shiraz and Shahid Beheshti universities. Statistical population includes all faculty members in Shiraz and Shahid Beheshti Universities and 250 faculty members in Shiraz and Shahid Beheshti Universities were selected by stratified sampling. The instruments included a research made questionnaire on “the effects of globalization in the process of teaching – learning”. The validity was assessed by Factor Analysis and Cronbach's alpha was used for reliability measurement. The results showed that the effects of globalization on the process of teaching – learning by order of priority included: variety of fields and degree, exchanges of professors and students, emphasis on continuous learning, investment, information technology, planning, project and standardization of educational elements The Finding also showed a significant difference between faculty member’s point of view, according to demographic characteristics (sex, major, record of teaching and academic rank) about the effects of globalization on teachinglearning process.

Overcoming quantity and money on higher education in Iran has weakened the utopic perception of academic studies. The essence of learning and teaching science, discussion in the classroom and the excitement of discovery has been problematic. Empty seats are the result of irregular growth in our higher education. Still, some parents take their children out of the country and region, and sometimes they send them not to so accreditated universities. The quality of a student 's education depends on the perception of university that s/he has in her or his mind. Research question in this study is about the students ' perceptions of the quality of university and higher education. The research was conducted using qualitative methods. The author has attempted to analyze the content of: 1. records of his professional notes, 2. conversations with colleagues and 3. conversations with students. Phenomenological framework for understanding student's perceived quality is obtained. The purposive sample consisted of 291 semantic units of three groups of Evidence related to 1383 to 1393 are has been selected. The quality of education is dependent on the meaning network, that the students experiences have formed it about people, services, functions that providing the needs, plans and manifests, performances, opportunities, facilities and infrastructures, aesthetics, symbols, expectations, reputation and events.

Assessment and accountability in order to achieve the goals of excellence and performance in higher education, higher education is a focal point so that all the experts in education, evaluation mechanisms to improve higher education, has been suggested. This study introduces and describes an innovative model of integrated assessment approach is based on a system of higher education with the integration of three subsystems "social", "technical" and "management" to improve the quality of higher education that aims And organizational structure of higher education institutions is compatible and consistent, is. This research is a descriptive - analytic. Study, the internal and external resources in this field, we introduce a model developed quality systems analysis and evaluation of programs using the same approach. The proposed evaluation model, a new vision for the implementation of effective and systematic approach to improving the quality of higher education will be provided

This paper aims to examine the Quality of universities’ curriculum by critical approach. In this research, the Quality of curriculum has been considered in minimum optimality in these regions. This research is descriptive, analytical and survey conducted. The statistical population consists of all professors and students at Islamic Azad, Payem Noor, Scientific and Applied Universities that 76 and 143 individuals were chosen randomly. The results showed that the professors and students were dissatisfied about the universities’ curriculum and the professor considered substantiation of curriculum in these universities by change and review of the higher education’s policy makings. Among Quality examination dimensions in these universities, teaching and learning process, curriculum management, content and goals required significant changes so that from equipment and library of these centers, fitness of the professors and students, classroom atmosphere and educational materials perspectives the problem was clear.

Facing the twenty-first century with the development of communities, people are faced with the necessity of moving towards a learning society. University must extend the learning opportunities and improve their quality with curriculum design through applying learning society approach to be able to respond to that necessity. Researchers believe that some conditions are needed for the above curriculum to succeed. The present article attempts to answer the following question: "Which requirements and challenges does a university face with to design a curriculum with learning society approach?" In order to answer the above question a qualitative-quantitative research was carried out wherein the viewpoints of 24 higher education experts were collected through interview; in the same way the comments of 153 faculty members were taken by administering a questionnaire, the results of both were finally evaluated. The content validity of the questionnaire was confirmed by experts and the reliability was estimated via Cronbach's alpha (0.96). The results indicated that the university faces with following challenges: The non-substitution of learning instead of education; Incomplete identification of real needs of the students and society and non-revision the curriculum to suit the changing needs; Poor communication between levels of higher education curriculum and the previous degrees; Centralization in curriculum planning; Lack of flexibility in curriculum; Inadequate use of curriculum experts and disregarding role of faculty and student to develop the curricula. Statistical analysis of the survey findings also proved that there is no significant difference among the viewpoints of faculty members about these challenges, in terms of gender, education, academic ranking, type of university and experience in teaching and management.

The main objective of the present study, was examining of relationships between core competencies of faculty and quality of higher education. The research method was descriptive survey. Population of the study included all the students of the Urmia University in 2012-2013 academic year that using the stratified random sampling 331 persons were selected. Two questionnaires were developed by researcher and their validity and reliability were examined and then verified. One-sample T tests, MANOVA and Regression were used to analyze data. The results showed that: 1- the mean of objectives, faculties and facilities lower and the students dimension higher than theoretical average; 2- Research competency dimension was lower than theoretical average, while managerial competency was higher than the said average; 3- the MANOVA results showed that there is a significant relationship between educational, research and communicational dimensions with quality of higher education dimensions; 4- the Regression results showed that each dimensions of competencies were significant predictors of some of the quality of higher education dimensions.