اولویت بندی

The purpose of this research is to identify and prioritize the fields and obstacles of educational entrepreneurship according to experts of educational entrepreneurship in Tabriz city.

This research has been conducted in a combined way. The qualitative stage of this research has been exploratory content analysis, and open, central and selective coding has been used for data analysis. At this stage, 14 interviewees from the professors of Tabriz University and Shahid Madani University of Azerbaijan pointed out the fields and obstacles of educational entrepreneurship. In the quantitative stage, the method of which was descriptive-survey, 217 people were selected from among 530 professors, students and graduates of educational sciences in Tabriz and Shahid Madani universities of Azerbaijan using Morgan's table and They were tested using the questionnaire of the result of the qualitative stage. Data analysis was done using descriptive-inferential statistical tests.

In this research, in the qualitative part, after open and central coding, 4 general categories were obtained in the field of educational entrepreneurship, and 7 general categories were obtained in the barriers section. The categories related to the fields include 1) teaching method 2) the establishment of educational centers 3) equipment and educational aid products 4) educational software and the categories related to obstacles include 1) the poor quality of the structure of the educational system 2) motivational obstacles 3) economic obstacles 4) skill obstacles 5) communication obstacles 6) cognitive obstacles 7) social obstacles. At the end of the research, a questionnaire was created based on the obtained data. In the quantitative part of the confirmatory factor analysis test results, 4 factors related to contexts and 7 factors related to obstacles were confirmed. Friedman's test was used to prioritize fields and obstacles.

A successful educational entrepreneur needs to identify educational fields and barriers, therefore, in this research, the most important field of educational entrepreneurship is related to teaching methods and the most basic barrier is related to cognitive barriers.

The current research was conducted with the aim of identifying the ways to maintain literacy learners in the literacy process. In this research, a mixed-methods approach was used in such a way that qualitative data was first collected using a qualitative approach and group and individual interviews. Then, the quantitative steps of the research were carried out using the descriptive method and exploratory factor analysis. The participants in the group interview included literacy experts of Hamedān province's general office of education, and in the individual interviews, the participants consisted of 18 people who were successful in literacy and 5 dropouts. In the quantitative part, the data collection tool was a researcher-made questionnaire on the methods of attracting and maintaining literacy learners, and the research population of this questionnaire included 230 literacy experts and educators who were selected by total counting. Qualitative data were analyzed using thematic analysis method and quantitative data were analyzed using descriptive statistics, one-sample t-test and exploratory factor analysis. Findings showed that by combining the results of quantitative and qualitative stages, it is possible to present the operational ways to attract and maintain literacy students through changing the ways of identifying and attracting them, reforming the formal structure of literacy, strengthening the role of literacy students, diversifying the methods of providing education, strengthening learning materials and resources, and reviewing the methods of attracting educators.

This research has been done to survey, identification, and prioritization the educational needs of the employees at the Ports and Maritime Organization in the implementation of the contents of the ship's ballast water management convention in Iran. This research has been "functional" in terms of purpose and "descriptive" in terms of data collection method and of the type "survey". Documentary method was used to access the research literature and a researcher-made questionnaire was used for collecting data which the content validity of the questionnaire was provided by the opinions of 22 experts and its reliability was also confirmed by Cronbach's alpha coefficient above 0.70. The statistical society of this research included 700 managers and experts in port and shipping lines, ship's personnel and crew members, experts in the field of international maritime law and environmental experts that by citing of Morgan table and random sampling method, 248 subjects out of aforementioned people were selected. The methods of descriptive and inferential statistics were used to analyze the collected data. In the inferential statistics section, Friedman test was used and the data were analyzed by using of SPSS23 software. Based on the results, there is a significant difference between the average rankings of knowledge, attitude and skill areas which the results showed that the known educational needs of the knowledge area are in the first rank and then the educational needs of all three areas were prioritized and finally suggestions were presented in accordance with the objectives and results of the research.

The purpose of this study is to ranking the purpose of the curriculum in Distance education from the perspective of faculty members of Payame Noor University of Fars Province.

In this research a descriptive-analytical method with a mixed approach was used. In this regard, after interviewing 12 subject experts and saturating the data, a researcher-made questionnaire with content validity and reliability (Cronbach's alpha = 0.94) was prepared and provided to the professors electronically. The Sampling of this research in the qualitative part is Targeted and randomly in the quantitative part, and 109 people responded Friedman test was used to ranking the purposes of the questionnaire.

The result showed that the organization of textbook, tests and their coordination with the provided frameworks, paying attention to the needs of society, prioritizing and implementing information and communication technologies to help and Facilitating learning should be a priority. Given that the average of all items is higher than the hypothetical average of 4, all objectives are important for explaining the new curriculum.

The results of the research show that in order to explain the Purpose of the curriculum, it is necessary to act according to the needs of the society and move the Purpose to a path that can strengthen the technological skills of professors and students. In addition, by formulating appropriate goals, he took an effective step in achieving the skills of the 21st century.

Islamic lifestyle is a set of observable and expressive behaviors that, in theory, are the effects of Islamic beliefs and values in both individual and social dimensions of human life. A fundamental component of Islamic lifestyle is how one spends one’s life and manages one’s time. Time management is a set of skills in organizing, controlling and optimally using one’s time. The aim of the present study is to identify principles of time management in the Islamic lifestyle. In terms of its aim, this is a basic research, and has been conducted with the descriptive and analytic methods. The method of data analysis has been qualitative and inductive. Statistical population includes Koranic verses and Bihar al-Anwar’s hadiths which have been sampled purposively and in relation to the research questions. Research findings indicate that time management in the Islamic lifestyle includes four important principles: setting a goal, prioritizing, planning, and supervising. Thus, in the Islamic lifestyle application of those principles leads to a better usage of the opportunity for life and ensures human beings’ eternal happiness.

The present research was conducted with the aim of prioritizing the factors affecting the effectiveness of internship courses in Farhangian University. The method of this research was quantitative and its statistical population included graduates of Farhangian University campuses in Alborz province, 250 of whom were selected as a statistical sample. The data was collected using a researcher-made questionnaire and they were analyzed using a one-sample t-test. The validity of the questionnaire was confirmed by two methods of content validity as well as construct validity and its reliability was estimated with Cronbach's alpha (0.989). The findings of the research showed that according to the priority of the factors; Educational characteristics (3.44), individual characteristics (3.38), communication (3.2), organizational characteristics (2.54) and target schools (2.45) had an effect on the effectiveness of the internship course, and among all the factors, the memorandum of understanding, individual characteristics of the intern, guidance teacher and the professor had the highest average. As a result, in order to increase the effectiveness of internship courses in Farhangian University, paying attention to these factors based on the presented prioritization can be helpful.

The aim of this study was to identify and prioritize the components of learning technology in education in Fars province. This research adopted an exploratory mixed-method design for instrument development. Purposive sampling, with the criterion of theoretical saturation, was used to select key experts. Data were collected through upstream documents and semi-structured interviews with 22 experts. Data analysis was performed using thematic analysis, and indicators and criteria were identified. In the second stage, the identified indicators were weighed using Expert Choice software. Based on the rank and weight of the main criteria and the degree of inconsistency of the pairwise comparison matrix, the indicators identified were as follows: individual empowerment, interaction with the environment, system capability, learning sharing, and knowledge sharing. Also, considering the overall degree of inconsistency, it can be said that the results are generally reliable. Readiness for change, individual empowerment towards a collective perspective, attitude towards technology, and principles of the use of technology had the most weight among the indicators. The results of this study provide education managers in the field of learning technology with valuable information to take basic steps to improve and enhance the quality and effectiveness of learning technology by adopting principled policies in this regard.

The aim of this study was to identify and prioritize the needs of students in the elements of the curriculum of general courses of universities in Tehran. In this study, the four main elements of the curriculum including (goals, content, teaching method, evaluation) of general courses have been analyzed. The method used in this research is quantitative and descriptive-survey type. The statistical population of this study includes all students of universities in Tehran and professors of general courses in the same universities. The sample included 20 professors and 384 students selected based on Morgan's Table, The data collection tool included reviewing documents, interviews, and a researcher-made questionnaire. For analyzing the data, descriptive and inferential statistics (Friedman test to prioritize needs) were utilized. The findings revealed the most important educational needs of students in the four elements of purpose, content, teaching method and evaluation in the following order: Students and professors believed that the most important need regarding the goals of general courses is its flexibility with the changing needs of society in various sections (economic, cultural, educational, etc.), and also, paying attention to cultivating students’ skills. Considering the content, enriching the content of general courses with new and up-to-date knowledge and information, emphasizing the content for flourishing students’ insight and culture, were deemed as the most important needs. Considering the teaching method, using teaching methods that develop students’ intellectual skills, creativity and innovation, as well as teaching methods appropriate for the topics taught, were mentioned as the most important needs. Finally, for evaluation, professors’ use of continuous and appropriate evaluation of course subjects was unanimously considered to be the most important need. The findings can contribute to improvement of general courses quality and their correspondence with students’ needs which will add to the worth and significance of them among students.

The purpose of this study is to identify and prioritize the components of the entrepreneurial university. In this research, in order to summarize and aggregate the findings of previous researches, the meta-synthesis method has been used. First, by searching in various scientific documents databases, 842 primary sources, some of which were referred to the entrepreneurial university (third generation university), were extracted. Then, considering the relevance to the research, the initial sources were seived and 75 sources were selected for the final consideration. Subsequently, by using content analysis and open and axial coding of selected resources, 20 factors were identified in five main categories 1- Strategy and leadership, 2- Structure and processes, 3- Culture, 4- Education system and 5- Network of relationships as the main components and categories of the formation of an entrepreneurial university. Finally, the weight and priority of these components as inputs of policy making in the field of higher education to push the universities of the country towards the entrepreneurial university, is calculated and presented using the group analytic hierarchy process and judgments of seven experts in the field of higher education. Accordingly, the five components of leadership, organization, resource management, entrepreneurial attitudes, and laws are of the highest importance. By the end, to facilitate transition to the entrepreneurial university some suggestions were presented regarding important components.

The purpose of this research was to identify and prioritize the barriers to the development of academics’ spin-off companies by using a mixed method in Kermanshah province. In the qualitative stage, using a grounded theory, a sample of 13 people consisting of managers of the academics’ spin-off companies and Kermanshah specialists. Data were gathered through semi-structured interviews. To increase the internal validity of the research, the results and the extracted model, were evaluated through a sample of 100 experts. The result of this section has led to the elimination of some concepts and changes in the classification of others. Using Charmaz's constructive approach, the research results identified and prioritized nine barriers in development of academics’ spin-off companies. The most important barriers included weaknesses in marketing plan and market development, lack of investment and financial resources, weaknesses in infrastructure and legal and support infrastructure, lack of adequate support from support groups, teamwork and management weaknesses, miscalculating economic estimates, inconsistencies with technological changes, weakness in entrepreneurial personality traits, and weakness of consulting and training services. Finally, solutions were proposed for elimination and correction of barriers.

The present study aimed to investigate the inclusion of environmental education topics in Iranian secondary education textbooks and prioritizing neglected topics. In the qualitative section, a semi-structured interview was conducted with curriculum specialists and environmentalists to find answers on how to include environmental education topics in the secondary education curriculum. The research community included all the curriculum specialists in Isfahan universities and environmentalists from Tehran and Isfahan. In the present study, the information was saturated after an interview with 24 specialists. In the quantitative section, a questionnaire was distributed among teachers to prioritize the relevant topics that were neglected in the environmental education curriculum. The statistical population of this section included all biology, geology, chemistry and geography teachers in Isfahan province with a multi-stage cluster sampling, 258 teachers were selected. The results of the study indicated that most of the experts believed that the topics of environmental education should be integrated with all courses. The results of the survey of the four groups of teachers showed that they think that the three items of protecting the natural environment of the country, the social, economic, and environmental consequences of electric energy production from renewable and non-renewable sources and the need for renewable energies and environmental impacts from fossil fuel consumption are at the top of the list of neglected topics in Iran's environmental education.

The purpose of this study was to identify and prioritize the training needs of the students in the Literacy Movement Organization in Fars province. To this end, the study used exploratory sequential mixed methods design (QualitativeQuantitative). Participants in the study were 72 individuals selected through purposive, snowball and/or consensus sampling techniques from adult education specialists, local reference groups, as well as managers of both the reginal Literacy Movement Organization, and of the provincial department of education. The number of participants was decided on considering theoretical saturation. To identify the needs and interests of literacy learners, various instruments were used, including an open-ended questionnaire, semi-structured interview and brainstorming (for qualitative phase) and a researcher-made questionnaire (for quantitative phase). The questionnaire was developed based on the findings of the interview and the validity and reliability of the questionnaire were approved. The qualitative data was analyzed using thematic analysis and for the quantitative data, various statistical techniques were used, from descriptive statistics to Kolmogorov-Smirnov, t-test, Friedman, and ANOVA. The results of thematic analyses revealed three main categories (skill, knowledge and attitude) and nine subcategories for the students’ needs. For instance, within the category of skills, learners’ needs could be divided into the three subcategories of basic life skills, practical skills and learning skills. In the knowledge domain, four subdivisions were found: socio-cultural, scientific, spiritual (religion and ethics) and health care needs. In the attitude section, learners’ needs were of two types, individual and social. The results of the quantitative analyses also showed that the students’ needs in the order or priority were respectively in the skills, knowledge, and attitude sections.

There are many limitations in doing things in today's world. Common constraints such as time, place, and especially financial constraints have led individuals and companies and countries to a specific choose. Research and development in any organization that seeks to produce or use world-class products is an important topic, but the important subject is that an organization, according to the number of research subjects, which topics they need to work on and how they prioritize them. In this research, using a technological foresight model, a model has been developed to determine the research priorities of technology. The developed model is based on the critical technology method. To develop this model, the literature of two areas of R & D and technology strategy compilation and prioritization methods has been reviewed. Also, due to the need of Iran in the field of renewable energy, especially solar energy, this methodology has been implemented to prioritize the process of production of silicon photovoltaic modules.

The purpose of this study was to identify and prioritize the components of the teaching organization in universities. To this end, using the ground theory, 30 experts and professionals in the area of ​​the teaching organization working at Imam Khomeini University of Marine Sciences, were interviewed and the data were extracted from the interviews. The results of the data analysis in the three stages of open, pivotal and selective coding, and after calculating the validity of the data using the interviewees and experts, and calculating the reliability through conducting the interviews, revealed the 12 main components that the paradigmatic model template includes social factors, information and technology factors, political factors, value factors, economic factors, environmental factors, hardware infrastructure, software infrastructure, thought-ware infrastructure, learning organization as the base of teaching organization, knowledge production and knowledge transfer, reflect the model of teaching organization in universities Also, a researcher-made questionnaire was developed which was used after confirmation of validity and reliability. Cronbach's alpha coefficient was calculated to confirm the reliability of 0.84. Then, the conceptual model of the research was fitted and the components were prioritized using F test that the soft infrastructure was ranked first and political factors ranked last.

The purpose of this study is to recognize and Analyze of factors influencing the quality of education in higher education . This study was conducted via mixed method (quantitative and qualitative). Statistical population of study in the qualitative part were experts of higher education and university professors which were selected by purposive sampling. The interviews continued to obtain adequate data saturation (15 expert). Statistical population of study in the quantitative part was 392 professors of Yazd University. Based on Krejcie and Morgan table, 196 persons were randomly selected as the sample of the study. The data were collected through semi-structured interviews in the qualitative phase and a questionnaire developed by the researche.The questionnaire validity was confirmed by viewpoints of specialists and professors, and the reliability was measured using Cronbach's Alpha (0.89). In order to analyze the information in the qualitative part of open coding and in the quantitative part for prioritizing and weighing the factors affecting the quality of education in higher education, the software A.H.P and for analysis of information from PLS software and factor load were used.The study results indicated that the professors’ teaching method, organization of educational content, faculty’facilities and equipment, student status (place, time, talent), professional competency of professors (education and research) and new technologies were among the effective factors on quality of education in higher education and professors’ teaching method has the higherst prioprity.

According to the faculty members of the Islamshahr Islamic Azad University, one of the structural approaches of the Country Higher Education in the field of humanities and religion is an analysis of the effective deterrent factors on the Theorizing Seats, scientific critique and debate, and identifying and prioritizing its solutions. Using descriptive-survey method, this paper has studied the entire faculty members of the university, considering that 174 of them were selected randomly by the Stratified Sampling method as the sample group. Required data were collected through a researcher-made questionnaire with a reliability of 0.89 based on Likert scale 5. Data analysis based on single-group Z inferential tests and single group analysis of variance (F) showed that, respectively, cultural, administrative-structural, factors related to policy making of the theorizing system, providing research service’s methods and motivational factors have a deterrent role in theorizing; however, the inhibitory intensity of the various studied factors is not statistically significant with 0.99. Providing stronger scientific-research privileges for the professors and compilation of a comprehensive agenda of the Theorizing Seats are respectively the most effective solutions to overcome the obstacles.

This study was conducted to assess the educational needs of high school students in Mashhad. The research methodology was a cross-sectional survey. The data collection tools consisted of semi-structured interviews with students, intellectuals and educators with cultural experience as well as a self-made questionnaire to assess the status quo of the educational activities. For the status quo, twenty-four educational activities were examined based on which art and cultural activities were the most significant with an average of 4.10. Next, there were religious activities with an average of 4.07 and last, voluntary activities had the lowest average of 3.81. Students’ most important religious needs included Azan and prayers, the most important cultural needs consisted of  reading books and the major free activities involved internal school competitions. The educational experts’ priorities over students’ need were answering students’ ideological questions and strengthening their Islamic education, holding local festivals, citizenship education and nationalism. The major challenges, according to the educational experts, were their lack of variety in educational activities and lack of well-trained and enthusiastic teachers. In their opinion, the inefficiency of life skill courses is due to its inconsistency with students’ needs, few hours for these activities and its lack of variety.

The present study compared the priorities and ideologies of the six components of the curriculum from the perspectives of faculty members of Tehran faculties of educational sciences. Research society was comprised of all of the faculty members in the departments in 2010-11 adopted through census. Among the 95 members، 30% were female and 70% were male. The research was carried out as a descriptive (surveying) study by using standard questionnaire of curriculum ideology of Schiro (2008). The questionnaire focuses on curriculum based on the six factors including purpose، teaching، learning، knowledge، childhood and evaluation (scholar academic ideology، social efficiency ideology، learner-centered ideology and social reconstruction ideology). For data analyzing، frequency and percentage frequency and ideology graph were applied. Findings suggested that، the faculties of educational sciences in Tehran should focus on ideology of social reconstruction and the components of learning، knowledge، learning and assessment of learner-centered ideology. The strongest trends in this regard were learning and assessment the components of learner-centered ideology. The strongest trends (first priority) and components were teaching the ideology of scientific knowledge and the weakest parts of the trends (last priority) were the only components that all faculty members were agreed.