عضو هیئت علمی

The aim of this study was to identify the criteria for attracting faculty members and provide appropriate solutions focusing on non-governmental higher education institutions. Therefore, qualitative and quantitative data were used to achieve this goal. This research was conducted with a consecutive mixed approach in two parts, qualitative and quantitative; First, in the qualitative stage, using the law of theoretical saturation to determine the desired sample size, through semi-structured interviews with 16 faculty members who were selected by purposive sampling, the components of faculty recruitment components were identified and data The research items were analyzed using theme analysis technique. In the quantitative part to collect information using a researcher-made questionnaire on a larger scale among the sample consisting of experts (experts, recruitment specialists, faculty members and applicants involved in the faculty recruitment process) faculty recruitment programs that are informed in this regard. Were distributed. The sample size was determined based on a rule in order to perform confirmatory factor analysis, 300 people using the proportional stratified method. The method of data analysis in the qualitative part consists of three stages of open, axial and selective coding. Came. Also, in order to supplement the analysis and in order to validate the proposed model, the data were analyzed with Amos software and using confirmatory factor analysis. Structural equation modeling analyzes supported the fit of the model with the data. Based on the findings, this model can provide good information for attracting faculty members of non-governmental higher education institutions.

One of the important processes of human resource management in educational organizations is the development of teachers' professions. Professional development can help university professors achieve the goals and effectiveness of the teaching and learning process. Therefore, the present study aimed to identify the factors affecting the professional development of teachers in teacher education centers (Farhangian University) has addressed this important issue. In this research, a mixed method (qualitative-quantitative) with a sequential exploratory approach was used. The research population in the qualitative section was all experts, professors and experts in the field of human resources in Farhangian University, which was interviewed using 18 experts using targeted snowball sampling. The statistical population consisted of all professors and lecturers of Farhangian University who were selected as a sample using cluster sampling method of 251 people. The research tool was a semi-structured interview in the qualitative stage and a researcher-made questionnaire in the quantitative stage. Participant feedback method was used for trustworthiness of qualitative data and retest and agreement coefficient were used for data credibility. In quantitative part, face validity and Cronbach's alpha were used for validity and reliability of the questionnaire. To analyze the information in the qualitative part, open and axial coding methods were used and in the quantitative part, the methods of descriptive analysis, correlation analysis and structural equation analysis (second-order confirmatory factor analysis) were used. The results showed that the effective factors on the professional development of teachers in teacher training centers (Farhangian University) are: Educational strategies and programs, development of creativity and innovation, strategies for improving human resources, career development, development of knowledge management, research orientation and networking. In the quantitative part, the results of the second-order confirmatory factor analysis and the structural equation model analysis with the partial least squares approach confirmed the validity of the model.

Today, the employment and employment of human capital in organizations, especially higher education centers and universities, emphasizes the qualitative evaluation of applicants and the recruitment of qualified and capable people. Therefore, it is important to provide a suitable model for attracting academic staff. The aim of this study is to provide a model for attracting academic staff to universities and higher education institutions. The research method is qualitative and analyzes the content. The statistical population consists of professors, specialists and experts in the management and planning of policy-making bodies in the field of recruitment and maintenance of human resources. Theme analysis was used. The results were analyzed according to the four stages of the recruitment process, including planning, recruitment, selection and self-employment. Detection”, 2 components (announcing the call and reviewing the applicants' file), in the“ selection ”section, 3 components (reviewing the scientific and general competence, inquiring from the authorities and issuing the executive board vote) and finally in the“ employment ”section, 3 components (informing). Complaints and rulings have been identified and presented in the form of a model for attracting academic staff to universities and higher education institutions

The purpose of this research was to investigate the perception of faculty members on being professional in Iran's higher education system. A qualitative research was chosen for this study. Participants were faculty members from different departments in University of Mashhad who were selected purposefully. Sampling was determined through theoretical saturation and interviews with 17 individuals. Following the principles of ethical interviewing, data collection was carried out through semi-structured interviews. For analysis of the themes and concepts, a combination of micro-analysis was used, which combines open coding and axial coding. The findings showed in an innovative way, the perception of faculty members on being professional. From this perspective, a faculty member had six educational commitments including teaching, research, communication, professional ethics, personality and organizational as well as 14 duties. In educational commitment, duties were "special merit", "technological capabilities", "regulation of the training", "research commitment" and "promoting professional confidence in the production of pure science". In relationship commitment," exposure" and "development of multifaceted relations, the moral obligation, "citizenship of academic value as describing the behavior of health"; in personality commitment, "the dominant learning needs", and in organizational commitment, "institutional understanding" were the most indicators of faculty member's professionalism.

The present study aimed to display the dynamics of the impact bureaucracy at universities on the performance of faculty members and as a result on the existence and growth of universities. By applying an analytical method, the concepts and relevant propositions were reproduced. For the universities, three goals of “thoughts’ composition”, “demonstration” and “proliferation” were considered and conceptualized. In addition the function of bureaucracy was analyzed in a conceptual framework based on four items for “work”, “activity”, “expertness” and “structure”. The most considerable finding is that the inconsistency between “expertness” and “imposing bureaucracy” caused by external authorities’ intervention may create some defects which eventually impact existence and development of a university. The mentioned defects are ‘disconnecting work and workforce’, ‘shifting the professional growth of faculty members’, ‘academic alienation’, ‘shifting in organizational culture’, ‘irritating human relationships’, and ‘irritating the organizational behavior of faculty members’. To analyze the last defect, the direct and indirect consequences of imposed bureaucracy in line with behavior and efficiency of faculty members were classified in to seven categories: (1) participation, (2) transforming, (3) work life quality, (4) null expertness, (5) effectiveness, (6) job satisfaction, and (7) self-regulating. Based on the findings, three propositions were also introduced to be considered by researchers in future.

The research total goal is evaluation of performance quality of human science faculty members in Payam Nour University in procedure of group problem solving classes from viewpoint of students and professors. The research is descriptive sur-vey and its statistical population includes 150000 human science students in Payam Nour University and 320 faculty members. Krejcie and Morgan tables were applied in order to estimate number of required sample and 1980 students and 98 faculty members were selected using stratified random sampling. Data gathering tools are two structured questionnaires، supervising the dimensions and elements of class behaviors and teaching skills including components such as methodology and expertise in the subject، class management and motivational and emotional aspects of education which steps of reliability and validity determination is done and then it is used for obtaining students’ feedback in addition to the professors’ self-evaluation. The gathered data were analyzed through descriptive statistics indicators and t-tests in independent groups and bilateral variance analysis. The findings indicates that there is not meaningful difference between students’ evaluation of performance quality of faculty members based on some individual and scientific factors such as major، location of services، age، and sex from one hand، and methodology and having dominance in the subject، class management and motivational and emotional aspects of problem solving classes on the other hand. Also، findings showed that there is meaningful difference between students’ evaluation of performance quality of faculty members and faculty members’ self-evaluation in all factors. It means that faculty members have evaluated themselves in a higher level while students did not believe this.

One of the ways to increase efficiency and effectiveness of universities is performance evaluation of its various dimensions. In the past decade, with the reduction of social demand for higher education affected by quantitative expansion of universities, educational planners have been focused on analysis and evaluation of higher education quality. Considering students’ opinions, as main customers of this system, about university lecturer's performances could be a good point of reference for understanding the conditions governing the quality of universities. The main purpose of the present study is to determine the relationship between faculty members’ social popularity with their evaluation by students at the University of Lorestan. A sample of 500 students from all colleges of University of Lorestan was selected by Stratified Random Sampling Method. Data was gathered by a researcher- made questionnaire with 30 questions and a ready questionnaire with 15 questions using a five –point Likert Scale. Content validity of the questionnaires was determined by university faculty members and their reliabilities by Cronbach's alpha. The first findings of the study confirmed that there is a positive and significant correlation between the two variables of social popularity of university lecturers and their scientific evaluation by students. Other research findings confirm that academic ability in comparison with teaching ability can vary and be explained by changes to the social popularity of faculty members. Furthermore, among different components of social popularity, relational and managerial validity have more impact on university lecturers’ popularity.

The Study explored faculty views about curriculum planning in academic programs. Questionnaire was administered to 83 faculty members selected on the basis of stratified sampling method at two different universities – Isfahan university and Isfahan university of Technology. The questionnaire was consisted of the following scales: Major, course content, curriculum objectives, curriculum implementation, curriculum evaluation, and curriculum change. The results indicated that the faculty members desired to be involved in the executive processes. They believed that senior faculty members should play a major role in the design of curriculum and representative faculty members in the evaluation of curriculum.

Universities are looking for various methods to increase the source share of their private incomes such as research commercialization. Creating and expanding technological transfer offices in universities whose duty is to guide and facilitate the transmission of commercialized knowledge derived from different kinds of intellectual properties is a shifting policy in this respect. This research has been done in order to determine the viewpoints of faculty members and authorities of industry relation offices about commercialization methods and their possible barriers to be able to help planners to develop it well.In this cross-sectional survey study, activists in the field of technological transmission were interviewed. samples were selected based on proportional stratified sampling method and the views of relevant experienced specialists were used to design questions. The results clearly demonstrated that the authorities of industry relation offices evaluated the role of the offices in the process of commercialization more fundamental than that of faculty members. Additionally 78% of interviewees believed that commercialization success depends on the effective and active interaction of these offices with other relevant units in universities. From the respondent points of view, priorities of commercialization methods includes: joint research contracts (41%), development of commercial enterprises (27%), patents (22%) and providing consulting services (10%), respectively. Both challenges of inattentiveness to entrepreneurship culture and the contradiction between commercialization and traditional responsibilities of universities in the case of education and basic researches have been mentioned fairly equal.

The purpose of this descriptive- correlational research is to investigate the amount of research productivity of faculty members in Razi University and determine factors that explain it. The population for the study included all full time, PhD faculties employed by Razi University (N=161). Based on the results, the mean faculty research productivity score was 6.13. The median value (2.8) showed that the half of faculties have yearly lower than 2.8 research score, and the other half have more than this value. The regression analysis revealed that three variables explained 31% of the variance in research productivity. These variables included academic rank, age, and numbers of children.

The purpose of this study was to examine understanding of humanities, faculty members about four learning theories and their applications in teaching processes. Research Method was descriptive and the sample included 75 faculty members from 5 universites in Tehran. Instruments for gathering data included tests for measuring learning theories and a check list suggesting function of teaching professors. Data in two levels of descriptive and inferential were analyzed. Principal findings were: The extend of understanding of faculty member from learning theories was average. The highest mean was related to behavorism and lowest to meta cognition part.