Phenomenological Understanding of Acceptance of Curriculum Innovation in Farhangian University

The purpose of this research is the phenomenological understanding of the acceptance of innovation in the Farhangian University curriculum. Using the qualitative and phenomenological approach, the acceptance of innovation was examined in the curriculum of Farhangian University .The statistical population consists of lecturers and student-teachers of ten area campuses of Hamadan, Kermanshah, Kurdistan and Ilam provinces. In this research, 26 participants who had experienced innovations as teachers or student-teachers were selected using combination or mixed purposeful sampling method and theoretical saturation criteria. data were collected using semi-structured interviews and analyzed using seven-stage Colaizz and content analysis method. Based on the experiences of the participants, the major areas of innovation in the programs of the Farhangian university can be divided into fifteen basic themes with one overarching theme, three themes of organizational innovation in the educational system, innovation in the student admission system, and Innovation in the nature and content of the curriculum. The findings also suggest that teachers and student-teacher responses to curriculum innovation at this university can be divided into two distinct categories: on the one hand there is praiseworthy and full acceptance, but on the other There is a critical look and an explicit resistance. Participants 'reasons for both types of views were presented in three overarching theme, 15 Organizer theme and 36 basic theme with an example of the participants' views. Finally, suggestions were made to increase the acceptance level of curriculum innovations.