نشریه نامه آموزش عالی
پیاپی 32 (زمستان 1394)

The main propose of this research was to investigate on thesis related to ICT and education from research methodology and discipline domain. Data was gathered from thesis in public universities and expertise people. 79 thesis related to ICT was identified and analyzed, then Using criteria based sampling 73 expertise selected and answered to researcher made questionnaire. Findings showed: 79/8 researches used quantitative methodology, 10/1 qualitative and 10/1 mixed method. From discipline domain 32/92 related to curriculum foundation and ICT, 30/38 to curriculum elements, 15/18 to learning skills, 12/66 to academic grade, 5/07 to learning tools, 2/53 to forms of integration and 1/26 to ICT effects. From expertise viewpoints curriculum elements with rate main(6/12), ICT consequences (5/94), learning tools(5/67), integration types(5/10), learning skills(4/92), curriculum and instruction foundation(4/74) and courses are in the next priorities. In addition the comparison of expertise wive points with current situation showed that some priority research issues has received less attention and some non-priority issues received more attention.

The main purpose of this survey research was to distinguish and analyze the most important barriers of collaboration between university and industry. The statistical population of research was academics in Bu-Ali Sina University and Hamedan University of technology. 108 people were studied randomly according to Cochran sampling formula. Data collection tool was a questionnaire that its validity was confirmed by a panel of experts and the reliability was tested by cronbach's alpha coefficient (α=0.90). According to factor analysis results, barriers of university – industry collaboration were classified in six factors like: “weakness of linking substructures”, “weakness of equipment and financial needs”, “industry distrust to university and new sciences”, “cognitive dissonance”, “inefficient legal systems and collaboration incentives” and “weakness in university education and research programs. Totally these factors could explain 49.7% of the variances of university – industry collaboration barriers. Based on the results, some solutions were recommended for improving collaboration of universities and industries.

This study aimed to investigate the barriers of the dissertation-based scientific products of graduate students in Khuzestan Science and Research Branch, Islamic Azad University (SRBIAU). The research performed using descriptive survey method. The research Population was graduate students SRBIAU and the sample of 380 was selected by stratified random sampling method using Krejcie and Morgan table. Data was collected by researcher-made questionnaire (=α 0.8). After distributing questionnaire, 296 questionnaires with the return rate about 78 percent returned. The results showed that the time limit for paper preparing (mean = 7.6), lack of support and guidance by supervisor and consultant teacher (mean = 6.66), cultural poverty of research (mean = 6.58), unfamiliarity with English and other languages skills (mean = 6.03), unwillingness and lack of interest (mean = 5.91) and the uncertainty of results of the research findings (mean = 5.9) have been introduced as an effective barrier from students perspective.

This study aimed to study the intermediation role of satisfaction and flow experience in relationship with locus of control, learning strategies on learner retention in online learning courses. The present study In terms of purpose, Applied- Quantitative and In terms of data collection, descriptive and Correlation type and In particular based on path analysis. The population of this study include of the all of the students who passed an online distance education course in postgraduate center of Payamenoor university. In total, 275 students were selected as sample size in the proportionate stratified random method. The tools used in this study were. Locus of control (Levy, 2007), flow experience (Shin, 2006), satisfaction (Bures, Abrami, and Amundsen, 2000 and Shin, 2003), online student retention (shin, 2003) and learning strategies (Somuncuoglu and Yildirim,199). The results showed that the, internal academic locus of control has a signification effect on satisfaction, flow experience and student retention. On the other hand, flow experience had the most impact on student retention and also was effective on student satisfaction. Satisfaction was effective on retention. Learning strategies had a positive impact on, flow experience, too. All of the direct and indirect effects and total impacts was statistically significant.

In this study, entitled barriers to development of entrepreneurship in PNU on the perspective of students using descriptive survey has been conducted. The Population and sample size with Morgan table respectively equal to 275 and 160 people and the instrument was a researcher made questionnaire whose content validity means enjoying the views of experts confirmed and its reliability using the Cronbach's alpha coefficient is equal to. /88. The main findings of the research showed that the behavioral, environmental and structural barriers respectively the most important role in preventing the development of entrepreneurship in PNU from the perspective of their students; Independent sample t-test results indicate that a significant difference between male and female students, undergraduate and graduate in all three categories of behavioral, structural and environmental barriers And significant differences between single and married students in the role of structural and environmental barriers The absence of development of entrepreneurship in universities. The results of analysis of variance (F) showed that between students of various disciplines the role of all three categories of barriers to entrepreneurship development is a significant difference.

This paper aims to examine the success factors of knowledge sharing in four major components (organizational culture, organizational structure, human resources, and information technology) using a descriptive method in Islamic Azad University of Central Tehran Branch. The statistical population of the survey is 1020 person which is comprised of all faculty members of Islamic Azad University of Central Tehran Branch. To determine the sample size by Morgan table, 166 persons were selected through stratified random sampling method. The evaluation tool is a 20-question research-made questionnaire whose reliability was calculated through Cronach's alpha (α=96) and the validity was investigated through formal methods. For data analysis, descriptive statistics such as mean, median, standard deviation, variance and coefficient of elongation, also inferential statistics like univariate t-test (for comparison of sample mean and society) have been used. The findings showed that in this university human resource situation is appropriate, the organizational culture and organizational structure is medium and the condition of information technology is not appropriate for knowledge sharing. At the end, based on the research results, it was proposed to provide a culture of knowledge sharing and encourage members of the academic community to participate in specialized seminars and conferences, the idea of "knowledge sharing is power" rather than "knowledge is power" to be replaced.

The main aim of this research was academic quality diagnosing in Gorgan University of Agricultural Sciences and Natural Resources (GUASNR). This applied research was based on a single cross-sectional survey strategy. Samples were 3084 students of GUASNR in 2015. Through Cochran formula 308 students were determined as samples of this research. Stratified random sampling method with appropriate allocation was employed to select samples. A questionnaire was used in order to collect data and its face and content validity was established using comments of a some researchers and reliability of the questionnaire was confirmed according to calculate Cronbach's alpha (α=.92-.75). Results showed that the main issues and bottlenecks of academic education were ranked in these areas, respectively: (1) facilities and infrastructure; (2) welfare and support programs for student; (3) student performance; (4) management and administration of laws and regulations in university; (5) curriculum and syllabus; (6) performance of faculty members.