نشریه نامه آموزش عالی
پیاپی 41 (بهار 1397)

The purpose of this research is to examine the faculty member's perception from the role of organizational identity in predicting and enhancing university innovation. This study was based on descriptive-Correlational method. The statistical population of this research included 282 faculty members of social humanities and basic science colleges at Shiraz University were selected by using Simple-ClusterSampling. Organizational identity Scale (Miller et.al. 2000) and university innovation questionnaire (Keshavarz, 2014) were used for measuring of the faculty member's perception from the role of organizational identity and university innovation. The organizational identity scale validity was confirmed by item analysis and its reliability was reported 0/88 and the university innovation scale was confirmed by item analysis and its reliability was reported 0/82(the Cronbach's alpha). After distributing the questionnaires¡ 134 of those questionnaires were returned. The collected data were analyzed by using One-Sample t-test, Pearson Correlation, and Multivariate Regression by used of Structural equation modeling (SEM). Findings showed that according to faculty member's perspective, organizational identity is positive and significant predictor of their perception from university innovation.

The aim of this paper is identification and assessment of factors affecting the social demand in higher education among technical college’s students at Tehran University and mixed method is applied. In qualitative phase, the statistical population included Experts and Professors of Higher Education that 8 people were profoundly interviewed. In quantitative phase, the population consisted of 3527 students from which 346 people were randomly selected by Cochran formula. Information was collected by a questionnaire which contains 24 questions that experts in higher education confirmed its validity. The reliability of the questionnaire was also calculated using Cronbach's alpha coefficient of 92%. According to findings obtained from qualitative phase, factors affecting the social demand in higher education are identified in four dimensions: individual and family, academic, economic and culture and social. Results of t-test indicated that all identified factors were evaluated Desirable by students. Furthermore, Freedman test’s results showed that economic factors have the most important and cultural and social factors also have least important.

The unemployment crisis is a threat to the society as a whole. Unemployment among university graduates in particular results in irreparable adverse effect for social, Economic and political domains. Research studies have well revealed that training on entrepreneurial culture and business, promoting the entrepreneurship R&D centers, organizing digital entrepreneurship workshops etc., are appropriate solutions for The Society to create adequate jobs and improve the unemployment crisis. This study is an attempt to provide a comprehensive review of the definitions and Concepts in the entrepreneurship training, to introduce the various models and methods of teaching entrepreneurship in universities, and to study the challenges faced with the higher education in Iran as far as the entrepreneurship training -as a new field - is concerned. In order to have a further recognition of the literature and the background of the subject for dealing with the trend of the issue, a literature review methods was employed to take advantage of the most of the scientific -based documents. The method included a broad subject- wise Internet search in both domestic and foreign sites, and a review of the available related articles and papers .The finding lead us to the conclusion that some of the factors needed in imperatively for becoming an entrepreneurial University are as follows: " the improvement of the training content "and "the build up of inclination and engagement tendency in the students for creating a business", the enhancement of entrepreneurial competencies and " the employment of the entrepreneurs as trainers".

The purpose of this research was to study the relationship between faculty members’ thinking and teaching styles with their classroom management. This is a descriptive-correlational research in which the statistical Population comprised all the faculty members of Urmia University (n=421) from which 143 respondents were selected according to stratified random sampling method. Three questionnaires were used to collect the research data about thinking, teaching, and classroom management styles. The validity of questionnaires was determined by thematic experts and their reliability was calculated using Cronbach's alpha coefficient, which were 0/835, 0/829, and 0/657, respectively. Data analysis was done using Pearson correlation and regression with SPSS software. The results showed that among different types of teaching style, the expert teaching can significantly predict class management style; it was also found that the teaching style could predict a 10% style of classroom management, and other findings showed that thinking style could increase the predictive power of classroom management by an average of 2.8%, although this is not significant.

This research was conducted with the aim of evaluating the student's satisfaction with the educational, research, welfare and administrative services of the Markazi Province technical and vocational university. The research method is descriptive-survey and the statistical population consists of students of technical and vocational university of Markazi Province who were randomly selected using Morgan table. A questionnaire was used to collect the required information and analyze the findings. In this research, content validity was used to determine the validity of the questionnaire. Cronbach's alpha method was used to determine reliability. In order to analyze the data using SPSS software and One-sample t-test was used. The findings showed that considering the significant level for educational, research and welfare services is less than 0.05, the average level of each of these services is significantly different from the number 3. The average level of educational services was higher than the average, and the average level of research and welfare services was lower than the average. In the case of administrative services, the average level of administrative services is not significantly different with the number 3.

The aim of this study was to identify and provide a comprehensive model of factors affecting open innovation in Yazd university, using the Interpretive Structural Modeling. The current research is applied and the data collection method is survey (questionnaire tool). The research population consisted of all faculty members of Yazd University and Sample members were selected using judgment sampling and snowball method. Following the formation of a panel of academic experts and the study of literature related to the topic, a series of factors influencing the success of innovation was extracted and after refinement, a comprehensive model of factors was presented with Interpretive Structural Modeling approach. The results showed that the benefit from the creativity of staff, presented research findings to the external environment, the development of relations between industry and academia, foreign R & D units, the presence of creative space, externalization process knowledge and investment in R & D in level one, appropriate personnel, appropriate infrastructure and IT, workforce worthy in the second and third levels and in fourth level of model leadership style is placed as underpinning the model of open innovation and affect other factors quality.

The purpose of this research was analyzing the relationships between Meta cognitive skills with problem solving with mediating role of self-efficacy in students. Research type is descriptive correlative. The statistical population consisted all of student's in University of Kashan (N=7758) that by Cochran Formulate and strafied randomized sampling 292 ones were chosen as sample. To gathering datas used from three Meta cognitive skills questionnaire Brown (1980), problem solving strategies questionnaire D’Zurilla & Nezu (2000) and self-efficacy questionnaire Morgan & Jinks (1999). Questionnaires content & construction validity confirmed. Through Cronbach Alpha coefficient, reliability coefficients were obtained equal to 0.83 for Meta cognitive skills, 0.79 for educational problem solving and 0.80 for academic self-efficacy.Data analyses done in two level descriptive & inferential statistics through Spss & Amos softwares. Finding showed mean of Meta cognitive skills and academic self-efficacy were upper than average (3) but in educational problem solving only rational & emotional components were were upper than average. Also there are positive & significant relation between Meta cognitive skills with problem solving and positive & no significant relation between self-efficacy and problem solving.

This research study staff development and its impact on knowledge sharing in the organization's National Education.The research method is applied to the target and the method of data collection is a descriptive survey. Methods of data collection methods in terms of purpose and a descriptive survey instrument used in this study questionnaire was (staff development, Demarche et al., 1395; Knowledge sharing, Dixon, 2001). Validity of the questionnaires was obtained using content validity and reliability of the questionnaires using Cronbach's method (Knowledge Sharing Questionnaire α = 0.89 and staff upslope questionnaire α = 0.87). The statistical population in this study was 590 staff members of the country's educational assessment organization. The sample size was determined using the Cochran table of 233 people. The research method was simple random sampling. The data were analyzed using methods Descriptive statistics (abundance and dispersion indices) and inferential (structural equations and Friedman test) have been analyzed. Findings indicate that development of individual, organizational and professional has a positive and significant effect on knowledge sharing. In addition, according to Friedman rank the factors influencing knowledge sharing at 95 percent first to third on organizational development, personal growth and professional development, respectively.