فصلنامه تحقیقات فرهنگی ایران
سال دوازدهم شماره 3 (پیاپی 47، پاییز 1398)

This study aims to investigate if people and mainly students are aware of ethical rules of conducting academic work. If students copy materials from other papers and books without proper citation, is it mainly because they do not know the regulations governing referencing academic works? To answer this question and questions regarding other ethical rules of academic work, an online questionnaire was used, through which people were asked specific questions about specific ethical issues. The results showed that even highly educated people did not have sufficient knowledge of the ethical rules and regulations of academic work. The results also indicated that a majority of the respondents preferred to answer an even technical and difficult question with a wrong answer rather than choosing “I don’t know”.

In recent decades universities are pushed to provide services to commercial or governmental stakeholders rather than the civil society. In Iran, even, the commercial services have not developed satisfactorily. In this situation a strategy for promoting the position of universities is to provide voluntary social services within the educational and research activities. This article is part of an attempt to introduce such services to the urban planning postgraduate programs of two schools in Tehran. Although, this attempt was successful in some aspects, it could not satisfy the participating professors. To find the reasons, the pragmatic foundation of academic services has been reviewed and the review showed that provision of civil services necessitates holistic cultural communication with people. An interdisciplinary workshop was held for examining the quality of the cultural communication of the faculty; and some interviews were conducted with some of the attended lecturers and professors. A narrative analysis of speeches, interviews and communications was then conducted by using a framework devised for the assessment of universities’ public communication on the basis of Habermas’ theory of communicative rationality. It identified that the organizational culture of the faculty has paid little attention to the aesthetic aspects of communication; also while the school has critical attitudes, theoretically, it is practically confined to formal structures and has little competence in critical action. The article suggests a framework for a substitute organizational narrative that may promote the aesthetic interaction, and suggests that other disciplines evaluate their social relations aesthetically, too.

This article aims to examine the occurrence of the "Cultural Revolution in Universities" (1980-1983/ 1359-63) to the extent of the supremacy of "Islamization" discourse. The important point is historicity of the idea of "Cultural Revolution in Universities." This idea is not the product of any specific event, but the product of the historical conditions that the revolutionary forces of life in numerous and sometimes conflicting experiences. As an example the cultural revolution in China, the white revolution of Iran, the new European cultural movements or the re-reading of the cultural Be’sat of the Prophet (PBUH), in contrast to some cultural practices such as tyrannical or colonial culture in the Pahlavi era. The article shows, all the political and social forces involved in the Islamic revolution agreed upon the transformation at the university. The occurrence of the revolution the occurrence of the revolution paved the way for the realization of the idea. In addition, with the revealing of the controversy among the forces involved in the revolution over the nature and structure of the new political order in the post-revolutionary phase, and the transformation of the "University" into the political object of the forces of hostility, the Islamization  discourse overcome and other competing discourses were marginalized from the events of the Cultural Revolution in universities. In this paper, by the use of Michel Foucault’s method is used for genealogy and source analysis. This article seeks to analyze the genealogy and source analysis by Michel Foucault’s method

Over the last forty years, experts and researchers examining "impracticability," "immodesty," and "inefficiency" regarding religious policy in universities, have pointed to multiple causes and reasons Current research with respect to the role of the causes and reasons for this are considered Insignificant.  With the help of Weber's theory, the weakness of the "Ethics of responsibility" at the policy institution is brought to light Weber’s theory suggests that there is much suspicion, dissatisfaction, and opposition to Islamization On the other hand, in application to the failures of Islamization of universities in the weakness of morality, the policy of the institution bears responsibility.  The central question this article asks if religion policy in the university is based on the notion of "Responsibility Ethics.”  The author, with the main question and six sub- questions, makes a qualitative analysis of the Document of the Islamic University as approved by the Supreme Council of the Cultural Revolution of 1392 and will show that Religious policy in the university is not based on "Ethics of Responsibility.”  However, this requires another independent review as to whether the document is based on “Ethics of Belief” or not.

The present article describes and interprets the experiences of study-abroad doctoral students studying in Iran. The theoretical backgrounds behind the issue relate to "academic exchanges" and "doctoral studies" as important subdivisions of internationalization of higher education. Academic exchanges are not merely epistemic, but mainly cultural and social. Doctoral studies are also a relatively new field of study in higher education, which has grown dramatically with the massification of higher education in recent years. In order to understand the doctoral students’ lived experiences, ethnography as methodology and research method has been used. The informants included eleven PhD students in both gender, from Afghanistan, Lebanon and India in different disciplines and universities who studied in Iran in 2018. MC Alpine and Norton (2012) conceptual schema has been used to understand the overall student experiences as a heuristic, and integrative framework of nested contexts. Students' lived experiences with the consideration of societal/supra‐societal, institutional and departmental/disciplinary contexts are studied. The framework allows recognizing the layers and complexities of study-abroad doctoral students’ experiences and integrating factors that influencing the outcomes across the contexts. The research findings were categorized in nine categories and they were described and interpreted subsequently. Finally, suggestions for future research and action are presented.

This article studies the experience of fear of confronting the political state at the Iranian university. From the early days of establishing the university in Iran, Iranian university has been engaging in the politics and triggering political movement. In other words, student political movement, in Iranian contemporary political history, is a key term. Hence, the previous researches, in this field, just consider the historical approach, and then there is a lack of deep and qualitative examination which analyzes the current features of the political state at the university. Thus, in this article, analyzing the political state connects to the recent Iranian political approaches and its changes. Our study is after the green movement of 2008 and security encounters with students. Therefore, for students, based on those days and experiences, involving in political state is with fear and frustration. For examining this, we studied the University of Poly Techniques, Faculty of Social science at Allameh Tabataba'i University and Faculty of Medical Science at Tehran University.  We conducted deep interview with 50 of political and non-political students. The object of the article is to answer how the fear of the political state at the university, for students, does make sense? And, how political student activists have encountered the fear? Consequently, students’ families are the basic factor to produce fear of the political situations, for the historical facts proves the political actions at the university threaten students’ future opportunity to get a job and even continue studies. Besides, in the everyday life at university, students alert each other to the adventures of the political engagements. But, when we talk about political state, mostly, it is about radical and reformist approaches and not those conservative practices which are supported by hardliners. Also, those political students who passed the gate of fear to the political sphere and doing political actions are like a catalyzer to persuade and stimulate other students to pass from the gate of fear.

Dialogue as an important communication action, is one of the topics that has been less addressed in the field of communication science and most of the research has been done in the area of mass communication. Meanwhile, doing research in the field of human and interpersonal communication with a case-by-case perspective and a qualitative method that seeks to understand and describe a pure reality, is noteworthy in the field of communications science research. Therefore, in this research, we intend to study the class interactions in dialogical oriented sessions to clarify the structure, dimensions and components of the inquiry based dialogue. Conversation analysis studies the order/organization/orderliness of social actions, particularly those which are located in everyday interaction, in discursive practices, in the sayings/ tellings /doings of members of society. Therefore, one of the main results of conversational analysis is to identify this system with chain patterns, which builds structure upon oral behaviors during the interaction. The classroom conversational analysis shows that the overall structure of these conversations is forwarding, which means that when an idea is expressed in response to a question, participants are required to respond to an "agreement" or "opposition" to that idea. This reaction often leads to the correction and completion of the initial idea or clarification of it. People interconnect between the ideas proposed and say their inference from the discussion process. This kind of dialogue requires not only good intellectual stances, but also a commitment to results and rational orientation.

Main question of this research is how “self” is made during the “Student stage” of life? Most researches consider self-making process as the result of the efforts of socialization agents and important active role of the student is neglected. The results of our research showed the plans of the socialization agents constitute just a part of the student’s life-world which has called here as “plan sub-world”. But there is another neglected but important part here called as “play sub-world” which have not been addressed adequately by previous researches. “Play” here is defined as the activity which is done for its own sake not for any advantage it will bring. Play sub-world is where one can express him/herself freely, independent of the control of every pre-designed planning. Juvenile mischiefs like childish fights, teasing the teacher, runaway from the school, and cheating in the exams are samples of the activities of this sub-world. The student’s self, more can be made through this sub-world than everywhere else; because it is at this sub-world that student can express him/herself freely, actively and creatively (unlike plan sub-world in which student is more passive and under control). Therefore, the student life-world includes two plan and play sub-worlds and is made through the dialectic between these two sub-worlds; a dialectic which corresponds to dialectic between practice-thought; active-passive; creativity-memory; sender-receiver, and source-destination. The process of making self in this dialectic is the same as the process of making society.