مجله آموزش عالی ایران
سال یازدهم شماره 1 (پیاپی 41، بهار 1398)

The main purpose of this study is to evaluate the qualitative and quantitative status of skills in comparison with other educational categories mentioned in the comprehensive scientific map document of Iran. This research is an applied research and it is descriptive in terms of content analysis method. . In this study, five categories of science, technology, innovation, research and skill along with 48 subgroups and 92 indices were used as measurement indices. The results show[1]ed that among the educational categories to the category of science and skill respectively, the highest and least attention was paid to the scientific document and to some skill subgroups such as equity in access to skills, global interaction, production and skills outputs, skill reference in The world and the publication of the skill are not mentioned in the scientific document. There is also a need for more attention in the areas of attention to skillful, skilled institutions, defining the priorities of the scientific document, and policy making in the area of enhancing and promoting of skills. In general, the priorities defined in this document are purely scientific and disciplines, and it is necessary to add and supplement the disciplines of expertise and skills in this document. In the area of executive policy, coordination and coherence of the implementation of the country's comprehensive scientific map, there is a clear vacancy for the country's executive vocational authorities. It is also necessary to revise and refine macro strategies and national strategies and measures appropriate to macro strategies in order to be comprehensive enough to cover all sectors of the skill fields.

Research is a systematic, controlled empirical and critical study for the discovery of the relationships between phenomena. It also presents various hypotheses, and seeks to achieve a specific purpose and action. It emphasizes the welfare and prosperity of everyone. Undoubtedly, researches should meet the country's scientific and technological needs and generate wealth. But the events in higher education, such as unaccountable scientific works, the decline of research efficiency, etc. have called these assumptions into question. For what reasons our country has not been able to take effective steps in the field of research and is unable in meeting the needs of society despite its potential in this subject and its researchers? The purpose of this study was to identify and explain the factors affecting the occurrence of research biases in the Iranian higher education system using a qualitative content analysis approach. Data were collected through deep and semi - structured interviews with 22 of top researchers, experts and research policy makers in 2018-2019 by a purposeful sampling method. Findings showed that existing structural problems, university not focusing on mission, weaknesses of university, industry and community relationship, article orientation, weakness of evaluation system, downfall of academic community standards, incorrect system of student acceptance and faculty recruitment, as well as the weakness of the legal structure are some of the main causes of research malfunctions in Iranian universities and higher education institutions.

The purpose of this study was to synthesize an extensive literature on Entrepreneurship University in order to present a comprehensive and integrated framework of university in the format of entrepreneurship paradigm.  This research is applied, and the method is Meta-Synthesis. In this regard, 183 studies were evaluated on the topic, and finally 58 articles were selected purposefully and analyzed by open, pivotal, and selective coding method. A total of 94 codes, 22 concepts, 9 key categories were selected and analyzed during the systematic search and synthesis process and their validity was confirmed by Kauffman's kappa test. The results of the analysis showed that the most important identified key themes are: Innovative strategy, entrepreneurial leadership, entrepreneurial economic activities, entrepreneurial culture, flexible structure, educational and support policies, sourcing, adaptability to the environment, and networking. These categories were categorized into three Main, Contextual and Environmental factors, and finally, after seven stages of research, a comprehensive model of Entrepreneurship University was formulated. This research provides an in-depth understanding of the existing literature on Entrepreneurship University by organizing its influencing factors and can be effective in policymaking higher education to transition from research universities to entrepreneurship.

This paper aims to design and validate a model for evaluation of educational aspect in distance education system. As an applied research, an exploratory mixed methods approach was used.  The participants in the qualitative study included 15 professors and researchers who were purposefully selected and interviewed. The statistical sample in the quantitative part of the study consisted of 215 managers, planners and experts of Payam Noor University Central Organization who were selected by convenience sampling and were asked to complete the research questionnaire. The questionnaire consisted of 52 indices whose content validity was evaluated by experts and its reliability was confirmed by Cronbach's alpha coefficient of 0.89. Open and axial coding was used to analyze the qualitative data, and confirmatory factor analysis was used in addition to the central tendency indices. The findings showed that a comprehensive model of educational evaluation in a distance education system consisted of following seven aspects: Organization, teacher, learner, pedagogy and technology generation, educational materials and content; educational methods and approaches; and learning time and place.  It also revealed that this model covers 52 indicators which can be used for evaluating educational aspects of the system via appropriate appraising methodology and tools.

In this study, we tried to identify the components of internal efficacy evaluation of academic e-courses through a qualitative study approach. The research method is qualitative and in particular "qualitative case study.” Thus, potential contributors to this study included all faculty members of Virtual Colleges of Shiraz Universities, Payam Noor, and Allameh Tabatabai University Virtual Education Lecturers and a number of content specialists and producers and training designers (n = 25) was selected based on criteria (expertise and experience) and data saturation using the sample Purposeful sampling. The data obtained were analyzed through content analysis technique and the findings were categorized into a set of basic, organizing and pervasive themes and thematic networks. In this regard, in accordance with the stated purpose, interviews were conducted with experts in this field, and with analyzing the data obtained from interviews with upstream documents (laws and regulations adopted by national standards), as well as aligning with the theoretical foundations and results of previous researches, The components of evaluation of e-learning effectiveness in this study have been identified with 16 basic themes that need to be considered in evaluation of e-learning courses.It is expected that the findings of this study will enable to make the e-learning system more efficient and effective due to the increasing complexity and innovations and to meet the needs of the interactive university environment appropriate to the native model of e-learning.

Since virtual reality technology is increasingly and widely used in various fields, and in particular education, it is necessary to examine the audience’s perception obtained using this technology in order to study its instructional capabilities. So, the present study aims to investigate the instructional capabilities of the virtual reality system using a comparative analysis of environmental perception obtained directly and using virtual reality technology, based on the evaluation of nonlinear relationships between visual perception components in the perception process. The study is an empirical-survey research where the subjects are looking at the space both directly and by wearing virtual reality eyeglasses at a given time and then surveyed. The statistical population of this study was selected from the architecture students due to the specialized nature of this investigation. The reliability of the questionnaire was confirmed according to Cronbach's alpha coefficient and its content validity was approved by experts’ opinions. The findings of the four sections of Sample Adequacy, R Factor Analysis, Correlation and Regression indicated that the components of visual perception are identified in five possible factors and three of them are definitively explained. At the first and second factor levels, visual perception includes the components by which the subject can perceive the complexities of the environment and the meaning of the environment, respectively, and at the third factor level, visual perception includes the components by which the subject can perceive the environment visually.