نشریه مطالعات برنامه درسی آموزش عالی
پیاپی 20 (پاییز و زمستان 1398)

The purpose of this study was to design a desirable pattern of recruitment of international students in Islamic Azad University, which was applied in terms of purpose, applied and qualitative in terms of research method and Grand Theory and content analysis method. Statistical population of research, faculty members, experts  Higher education, senior managers, international students of Islamic Azad University and international relations managers of Islamic Azad University units were selected.  In the purposeful sampling section, the research sample of more than 50 research documents was studied and the opinions of the experts were reviewed. In-depth field interviews were conducted with 12 experts in this field.  Data were collected using semi-structured interviews based on data theory and document content analysis in a waveform study. Data analysis was done through open, axial, selective coding. External student recruitment pattern studies, which included seven variables, were conducted.  The results are as follows.  In explaining the favorable and disagreeable views, respectively, on the quantitative and qualitative development of the university, on the reform of academic functions, on academic internationalization, on increasing academic credits and financial resources, and on the problems of globalization, the integration of students into economic interests (capital).  Academic achievement) and the preference for political goals over educational goals.  Explaining the factors influencing international student recruitment structures, human resources, goals, programs and policies, technology, diplomatic position and educational marketing, explaining recruitment strategies, support programs, symbolic performance and regulatory performance, in explaining the disciplines  Admissions have the relative advantage of international students, backgrounds, behaviors and structures in explaining facilitation of international student recruitment, competitive advantage, university talent and land acquisition, and ultimately in explaining barriers to international student recruitment, technological barriers, cultural barriers, political barriers, and pedagogical barriers.  Have been economically effective.

Taking into account disciplinary culture as a presumption, this study aims to uncover the criteria of effective teaching from the vantage point of different higher education students. Thus, a cultural anthropological approach was adopted and Becher's classification of disciplines into civil and rural was employed for selecting the participants. From the statistical population, 14 students were purposively selected from disciplines of philosophy cultural studies, history, sociology, and psychology (as representatives of rural disciplines), and 9 from disciplines of mechanical engineering, petroleum engineering, and civil engineering (as representatives of civil engineering) through networked selection as the sampling method. Methodologically, the study could be considered as interpretive educational ethnography. The research data were analyzed based on Peter Woods 6 level framework, so it continued up to level 2 (classifying and categorizing). To establish credibility, two strategies were employed including member check and peer debriefing. The necessary data were gathered by semi structured and informal interviews and represented in a thematic style. According to the findings, effective teaching in rural disciplines was characterized by features like emphasis on classic works, human relations, grassroots language, and understanding. On the other side, effective teaching in civil disciplines is valued when it takes into account features as being up-to-date, emphasis on content, professional language, and applicability.

The present study aims to explore and explain the curriculum understanding for teaching in the classroom, and the respective pedagogy vision, based on the professors' perspectives of the curriculum and pedagogy department in UBC. The data was collected through a qualitative- case study research design using a phenomenological approach and a semi-structured interview. The data were analyzed based on analytic induction. The participants in this study were selected using a purposeful sampling based on three criteria: grade of professor, teaching experience and field of activity. Seven professors were selected, in the fields of curriculum theory, teacher education curriculum, teacher education curriculum and scholarship, science education, art education, social studies education, and higher education. The findings revealed 15 components of curriculum understanding and 14 components of pedagogy. Contemplating on the findings, it was deduced that the curriculum understanding and the pedagogy vision are affected by two different paradigms. The first paradigm which interprets curriculum as an unfinished project and a complicated conversation, based on big ideas. It pursues pedagogy of subject transformation by applying theoretical, critical and spiritual views. And the second paradigm that interprets curriculum as a problem-oriented and a developed design based on the goals. It employs the pedagogy of understanding and instructing knowledge, with critical view, based on thoughtfulness and respect for diverse voices. on thoughtfulness and respect for diverse voices.

The purpose of the present study was to design a model for sharing teachers' lived experience in the form of autobiography using virtual social networks. This study was conducted using grounded theory research method. The required data were collected by field notes from teacher discourse communities. The data analysis was performed through the process of comparison and continuous fine-tuning according to the Strauss and Corbin (1998) method and open, axial and selective encoding. The collected data were organized in the form of 116 key points and themes, 42 concepts and 20 categories. The results showed that by employing the teachers’ shared autobiographical model on virtual social networks, the practical and personal knowledge of teachers, is shared and will led to results such as the free expression of the inside truth, the development and broadening of thought, the fostering of cooperation, and the rebuilding of experiences.

The objective of this study was to examine the challenges of ESP (English for specific purposes) curriculum of educational sciences majors and strategies to improve them. For this purpose, a semi-structured interview was conducted with 16 ESP teachers of educational sciences and 19 postgraduate students of educational sciences majors from four Universities of Iran (Allame Tabatabai University, Shahid Beheshti University, Isfahan University and Shiraz University). The face and content validity of the interview form was confirmed by five ESP and educational sciences specialists. The reliability of the results of interview was obtained using the audit trail. The theoretical infrastructure, data collection process and analysis process was confirmed. The findings showed that the main challenge of the ESP curriculum was related to the lack of the five language skills in objectives, content selection, the strategies of teaching content and assesment of ESP curriculum. The proposed basic strategy of both respondent groups was to emphasize on the realization and strengthening of the five skills in all four elements of the ESP curriculum. It is hoped that the realization of this procedure would enhance the research and the educational capabilities of students and facilitate scientific advancement.

Today, the existence of different cultures within societies and communication between societies has increased the need for attention to cosmopolitan curriculum. The cosmopolitan curriculum supports the intercultural communication of societies, acquaintance and respect for other cultures while respecting the roots of insider culture. The purpose of this study was to explore resources in order to determine the elements of the Miller curriculum in the cosmopolitan program. The methodology of this study was qualitative content analysis and inference-based analysis. In order to achieve the desired data, the method of studying and reviewing the texts and works of world-wide experts was used. In the next step, the collected data is analyzed and by explaining the concepts and evaluating the necessary conditions to analyze the concepts and deductions of the research questions. In the end, it became clear that the cosmopolitan curriculum in the areas of goals to build the spirit of collective international and cultural learning; the method of teaching-learning on group discussion, interactivity and problem-solving; intimate, communicative and technological environment; the student is a dynamic element , Analyst and critic; he also emphasizes on teacher, facilitator and inclining and evaluates approaches to self-evaluation, aging, checklists, and pencil and paper tests.

The purpose of this study is to assess the internal and external quality of the tourism master's curriculum in terms of development planning from the point of view of the stakeholders. The research method is descriptive survey type. The statistical population of the study consists of faculty members, master's students and graduates )managers(. Using a sampling method, 30 faculty members, 50 graduates and 50 students as sample Statistics are selected. To collect information, three researcher-made questionnaires were used by professors, students and graduates. Content validity was used to measure the validity of the questionnaire. Using Cronbach's alpha coefficient, the reliability of the faculty members' questionnaire was 0.82, 0.80 students, and 0.79 graduates. For data analysis, one-sample t-test, independent t-test, analysis of variance and Friedman test were used. The results showed that the level of utilization of the element of logic and materials in the level of students is low, the element of learning activities and time at the high level and the desirability of other elements in the moderate level. In terms of faculty members, the level of utility of the element of logic and evaluation at a low level is the goal element

Unemployment of graduates of universities and graduates of educational sciences is one of the reason of everyone’s attention to entrepreneurship. Entrepreneurial competencies should be considered in order to train entrepreneur students. The aim of this study was to achieve the most important competencies and to evaluate them in the curriculum of educational sciences. The entrepreneurial competencies were obtained by meta-synthesis. After evaluation of their content validity, the curriculum of educational sciences were studied. The entrepreneurial competencies are classified into four categories; individual and context characteristics, knowledge, attitudes and entrepreneurial skills. The study of curriculum of educational sciences showed that, education of entrepreneurship as a specialized lesson has been considered only for one of the four fields of this discipline and in the other lessons. According to the findings of this study, it is suggested that, curriculum planners should provide education of entrepreneurship for all students in the field of educational sciences. It is also suggested that, the entrepreneurial competencies should be considered in the modeling of other lessons of this discipline.

The department of professor’s analysis of Isfahan university in the academic year 1396-97 for the first time used Q – method based on Q – methodology in order to create a Q – collection. A sample of 11 people was selected based on a purposeful sampling method and data was selected to the extend of theoretical saturation for the interviews. More than too statements were obtained. Then duplicated and overlapped ones were removed to confirm just 48 statements. Based on a purposeful method 14 faculty members were chosen for the quantities study to compile data from graphs in a normal ranking distribution for 48pharses T strongly agree to strongly disagree(5-) for the validity content and reliability , Cronbach alpha test was used. For data analysis with respect to the findings of the qualities stage, the statements were evaluated by the participants and data were analyzed by the analytical statistical Q – factor using spss20. The results showed that the university lecturers consider the requirements for the implication of outcome-based curriculum in higher education as 12 components which is classified as effective learning , individual skill development and effective teaching

In this research, we tried to study the Student's experiences from social responsibility in the university. The research was carried out qualitatively and using a phenomenological strategy.The research field was the students of higher education institutions that after identifying and analyzing the data finally 13 students from the student associations were selected using an "objective oriented criterion" sampling method and the "theoretical saturation criterion" and interviewed with them. The obtained data were analyzed using coding method and the findings were organized in the form of open, pivotal, and replacement codes.The findings of student's experiences were categorized into 7 main categories (the dominant environment of higher education , the principles governing higher education , underlie factors for responsibility , empathic understanding, role play and participation ,orbital value and university's social structure) and 71sub categories and finally ,the findings are presented in the form of a general model and diagram .

The aim of this study was to discover the perfectionism experiences of Ph.D. Students at the faculty of education and psychology of Shiraz University from the learned curriculum at this faculty.The research project was qualitative type and method used was phenomenological. The potential participants of the study were Ph.D. students of the faculty of education and psychology of Shiraz University which 36 person were selected by meaningful sampling method with standard technique.The method of data collection in this study was a semi-structured interview with re-contextualization method.After the division the data coding was done and then using the theme analysis method. The findings indicated that the consequences of the perfectionism experiences of students in four themes of first level organizer divided into self-oriented goals, other oriented goals, socially-prescribed goals and negative perfectionism. Self-oriented,Other–oriented and Socially –prescribed goals each has four second level organizing themes: scientific goals.personality and morally goals. academic goals professional goals.Negative perfectionism also has two levels of organization of the second level: personal barriers fail to fulfill perfection,educational barriers fail to fulfill perfection. The results showed that the outcomes of the students perfectionist experience were divided into five outcomes: scientific, academic, professional, personality/ moral outcomes and negative outcomes.

The present study seeks to explore the induction challenges of beginning teachers in the school environment. As a qualitative study, this phenomenological research used semi-structured interviews for data collection. The key data for the study were collected from 22 beginning teachers graduated from Teacher Training University with one and two years of service. From the perspective of this group, the induction challenges of beginning teachers in the first primary schools were classified in three categories including: Individual challenges, professional challenges, and organizational challenges. The sources that could cause individual challenges are early-service tensions and anxieties, lack of support and isolation, and adaption with colleagues. Professional challenges could be caused by classroom management, content management and effective teaching, students’ assessment, addressing the students’ needs, trust and communicating with parents. And organizational challenges could arise from familiarity with the school, familiarity with the school practices, resources and population of students.