فصلنامه پژوهش و برنامه ریزی در آموزش عالی
سال بیست و ششم شماره 3 (پیاپی 97، پاییز 1399)

To cope with escalating financial resource limitations from both expanding demands for higher education and experiencing a relatively reduction in public support, higher education units have profoundly adopted a performance-based resource allocation mechanism in recent years. Nevertheless, empirical evaluation findings show that the presumed improvement in performance has not been fulfilled. Using seven sets of data and performing statistical simulations based on the Malmquist index, we evaluate the effectiveness of both input-based and performance-based resource allocation mechanisms. The findings show that input-based resource allocation faces massive inefficiency. In contrast, performance-based resource allocation is accompanied by complete efficiency as well as a substantial reduction in productivity. Hence, a critical paradox has emerged. The estimates of the components of the Malmquist index provide essential evidence on the fact that improvements in efficiency due to performance-based resource allocation are artificial rather than real, and productivity shrinks due to underutilization of production capacities. The results highlight the need for finding and adopting a superior resource allocation mechanism.

The present study aims to design an international academic entrepreneurship model using grounded theory. The study population is a group of key Iranian informants, faculty members, and doctoral graduates with scientific expertise and work experience in the field of entrepreneurship, especially academic entrepreneurship and international entrepreneurship, and managers of knowledge-based academic companies with experience. International and scientific background, 18 of which were first selected by the targeted method and then by snowball method and theoretical sampling for study. MAXQDA12 software was used to analyze the data. According to the research results, the pivotal phenomenon of university entrepreneurship "internationally has four dimensions of development, structure, behavior, and process" which is influenced by economic, managerial, and cultural issues. For the success of international academic entrepreneurship, we need to adopt a financial and legal strategy, operational strategy, international strategy and policy strategy that leads to economic, scientific and cultural consequences in the country. Financial and economic platforms, support and appropriate policies in a changing environment and intense international competitive environment help international academic entrepreneurial strategies to be operationalized with the right conditions. In this regard, there are scientific, human, managerial, legal, structural, and financial challenges and obstacles that by identifying and eliminating them, it is possible to help improve the dimensions of international academic entrepreneurship and its strategies.

Economists use human capital as a black box in their models, regardless of the content. It does not have the necessary importance and effectiveness for policy development of higher learning and employment of higher education graduates. Therefore, this study aimed to reopen this black box and analyze its content theoretically and experimentally. To achieve this goal, first the concept of human capital is redefined, its content is identified and the relationships of its components are theoretically analyzed; then, the conceptual framework obtained from this process has been used for statistical analysis of the content of human capital of graduates of Persian literature. A researcher-made questionnaire collected the required data from a sample of 100 graduates in the field. Partial structural equation modeling was used to analyze the data. The findings of theoretical analysis indicate that individual human capital is a dynamic ecosystem; Health, skills in mental processes (feeling, perception, learning, thinking, evaluation, judgment, inclination and memory), psychological capacities (motivation, emotion and excitement) and intellectual abilities (information, knowledge, insight, attitude, wisdom, value and insight) are its most important components. The structure and function of this ecosystem bring professional and skillful behavior and performance to the individual. The development of human capital means the activation and development of the human capital ecosystem in them. Statistical analysis of the content of human capital of graduates of Persian literature indicates that the human capital of these people is not structurally compatible with the conceptual framework. Improving learning skills and increasing the availability of specialized knowledge affects the operational skills of graduates of the field; other processes and cognitive and metacognitive capabilities do not adequately help each other and improve graduateschr('39') operational capabilities. To develop human capital in students, simply providing information and knowledge to them is not enough. Universities must activate and develop the human capital ecosystem in them. Unfortunately, statistical analysis shows that literature departments and faculties Persian in Iran have not been able to activate the human capital ecosystem in their graduates and develop their human capital.

In recent decades, human beings have been well aware of the dangers of neglecting the environment. Today, environmental and sustainable development concerns stand among the most important issues in the international community. Universities need green management to reduce the consumption of resources, materials, energy, and organizational costs, help reduce environmental pollution, nurture green thinking, and culture. Therefore, this study aimed to provide a model for applying green management in state universities in Tehran. The present study was applied, which was carried out through a survey method among 395 faculty members, managers, and staff of 10 state universities in Tehran. The method was mixed in terms of approach. Employing Delphi and the consensus of 19 experts in the field of higher education, environment, and living environmental management, the dimensions and components were then approved.  A researcher-made questionnaire collected the required data. Inferential statistics such as t-test and structural equation modeling using the PLS method were used for data analysis. Technology, policymaking, governance, leadership and strategy, material resources, and financial resources are more important in deploying green management than human resources, monitoring, evaluation, environmental communication, information resources, education, and research.

Nowadays, promoting academic loyalty and ethics and coping with research misbehavior, including plagiarism, forgery and misrepresentation have become an important part of the university mission, since the normalization of research misconduct undermines the integrity and loyalty of science, the link between science, society, industry, and damages the reputation of scientific institutions. Accordingly, the main target of the present study was to study the determinants of research misbehavior normalization among the postgraduate students of Tabriz University. The research method is applied in terms of purpose and is a survey in terms of data collection. The statistical population of the study consisted of 6651 postgraduate students of Tabriz University, of whom 729 students were selected through stratified random sampling method and Cochran formula. In this study, a questionnaire was used for data collection. The findings of the present study showed that the level of research misbehavior normalization was higher than the average (59.88). The results of the stepwise regression analysis showed that the variables included in the model, namely social pressure, academic and the Ministry of Science Research and Technology supervision were able to explain 0.18% of the variance in the normalization of research misbehavior. By comparing the beta coefficients, it can be said that social pressure (B=39) has the strongest influence on the normalization of research misbehavior among the selected students.

The purpose of this study was to identify the factors affecting the academic dropout of students referred to the Birjand University of Commerce Affairs Commission. The research was done with a qualitative method and a phenomenological approach. The statistical population of the study was all academic dropout students referred to the special commission for the period 1394 to 1396. The data were collected through a semi-structured interview using voluntary sampling and using research tools. Interviews continued to reach theoretical saturation, and in total, 41 students with academic failure were interviewed. Based on the findings, the most important factors influencing the conditional from the viewpoint of the students are three general categories of "individual factors," "organizational or academic factors," and "family factors," respectively. Also, among the individual factors, "disability in the management of emotion," "lack of time management," and "lack of awareness and awareness" were the most frequent and important. Among the organizational or academic factors, "inappropriate supervision and evaluation of professors," "inability to communicate professors," and "inappropriate educational rules" were the most frequent and essential. Among the family factors, "inappropriate social status" and "inappropriate economic situation" were the most frequent and essential. According to the results of the research, the themes of "disability in the management of emotion," "lack of time management," "inappropriate monitoring and evaluation of professors" are the most frequent and essential. To reduce academic failure, students need to have "emotional management, time management" as well as faculty members with "appropriate monitoring and evaluation practices."

The humanities in Iran face major challenges: the challenge of graduate unemployment, the challenge of localization, the challenge of the reason for attending classroom and the challenge of dissertations and articles without identifying and structuring real problems. To resolve these challenges, different approaches have been presented by the theorists. This article analyzes the problematic status of humanities education in universities with the method of "philosophical analysis", then using the reductional method to explain this status by traditional memory-based teaching. Then it shows how "teaching" is changed to "learning" in the reflective paradigm of education and how this change can be effective in resolving the challenges of the humanities. The paradigm of reflective learning also includes different models. Between these models, this article focuses on inquiry-based learning, considering that believes the main cause of the challenges in the humanities is the weakness and lack of logical-philosophical skills of graduates. Inquiry-based learning is "a self-directed and question-based search for understanding" and a study of a valuable question, topic, issue, or idea. Inquiry-based learning teaches students how to "play" their discipline by "acting". This method of learning is the same natural human learning process that, while transferring specialized knowledge, cultivates logical-philosophical skills, creative thinking, and empathetic imagination in students. Thus the humanities graduates can perform the function that society expects of them.