فصلنامه پژوهش و برنامه ریزی در آموزش عالی
سال بیست و هفتم شماره 2 (پیاپی 100، تابستان 1400)

In contemporary times, governance is becoming a major issue in the higher education sector. Because different ideas and opinions have been presented about the reconstruction of higher education systems and the governance of universities. Quality is one of the most important aspects of higher education governance. One of the consequences of poor governance in higher education can be noticed in the low quality of higher education systems in different countries. Therefore, focusing on improving the quality of governance or "good governance" in higher education is one of the principles of improving the scientific condition of the country. Dimensions and indicators of good governance is the first step in this regard. In the present study, the factor structure of good governance indicators in higher education was represented and explored and good governance indicators were structurally analyzed. To confirm the factor structure, confirmatory factor analysis was performed along with reliability analysis based on the internal consistency of the indicators. The results of exploratory factor analysis showed four main dimensions in good governance indicators of higher education. These dimensions, based on the nature of the indicators, were named interaction, effectiveness, and autonomy and participation dimensions. In the confirmatory factor analysis stage, the obtained factor structure model was tested based on the Structural Equation Modeling method. The results of confirmatory factor analysis indicated that all indices have a factor load above 0.5 on their respective dimension and none of the indices has a cross factor load on different dimensions. Ultimately, the research findings showed that the proposed factor structure of good governance indicators in higher education was approved and can be used based on this structure to develop tools for measuring or promoting good governance in a higher education organization.

This research was conducted with the aim of presenting a talent identification model in librarians of university libraries and identifying the dimensions and components of talent identification in librarians of university libraries in order to improve the current situation. The present study was applied in terms of purpose and qualitative in terms of data type. A Grounded Theory approach was used in this study. Participants included 15 experts in the field of talent identification for librarians of university libraries who were selected by purposeful sampling and principle of theoretical saturation. The data collection tool was semi-structured interviews. Data were analyzed using MAXQDA2018 software in three stages of open coding, axial coding and selective coding. Data validation was done using the verification method by the contributors. Based on the findings of the research, the dimensions and components of talent identification model in librarians of university libraries were identified in six categories: central phenomenon dimension (talent identification in librarians includes identifying and selecting, employing and recruiting and evaluating and developing talent), causal conditions dimension (axial talent, value and position of librarianship profession), contextual conditions dimension (legal contexts, goals and prospects, and economic and social issues), intervening factor dimension (economic and political conditions and the atmosphere in society), strategies dimension (comprehensive analysis of librarianship jobs, appropriate university approach to talented librarians and development of librarianship education process) and consequences dimension (individual flourishing of librarianship talents, promotion of library position in the university and growth and development of the country). Using an appropriate model and providing the conditions mentioned in the model obtained based on the opinion of experts in public universities can improve the talent of librarians for the country's university system, thus leading to a better education and research in the country.

In this study, an attempt was made to find a value-relevance relationship of the Iranian social sciences field and to formulate the concerns that effect researchers in this field. The main question was what the social sciences in Iran is thinking about and the question of which field is considered to be the main issue that can be pursued at the social level. In this regard, doctoral dissertations in this field during 2009-19 as one of the final products of this field were analyzed. The work began with a review of 437 dissertations by using "thematic analysis" method and by dividing them according to different fields of sociology, changes in the hegemony of areas were observed during these ten years. In some areas where there were a large number of dissertations at the beginning of the study period, including Sociology of Culture and Political Sociology, fewer dissertations were seen in recent years. While other popular fields, such as "Development Sociology" and "Economic Sociology", have continued to grow rapidly until the end of this period. In addition, areas in which fewer dissertations have been written throughout this period, including Sociology of Environment and Sociology of Education, have attracted significant interest from researchers in recent years. As a result of the second type of codification, a kind of "Economic-turn" is observed in the titles of dissertations during these ten years; this means that the economic issues of the society are becoming more and more important, and in the same way, addressing the issues of democracy, freedom and civil society has been marginalized.

In recent decades, science norms as institutional requirements of scientific occasions have been noticed by thinkers in sociology. In this regard, the collection of academic and post academic norms have been emphasized. The basic purpose of this study was to investigate the rate of postgraduate students’ commitment to academic and post academic norms influenced by scientific sociability and formation of academic identity in statistical population under study. This study was a social survey and research data were collected through questionnaire technique. Statistical population consisted of all postgraduate students in Isfahan, Kashan universities and Art University of Isfahan. Three hundred twenty people were selected by Sample Power software as a sample size. Validity and reliability of research variables were investigated and verified by compound reliability and Cronbach’s Alpha. The results of study indicated the rate of students’ commitment to academic and post academic norms 19.3 and 40.9, respectively. Moreover, the effect of scientific socialization on students' commitment to academic and postgraduate norms was equal to 41% and 36%, respectively, and the effect of student identity on the mentioned norms was equal to 27 % and 29%, respectively. According to achieved SRMR for the model of commitment to academic norms (0.09) and post academic norms (0.10), it can be concluded that the model has an optimal fitness. Overall, the results indicated that students studied are more inclined to commit to post academic norms than to commit to academic norms.

The purpose of this study was to present a model of cultural knowledge based on indigenous of student-teachers training at Farhangian University of Kurdistan. This study was a qualitative research that was done using grounded theory method. Fourteen people including teachers and professors of Farhangian University were purposefully identified and selected by snowball method and were interviewed. The obtained data were analyzed using continuous comparison method of Strauss and Corbin. Data coding was performed using Maxqda software. Kappa index was used to measure the reliability of the designed model. The value of the index was equal to 0.776 and was recognized at a valid level. The results led to the identification of 58 open codes out of 334 concepts and 17 main categories from findings. Categories  were included: allocating optional courses to teach the components of indigenous culture, understanding local history, understanding indigenous geography, understanding local community, understanding indigenous literature, teaching mother language, knowledge and skills of teachers in curriculum design and its implementation, understanding business practices indigenous, knowledge of indigenous arts, knowledge of local games and entertainment, preservation and development of indigenous culture, effectiveness of the teaching-learning process, cultural identification, religion and customs, decentralized curriculum planning, selection of native teachers and legal requirements.  Finally, the categories were presented in the form of a systematic paradigm model.

Outcomes of learning refer to the achievements of the individual after learning that is followed by the growth and development of the individual in the areas of cognitive, emotional, emotional and skill. The context for his further growth is created from abstract to the meaning and concepts of a lesson. Identifying antecedent variables effecting students' learning outcomes is one of the important concerns of educational psychology. The main objective of this paper was to review national and international studies about learning outcomes and to identify the antecedent variables effecting the learning outcomes of undergraduate students by meta-analysis. By reviewing more than 150 studies that have examined the factors effecting learning outcomes in the past 30 years, 30 studies were found to meet the criteria.   Using Comprehensive Meta-analysis Software, the effect size was calculated based on the correlation index.  Findings indicated that the effect of four variables of “psychological basic needs”, “learning environment”, “academic motivation” and “approaches study” on the learning outcomes was significant. Other findings showed that the effect of the average effect size of all components of psychological needs (autonomy, competence and communication), all components of the learning environment (classroom, learning and university climates), two components of academic motivation (intrinsic motivation and lack of motivation) and the effect of two components of study approaches (superficial and deep) on the learning outcomes were significant. Finally, a conceptual causal model was designed based on four factors effecting the learning outcomes for undergraduate students.

The purpose of this study was to investigate the role of faculty members' teaching professional ethics in student loyalty and the equity brand of the university at the Iranian Electronic Institute of Higher Education. Three standard questionnaires were used  for data collection: 1) Professional Ethics of Teaching including personality traits, content management, mastery of teaching methods, recognition of different dimensions of learner, standard appraisal and observance of laws and regulations; 2) the Customer Loyalty Questionnaire including cognitive, emotional, voluntary and practical loyalty dimensions and 3) Brand Equity Questionnaire including brand loyalty, perceived brand quality, brand association and brand awareness dimensions. The statistical population of the study consisted of all students Iranian Electronic Institute of Higher Education. Random and available sampling method and Levi and Lamshou sample volume formula selected 119 people... For quantitative analysis of data, Structural Equation Modeling with Partial Least Squares (PLS) approach was used. The results of confirmatory factor analysis showed that all observable and latent variables had factor load higher than 0.70 on their corresponding latent variable and were confirmed at the level of 0.01.