نشریه مطالعات برنامه ریزی آموزشی
پیاپی 19 (بهار و تابستان 1400)

Internationalization of universities is one of the most important challenges in higher education in the world, so the main issue of the present study is providing a model Internationalization in Universities and Higher Education institutions located in 7 active free zones in Iran including Kish, Qeshm,  Anzali, Aras, Mako Arvand and Chabahar.This research is an applied and a Qualitative method in terms of purpose and used a grounded theory approach. potential participants include faculty members have written works related to internationalization, directors of the offices of international scientific cooperation, heads of prestigious Iranian universities and universities located in the free zones of the country, a total of 27 people were selected as participants based on the theoretical saturation sampling. Also, semi-structured interviews were used to collect data. After accomplishing the interviews and collection of the data, the obtained were analyzed using the systematic approach of Strauss and Corbin and the paradigm model. the results of the analysis of the findings after performing the three steps of coding include 328 open codes, 106 axial codes and 39 selective codes. The final model consists of a total of 8 dimensions as axial categories, 8 factors as causal and contextual conditions affecting internationalization, 8 obstacles to the establishment of an international university as intervening conditions, 5 internationalization strategies and 10 consequences from the internationalization of higher education in the free zones of the country. The internationalization strategy of free zones' universities needs to be revised and the international higher education development in these zones requires serious decisions and the implementation of the proposed model for internationalization.  The implementation of this model with respect to the influence of all external and internal factors and along with the efforts of all key actors and stakeholders, can become one of the most important agents for the development of the international higher education system and promote the higher education section competitiveness in the global market

The purpose of this study was to identify and rank the dimensions of the development of Iran's higher education system with the future research approach. This study is applied in terms of objective, which is combined with qualitative and quantitative approach. The population of the research was studied in qualitative section, faculty members and experts of future panel and in quantitative part, faculty members and staff of Islamic Azad University of Mazandaran, Golestan and Gilan province were 20 and 5878 individuals respectively. In the qualitative part, 15 individuals were selected and 361 individuals were selected as sample by stratified random sampling method according to Cochran formula. The researcher’s questionnaire was used to collect 102 questions for data collection. Formal validity and tool content were confirmed by experts and Cronbach's combination reliability and alpha coefficient were confirmed. Data were analyzed using exploratory, confirmatory and confirmatory and Friedman tests. The results showed that Strategic dimension and structural dimension were first and second, respectively with the mean rank of 1.75 and 1.34, respectively. The higher educational system must be continuously adapted to the scientific and cultural environments through the proposed solutions. This system must be constantly in a state of dynamic equilibrium with a changing society. Higher educational policymakers must first consider the environmental and scientific requirements and conditions, and then provide a suitable and constructive ground for the realization of strategic activities appropriate to the environment of the university through the internationalization and commercialization of knowledge.

The purpose of this research is to identify the approaches to selecting the topic and preparing the proposal in the doctoral dissertation and comparing it between the students of the three departments of humanities, technology and engineering and basic sciences of the University of Isfahan, in the current and desired situation.The research approach is a combination of sequential exploratory type. In the qualitative section, using semi-structured interviews with 27 managers, deputies and faculty members, data were collected by purposive sampling method. Findings were used to identify subject selection approaches and to construct quantitative tools.In the quantitative part of the questionnaire, 12 researcher-made questions with a 5-point scale were administered to doctoral students in three experimental groups of humanities, engineering and basic sciences by stratified random sampling method with a volume of between 95 people. Qualitative findings were analyzed under three general headings of basic themes (20 themes including examples and key points in each organizing theme), organizing (four approaches in topic selection and three approaches in proposing) and comprehensive (approach of selecting and proposing propositions). The results in the quantitative section showed that despite the greater application of the teacher-centered approach in the current situation, students tend to more practical approaches such as paying attention to the research priorities of organizations. The results of post hoc tests indicate the difference between the groups of basic and technical sciences and engineering with the humanities in this field. In the discussion of the proposed formulation, among the three approaches of teacher-centered, student-centered and organizational, the student-centered approach is more widely used and popular than other approaches; It was especially among the humanities group compared to other groups

The aim of this study was to design asystemic framework of gamification-based school. The design of this research is a qualitative, using the six-step method of Sandlowski and Barroso. In the first step, after selecting the meta synthesis team, the research questions were set up to extract asystemic framework of gamification-based school and the criteria for including the articles were determined. In the second step, a systematic search of resources in databases was performed. In this step, 71 preliminary articles were provided and all the articles were thoroughly reviewed. In the third step, the quality of the articles was evaluated and finally, 37 original articles were selected according to the exclusion criteria. In the fourth step, open-source themes was extracted using the classification technique and extracurricular writing technique. In the fifth step, all factors extracted from the research were considered as open source, according to the reduction rules, considering the concepts, it was summarized and finally reduced to 125 basic themes. After exploring among these themes, 18 first level organizing themes and finally 3 second level organizing themes (input, process, and output) were obtained. Then, the obtained themes in the global theme of the gamification-based school. Finally, in the sixth step, the findings were validated using validation and transferability techniques. After conducting the research process, the framework of gamification-based school was introduced, which could be the headline of educational policy makers at the level of education to design and teach schools based on gamification or gamification at the national-regional level.

The present study is a combination of sequential (qualitative-quantitative) exploratory type in terms of applied purpose and in terms of data collection method. First, in order to identify the components of employability skills, semi-structured interviews were conducted with purposeful samples consisting of 10 faculty members, educational psychology professors, skill based textbook authors, and employers. The analysis was performed and finally 56 indicators were identified as the main components of employability skills. Then, in the quantitative section, in order to evaluate the employability and entrepreneurial abilities of students from their own point of view as well as their teachers, first a researcher-made questionnaire was designed and then along with the entrepreneurial spirit questionnaire, on a sample of 375 male and female students. The second-high school in theoretical fields and 250 teachers were conducted in Amol city. Findings indicate that in assessing the employability skills and entrepreneurial spirit of students from their own point of view, they have acceptable and relatively high skills, while the evaluation of teachers showed that they do not have sufficient ability in problem solving skills and in the field of entrepreneurial spirit. They have a spirit of self-esteem, a source of internal control and moderate risk-taking. Also, the comparison of students in three fields of study in the extent to which they benefit from employability skills indicates the weakness of mathematics-physics students in teamwork skills as well as weakness in the spirit of motivation for progress as one of the dimensions of entrepreneurial spirit.

The purpose of this study was to identify and leveling factors affecting on the quality of training courses in the industry based on interpretative structural modeling .The research method is case study and the statistical population of the present study consists of human resources managers of industry and education specialists working in the industrial sector, among which 21 were selected as research sample based on purposeful sampling. To assess the validity of the questionnaire, a content validity criterion was used .In this way, the questionnaire was first reviewed by experts in the field of industry and human resources and after the reforms, final factors were formulated .The results of this study showed that 11 factors are considered as the final factors affecting the quality of in-service training courses in industries. The data analysis also led to the leveling of the model to eight levels. The eighth level of the model, including the needs of the learners; Level seventh, the specialty of instructors and course editors, and management and executive support; Sixth level, Continuity of in-service courses; Level five; the suitability of the provided educational content; and the participation of instructors and learners in the design process; fourth level, the relationship of the training with the actual working environment and the quality of the educational equipment The third level is the application of appropriate teaching methods, the second level, the continuous and appropriate assessment of learners, and ultimately the first level, is to stimulate learners in learning.

The purpose of this research is to design an integrated model using a balanced scorecard and fuzzy inference system to evaluate the educational performance and ranking of these institutions with a comprehensive view and high accuracy. The research method is a case study. The statistical population includes 66 university experts in Semnan. Based on Cochran's formula and sample volume formula, 57 people were selected as the statistical sample in factor analysis. Two researcher-made questionnaires were used to identify the indicators and determine the scenery structures of the balanced scorecard. Content validity of the questionnaires was calculated based on the CVR validity index in all items more than 0.29 (for 40 experts and more) . The perspective of the balanced scorecard was examined. The AVE index in financial terms is 0.79, customer 0.89, growth and learning 0.83, internal processes 0.80, which indicates the validity of the appropriate structure. The reliability of the questionnaires was confirmed with Cronbach's alpha values ​​of 0.77 and 0.83, respectively. According to the results of "Roshddanesh" institute or score (0.71), "Koomesh" institute with score (0.62) and "Fazilat" institute with score (0.45) had the best educational performance, respectively. Findings of this study can, in addition to improving the accuracy of calculating the score of educational performance, determine the rank of educational performance of higher education institutions by considering the amount of resources used to achieve it.

The aim of this study was to design a model of education and social capital development for high school students. The research method is qualitative and based on the Grounded theory. The research information population included specialists in the field of sociology, educational planning, as well as experts in the field of curriculum planning. Twenty-one samples were purposefully selected and interviewed in a saturated manner. The data collection tool was a semi-structured interview form. The data obtained from the interview were analyzed in order to obtain the hidden meanings according to Glaser approach of open, axial and selective coding. To validate the findings of the member review method and to increase the reliability of the method; A systematic process of recording, recording and writing data was used. The results showed that the model of education and development of social literacy of high school students from eleven components; Social trust, social accountability, social health, social interaction, social identity, social knowledge, social core value, social legitimacy, social unity, emotional capital, and social commitment are formed.