نشریه نامه آموزش عالی
پیاپی 59 (پاییز 1401)

This research is the first attempt in Iran to analyze the efficiency of the research centers of ANRREO in implementing student theses joint with MSRT

This research used data envelope analysis (DEA) to measure the efficiency of the AREEO research units in conducting theses and dissertations.

Based on the results, over 50% and 42% of the research units were efficient from the research perspective in conducting Ph.D. dissertations and master’s theses, respectively.

Based on the results, the priority of faculty members and research centers is the number of theses and dissertations supervised or advised, so it is recommended to work on downgrading the priority of the quantity of theses and dissertations for the sake of upgrading the priority of efficiency, quality, and research outputs.

The purpose of this study was to examine the challenges and perspectives of the internationalization of curricula from the viewpoint of graduate students.

The present research was carried out with a quantitative approach by using a survey strategy. The research population of the study was 2,779 graduate students of Shiraz University. 338 students were selected by stratified random sampling method and studied. The research instrument was a questionnaire made by the researcher adapted from Fathi Vajargah (2009) and Bostrom (2010) studies. To determine the validity of the questionnaire, we used Cronbach's alpha coefficient test. To analyze the data, descriptive statistics, inferential statistics method including one-sample t-test, Pearson correlation analysis, and multiple variance analysis were used.

The results of this study showed that from viewpoint of graduate students, the problems of equipment, human, content, and teaching methods are one of the most important challenges of internationalization of academic curricula. Furthermore, from the viewpoint of postgraduate students, the most positive outcome of the internationalization of academic curricula is the improvement of university quality, the worst consequence of internationalization of academic curricula is the excessive tendency to commercialize academic programs.

The existing study showed that according to graduate students, the university will face more positive consequences in the process of internationalization of curricula. The students believed that the development and internationalization of curricula created opportunities to attract foreign elites, change the approach to education to change global citizenship, enable innovation in academic curricula, access to new theories and research, innovation in teaching and research, diversification of educational programs and competencies, increasing competitiveness.

Attention to economic dimensions is one of the most important factors for the success the field of art. The purpose of this study is strategically analysis of the economic status of higher art education in Iran with emphasis on postgraduate education and providing appropriate strategies.

Based on the status quo, the strategic issues in this area identified in 45 propositions and analyzed in the framework of the PESTEL strategic model. In order to prioritize the strategic issues system, a questionnaire provided to 30 specialists in strategic cultural, artistic, economic and higher education studies. After analyzing the responses, the Maxi-Max method used to prioritize the strategic issues system.

Finally, 11 strategies provided to realize the dynamic economics and sustainable development in higher education with emphasis on postgraduate education as following: 1. Institutional-functional independence of academic centers. 2. Effective interaction of university art centers with economic and industrial sectors. 3. Planning courses in university centers of art with the labor market. 4. Adopting a financing approach based on inbound economy of the university. 5. Informing about the functional importance of the entrepreneurship. 6. Use of new technologies in order to generate income. 7. Use of the existing capacities in the informal course of education and artistic skills. 8. Creating an innovative environment for entrepreneurship activities. 9. The establishment of higher education institutions and research centers of the economic arts and entrepreneurship. 10. The establishment of supportive and facilitating laws. 11. Standardization of Entrepreneurship in the laws of staff attracting

Facilitating the movement of university art centers from the current situation towards the University of Art Entrepreneurs requires the expansion of management structures and policy-making of the country as the main stakeholders of the higher education system.

identify and prioritize the factors affecting the change of major of students in master degree.

The research is a post-event type with a mixed approach. In the qualitative part of the research, the statistical population consisted of all professors, educational administrators as well as students who have changed majors at the master's degree. semi-structured interviews were conducted with 12 professors, educational administrators and students who changed their major, at and theoretical data saturation was obtained. In the quantitative part of the research, the statistical population was all students who were educated in the undergraduate department in the non-humanities department, but in the master's degree program in 2018-19, they changed their major to one of the Humanities major of Tarbiat Modares University and have been admitted. At this stage, 80 of such students were selected as a sample and they completed a designed questionnaire which includes 39 closed questions based on a Likert five-choice range.

54 primary concepts and 7 categories of factors were identified, including scientific, personal, occupational, economic, educational, social and organizational. the Economic and scientific factors ranked as the most important factors, respectively.

students who change their major, seek to achieve their individual and common goals which were not achieved in the major of their previous degree.

Usually, the dimensions or factors of a test are examined by analyzing the data obtained from its implementation using the statistical methods of exploratory and confirmatory factor analysis. Over time, depending on different theoretical models, different methods have been proposed to determine the number of dimensions or factors. The purpose of this article is to review the major commonly used methods for this purpose and to examine their strengths and weaknesses.

To achieve this goal, methods for determining the numbers of dimensions of test data are described and their performance in real data are discussed, and finally the conditions of use of each of them are described.

The application of different methods of determining the dimensions or factors requires the researcher's insight and understanding of the basics and principles of these methods, the nature of the data and the conditions contained in them.

Different dimensional approaches provide reliable results only under conditions commensurate with their nature. Otherwise, the analysis performed with different approaches is not reliable.

In Iran, despite the increase in the number of international students, our knowledge of the factors that lead to the satisfaction of international students is very limited, therefore, this study was conducted to identify and rank the factors affecting the satisfaction of international students in Iranian universities.

The research is applied in terms of purpose. The factors affecting the satisfaction of international students were extracted from literature and classified into 7 categories and provided to students as a questionnaire. During a quarter in 2021, 532 international students from 30 different universities and 12 different nationalities answered to this questionnaire. The data were analyzed by using t-test, analysis of variance and Friedman

According to the obtained results, among the seven dimensions investigated in this study, the dimensions of technology and information technology, management and organizational programs, financial and economic costs and educational services have the greatest impact in the satisfaction of international students in Iran.

The factors affecting the satisfaction of international students in Iran in order of importance include: information technology, management and organizational programs of the university, financial and economic conditions, provision of educational services, scientific support, welfare facilities and social relations. Except for the factor of satisfaction with financial and economic conditions, there is no significant difference between the average level in the two gender groups of men and women. The importance of the factors are the same among different levels of education. Also, except for welfare facilities and social relations, the importance of factors was different among different age groups of international students.