مجله آموزش عالی ایران
سال چهاردهم شماره 2 (پیاپی 54، تابستان 1401)

Promoting entrepreneurial universities is one of the favorable scenarios for the participation of the higher education system and universities and higher education institutions in the process of sustainable national development. Technical and Vocational University (TVU), as the largest technical state university, is an entrepreneurial and society-oriented university that can create value through co-creative interaction with society. In this research, based on the "Innovative and Entrepreneurial University Guidance Framework", a product of the European Commission and the Organization for Economic Cooperation and Development, the level of entrepreneurship of the Technical and Vocational University and the level of its approximation to the criteria of the entrepreneurial university have been evaluated using a criteria-based case study method. During the implementation of the sixth development program, significant achievements and qualitative leaps have been achieved, such as obtaining the permission of the Educational Planning Council, transferring the budget line to the higher education department, the independence of the board of trustees, organizing educational groups, upgrading equipment and accelerating the recruitment of faculty, within the scope of the university's mission. Despite numerous achievements, the level of entrepreneurship of this super university has not been evaluated as expected.
Predominance of quantification, lack of faculty, lack of demand-oriented aspects of some fields and programs, lack of attention to digital transformation, severe lack of financial resources, old workshop and laboratory equipment, weak interaction with industry and market, weak international movements, dominance of "political-local approach" over "the professional-national approach in the expansion and governance of university units, and the lack of supporting infrastructure are the challenges of this university's entrepreneurial path. To realize the entrepreneurial university, a medium-term plan with the support of the Parliament, the government and the Ministry of Science is needed

The theoretical reflection of this article is based on the main proposition that the curriculum in Iran in general and the university curriculum in particular, as the main elements of the field of education, had an inefficient nature. The research method of this article is qualitative using the Delphi technique, including fourteen individual interviews and two focus groups with experts in the field of education from different disciplines. The conceptual framework of this article is a combination of Bourdieu's theory of educational system analysis and Simmel's theory for the pathology of curriculum planning systems to study the curriculum system of Iran. The results of the research indicate that, on the one hand, the "absence of the right to life" in curriculum is a traumatic issue affected by the "incompatible historical processes of tradition and modernity" in the cultural and social geography of Iran, and on the other hand, it is affected by "centralized and top-down economic, political and cultural structures" that rule the society. This has laid the foundation for the hegemonic dominance of the “upper field of power and politics” to exploit other social fields, including the field of education and training. The qualitative analysis of the data shows that the inferiority of the field of education in Iran and consequently the harmfulness of the curriculum from school to university has a direct and complementary relationship with the game of "shape" and "life" in Iranian society. It is also the result of the absence of representation of "upper field of life" in the field of education and, accordingly, the curriculum system. The result of the hegemonic extravagance of the upper field of power and politics and the exploitation of the "field of life of education" and the lack of fluidity of the education system, lead to the "backwardness" of the country's official education from life, the "absence of the right to life" and as a result the increasing ineffectiveness of the institution of science/universities to face its problems and those of the society.

The aim is to Identification of Promoters and Inhibitors Iranian University and to know the structural and contextual reasons for its realization or non-realization in the historical periods of "Qajar", "Pahlavi (first and second)" and "Islamic Revolution”.

In terms of research tradition, this research is qualitative, and in terms of purpose, it is practical, and in terms of its nature it is a documentary study based on historical studies.

The results showed that the most important promoters and inhibitors are as follows. In the “Qajar period”, the promoters include the presence of foreign professors, encountering European nations, the publication of newspapers, and the translation of scientific-literary texts, and the inhibitors include courtship, technocracy, and mono-institutionalism. In the “first Pahlavi period”, the promoters are the elitist approach and sending students abroad, and the inhibitors are the inattention to the creation of wisdom in the scientific community, the dominance of the positivist point of view, and insufficient facilities for scientific endeavors. In the “second Pahlavi period”, the promoters include the exchange of knowledge with domestic and foreign universities and efforts in university building, and the inhibitors include the inconsistency of quantitative-qualitative expansion and the predominance of the Napoleonic model on the university structure. In the “period of the Islamic Revolution”, the promoters include participation in domestic and international rankings, the widespread presence of women, internationalization, a thorough knowledge of the historical course and the rich history of knowledge, and the inhibitors include traditional development, essayism, and massification.

The idea of a pioneer university in knowledge, by changing the existing rules, patterns, structures and norms of knowledge, can adapt the university and university practice in Iran to new examples in this field. In such a way that in addition to aligning with the needs of the knowledge-oriented society, it will manifest the role of liberation with a new identity. The requirements for the realization of this idea are dependent on the precise knowledge of the promoters and inhibitors, which realized the necessity of its construction in contemporary Iran with justified historical-scientific explanations.

The current research is a longitudinal study about student teachers' perceptions of the components of the Iranian teacher training system and the teaching profession during their education. To conduct this longitudinal study, the phenomenological method was used and data collection was done in two periods of time, upon the arrival of the students and during their studies. The research community is the incoming student teachers of 2015 Hakim Ferdowsi Campus of Farhangian University, 22 of whom were randomly selected as a sample at the beginning of the research, and 18 of them participated in the collection of information through a panel method during their studies. The research tool is a semi-structured interview, and validation is done by returning the findings to the participants and making necessary corrections. Data analysis has been done by qualitative content analysis and coding method. The findings of the research showed that there is a difference between the attitude of the students upon their arrival and their attitude during their studies towards student elements, curriculum, informal curriculum (social culture), equipment and technology, student housing and welfare, teaching profession and student issues and problems. And their attitude has changed. But in the element of employees, the fulfillment of expectations is done to a large extent, and in the element of professors (instructors), the degree of fulfillment of expectations is moderate. In addition to the difference between initial perceptions and perceptions after lived experience, the themes and categories extracted from some changes in the attitude of student teachers are also significant, and it seems necessary to address them in decision-making and various planning of the Iranian teacher training system.

 Education and research are the two main functions of universities and the usefulness of research for education is considered a universal assumption. However, the place of these two functions in higher education policy and practice is unclear. Therefore, the main goal of this research is to analyze the lived experiences of faculty members of the Department of Humanities (A) from the link between education and research in Ferdowsi University of Mashhad.

To achieve this goal, qualitative research approach and descriptive phenomenological method were used. All faculty members of the Department of Humanities (A) who excelled in education and research at Ferdowsi University of Mashhad formed the studied population, which consisted of 48 people. Among them, 20 people were selected as key informants by purposive sampling method. A semi-structured interview was used to collect the required data. The resulting data were analyzed using the open and axial coding method.

Based on the findings of this research, fourteen main categories were identified and extracted with the aim of understanding the nature of education and the nature of research, seven main categories centered around the relationship between education and research, and fourteen main categories as factors promoting and inhibiting the relationship between education and research.

According to the lived experiences of the studied faculty members, there is a relationship between education and research in Ferdowsi University of Mashhad, and the direction of this relationship can be observed in both positive and negative ways. It seems that the relationship between research and education is relative according to the level of education and the nature of the field of study. As this relationship is the strongest at the doctoral level and the weakest at the undergraduate level.

The development of human capital of faculty members is an effective achievement in the direction of the development of the higher education system. However, the evidence based on the results of experimental research indicates the low quality of the faculty members' performance. The aim of the current research is to measure and evaluate the development of human capital of faculty members, which was done with a mixed approach (sequential exploratory).

In the qualitative part of the research, the participants were the faculty members of the universities and research institutes of Tehran, and 13 of them were interviewed and the required data were collected using the purposeful sampling method. The data analysis of this section was done using thematic analysis method. In order to evaluate the reliability of research findings, immersion and recoding approach was used by calculating Cohen's kappa coefficient. In the quantitative part, the statistical population included the faculty members of the University of Tehran, 150 of whom were selected using Cochran's formula and the relative stratified sampling method from the four campuses of "Humanities", "Behavioral and Social Sciences", "Basic Sciences" and "Technical-Eengineering" were selected as samples. The tool for collecting data was the quantitative part of the researcher-made questionnaire on the development of human capital of faculty members in a 6-point range. The validity of the research tool was verified by formal, convergent and divergent method and its reliability was confirmed through Cronbach's alpha test and composite reliability.

The findings of the qualitative section were categorized and presented in 9 dimensions, which include improving the ability to formulate specialized and interdisciplinary lesson plans, improving the ability to teach and learn, improving classroom management and administration skills, Enhancing academic and behavioral counseling and guidance, increasing commitment to professional ethics in the education process, enhancing the ability to motivate students to learn, enhancing the ability to evaluate learners' performance, enhancing research knowledge, and enhancing research skills. In the quantitative part, based on the results of Shannon's entropy test, the priority of the dimensions of improving classroom management skills and improving research knowledge was confirmed over other dimensions. The values of the Chi-2 test indicated the favorable condition of the main structure of educational human capital development and the relatively favorable condition of the main structure of research-entrepreneurship human capital development of faculty members of Tehran University. Based on Yeoman-Whitney and Kraskal-Wallis test values, the inequality of the average educational human capital development of faculty members was confirmed in terms of a number of variables and effective factors.

The results of the research showed that the development of educational and research human capital of faculty members, setting priorities and identifying inequalities in the development of human capital of faculty members in terms of influencing factors can provide an effective and efficient road map for planning to provide a strategy for the development of human capital of faculty members to policy makers, decision makers and activists in this field.