نشریه نامه آموزش عالی
پیاپی 61 (بهار 1402)

The purpose of this research is to investigate the experiences of Farhangian University student-teachers of learning in the virtual flipped classroom.

This research was conducted in a qualitative and phenomenological way. The statistical population of the research included 84 student teachers in the field of secretarial studies at Farhangian University of Birjand. According to the nature of the research, the purposeful sampling method was used, and with the semi-structured interview of 10 student-teachers in the first semester of the academic year 2021-2022, the obtained data reached saturation. For the analysis of the collected data, Colaizzi method and MAXQDA11 software were used.

After extracting and subject classification, seven main themes and 49 sub-themes were identified. The main themes included the use of software and educational content, content production, use of educational systems, data management and transfer, educational communication, equipment management and time management.

The lived experiences of the student teachers of Farhangian University showed that the virtual reverse class has caused a transformation in their learning; In such a way that students have guided their learning according to their personal characteristics and speed and have taken positive actions in the field of knowledge management. The levels of educational communication and interpersonal relationships and their digital literacy have increased. Also, the virtual reverse class has brought educational and behavioral consequences in positive and negative dimensions for student teachers.

The Objective of this study is to examine the history of student admission in Iran.

This research is a qualitative research that used the historical research method. The method of data collection was library studies in such a way that the legal documents related to student admission (with emphasis on the documents of the Supreme Council of Cultural Revolution, the Islamic Parliament Research Center, the National Organization of  Educational testing and historical resources) were studied.

This research generally shows four time periods for student admission in Iran: 1- assessment and admission period by faculties and universities (1313 to 1348); 2- assessment period by the national organization of educational testing and admission by universities (1348 to 1359); 3- assessment and admission period by the national organization of educational testing (1361 to 1386); 4- assessment period by the national organization of educational testing and the Ministry of Education and admission by the national organization of educational testing (1386 to now). Also, during these periods, many quotas were allocated to some volunteers, which can be categorized into five types of geographical quotas, revolutionary and self-sacrificing quotas, organizational (union) quotas, individual (award) quotas, and gender quotas.

In the end, after the historical study of student admission in Iran, it was concluded that although at the beginning, most of the transformations were related to how to select students, gradually, as the actors of student selection increased, especially in the post-revolution period, there were more disputes about who.

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 aim of the current research was to design and validate the model of "innovative leadership" in the management of higher education centers

The method of the present research was with a mixed (quantitative-qualitative) approach. The statistical population of the research in the qualitative part is the managers of higher education centers in the western provinces of Iran 15 people were selected as a statistical sample using the purposeful sampling method. In the quantitative part, the statistical population included faculty members of higher education centers in the western provinces of Iran. In the current research, 335 people were selected as a statistical sample. The data collection tool was a semi-structured interview in the qualitative part and a researcher-made questionnaire in the quantitative part. In the qualitative part, data coding was done using MAXQDA software, and in the quantitative part, model fitting was done using confirmatory factor analysis and PLS software

The results of the research using the coding process of the conducted interviews showed that 15 main categories and 46 sub-categories of these categories were identified as 46 fundamental categories to explain the new leadership model in the management of higher education centers, as well as structural equation modeling and the minimum method. Partial squares indicate the confirmation of the fit of the mentioned model.

with design and validate the model of "innovative leadership" in the management of higher education centers, management of higher education system who want to enter the path of innovation in a targeted and systematic way can start their movement within the  framework of the proposed guide of this reaserch.

The present phenomenological study aimed to examine the factors affecting the quality of education at Farhangian University.

Therefore, semi-structured interviews were conducted to collect the information from 21 participants, including students, professors, experts, and managers of Farhangian University, who were selected using the purposive sampling method and theoretical saturation. Colaizzi's multistage method was used to analyze the data. Then, the validity and reliability of the study were examined.

In the next stage, 150 sub-concepts, 19 main categories, and 7 major categories were obtained. The main categories comprised the appropriate selection of professors and students, the professional competence of professors, physical infrastructure, the appropriate educational content for teacher training, the professional competence of student teachers, the empowerment of professors, and motivating the professors and students.

The results showed that improving the quality of education at Farhangian University has a multifaceted nature, and paying attention to its different aspects can improve the quality of education. The quality of education depends on some dichotomies such as theory or practice, content or activity, expertise or commitment, and physical health or mental health. It can be improved if dichotomies work in a coordinated manner.

The internationalization of higher education is the highest stage of international relations in the higher education system and is no longer considered a goal in itself, but a means to improve the quality of education and increase scientific diplomacy. In this regard, although internationalization has many positive benefits for higher education, serious challenges related to this multifaceted and growing phenomenon are also significant, and a deeper investigation in this field is necessary in order to improve the internationalization policies of universities. Do not deviate from your scientific and main goals.

Documentary research has been used in this research.

Based on this, the goals and procedures of internationalization of higher education have been explained and its opportunities and threats have been examined.

Therefore, the effective and efficient realization of the phenomenon of internationalization of higher education and the benefiting of university systems from it, in the first step, requires the planning and compilation of a written document and program that will be the roadmap for the universities. Then, designing mechanisms for continuous evaluation of the process of program implementation and ensuring its correct implementation can help in the proper implementation of this matter.