فصلنامه آموزش و توسعه منابع انسانی
پیاپی 37 (تابستان 1402)

In our country we face the fact that many faculty members of the universities have not received formal teacher training but they teach and this has been one major concerns in the field of education. On the other hand, many courses that are held in person or virtual with the purpose of training teaching to the professors do not serve the expected effectiveness. Hence, this study was conducted with the aim of examining the effectiveness of an electronic off-line course for development of faculty members which was held in one of the high-rank universities of Iran. This course titled "Teaching Competencies in the Virtual Classroom" was designed and implemented in order to improve the competencies of the professors in the three fields of teaching, assessment and electronic content development in the virtual classroom. The current research design was quantitative and the research strategy was a quasi-experiment of the pre-test and post-test type. The participants of this course were 33 university faculty members who completed the course in 5 weeks. In order to collect data, several self-report questionnaires were used, which were designed based on the level one and two components of Kirkpatrick's model. The results of the research showed that the reaction of the participants (satisfaction, involvement and relationship with the job) was positive towards the course and also this course had a significant effect on the perceived knowledge and skills of the participants. However, in the dimension of attitude, it had a negative effect on the attitude of the participants towards teaching. In addition, the self-confidence and commitment of the participants did not show any significant changes. These results have been discussed in relation to the eight pedagogical and andragogical features of the course, and the reasons this course has not been able to have the expected effects on the attitude, self-confidence and commitment of the professors has also been discussed. Also, the effects and application of these findings in both theoretical and practical fields are presented.

Recently there have been a focus on the development of faculty members with the aim of meeting the challenging needs of society, university, faculty members and students. In this regard, technology includes the potential to create new opportunities in this field. The current research was conducted with the purpose of identifying the elements and designing a model for the development programs for faculty members based on FAVA. The research method was applied and with the approach of qualitative data collection and analysis, which was done with the comparative, inductive, and qualitative content analysis method. The method involved semi-structured interviews with 20 experts in the field of education and technology with a snowball method until theoretical saturation was reached. According to the findings 6 main concepts and 42 subcategories were extracted. The research results emphasize the design of the 6 elements of goal, content, time, space, interactions and evaluation, considering the capacities and challenges of adding FAVA to these elements. Finally, a pattern of programs was presented based on FAVA for developing the capacities of faculty members. In addition, some recommendations were offered based on the findings of the study such as designing an integrated system including various educational and research systems based on individual and organizational needs; active, experimental, personalization, informal and transferable approaches in a safe environment in accordance with the rules; considering simulation of face-to-face situations in a flexible and optimal time with active interaction of the audience, instructor and content with a clear and selective approach along with a growing and valid assessment.

Peer mentoring could be mentioned as one of the novel approaches for professional development of university professors. The present study sought to propose a model for the peer mentoring program which could be employed by the professors of Teacher Training University. The statistical population included all the professors at the Teacher Training Universities and the sample were selected through criterion sampling which is considered as a variation of purposive sampling. The study data were collected through semi-structured interviews with 15 professors from Teacher Training Universities of Alborz and Tehran provinces. In the next step, open, axial and selective coding methods were used in order to analyze the data. Lincoln and Cuban criteria were used to ensure validity and reliability. The results of the research revealed thirty-five core concepts and eleven selected categories, which were organized and presented in the form of a paradigm model including planning and formulation of macro strategy, needs assessment, attitude, organizational structure redesign, revision and refinement of laws and designing a new performance evaluation system as the core subject and causal conditions (individual and organizational factors), contextual factors (environmental and organizational factors), facilitating intervention conditions (information and media literacy, professional ethics, support, mentoring relationship and job turnover, realism and revision in recruitment policy), limiting intervening conditions (politicization, materialism, weak human resource management, traditional view toward human resources, structural weakness, formalization and temporary view) and outcome (professional growth and development of Teacher Training University professors).

In the leading organizations and multinational companies, attending to the new approaches of strategic organizational planning is the main concerns regarding the development of human resources. Therefore, the main goal of this study was to identify the strategic planning model based on organizational innovation for the development of human resources. The approach adopted was qualitative and its method was research synthesis. The research corpus included all articles (124 articles) accessible from 2012 to 2023 that were published in specialized and scientific databases about strategic planning based on organizational innovation. The final sample of the research was 31 articles, which have been selected based on thematic monitoring, theoretical saturation of data, and in a purposive way. The research data was collected from the qualitative analysis of the documents under study. By analyzing the data, the components and indicators of the strategic planning model based on organizational innovation were organized in 6 dimensions, 18 axes and 60 categories. The selected axes in this field included six selected components of managerial components, functional components in the organization, strategic evaluation, ethical-cultural components, structural components and identification of organizational challenges and resources. Therefore, considering the results for strategic planning, it is important to pay attention to internal and external indicators.

This study, which was conducted by a qualitative and phenomenological method, aims to identify the competencies that MA graduated students of Educational Management need for educational leadership in the VUCA situation. In this regard, the data were collected by targeted sampling and semi-structured interviews with graduates of Educational Management about their experience of facing with COVID-19 crisis, and the expectations of their employers, views of faculty members and policy makers. The data were analyzed with conceptualization and categorization techniques. Highlighting the challenges of education management in the conditions of VUCA, 25 competencies were extracted which are needed for educational managers. These competencies which include self-regulation, self-leadership, self-efficacy, the ability to use the capacities of society, networking, adaptability, daring, resilience, having skills in emerging technologies, anxiety and distress management, and electronic education and learning management are neglected in most of the competency models for educational managers.

Electronic education and learning is one of the subjects which has recently received great attention in the educational system. Hence it is important to investigate the factors that have a significant impact on the success of the electronic education process and lead to the improvement or reduction of the quality of this educational system. In this regard, the present study ought to provide a comprehensive classification of effective factors in the e-learning system by using the mixed method. First, this study by using the mixed method (theme analysis) method, tried to provide a comprehensive classification of effective factors in the e-learning system, and then by using TOPSIS method the factors were ranked. With regard to the goal, this was an applied research and in terms of time it is a cross-sectional. The participants in the research were employees, professors and students in different fields of Tehran University. 15 individuals were selected after theoretical saturation and the data was collected through semi-structured interviews. By analyzing the obtained data, 43 organizing themes were extracted from the codes, and with further consideration the researchers reached 6 main and comprehensive themes. As the result of ranking revealed, the factors including standardization of e-learning, content interaction, documentation and monitoring of education, and the factors of pedagogy and educational design have the greatest impact, and the factors including increase in perceived usefulness, personal and skill improvement, and network learning have the least impact.

This study seeks to investigate and discover the principles and standards of professional ethics for educational managers along with the related challenges. The research approach was quantitative-qualitative (mixed method). The statistical population in the qualitative phase included the principals of boys' high schools in one district of Sanandaj (Iran). Consequently, 8 individuals were selected as the study sample using the purposeful sampling method and phenomenological strategy. The study data were collected through conducting interviews including open-ended questions. The findings revealed: a) the concepts of professional ethics that educational managers adhere to with regard to the specific regulations of a profession, religious principles and values, and social norms; b) principles such as self-management, having a vision, professional capabilities, respect, commitment, and responsibility in the job; c) challenges such as structural challenges (lack of comprehensive standard, contradiction between administrative regulations, centralized management, ambiguity of goals) and individual challenges (passivity, limited visions). In order to collect the data, interviews were conducted with managers to obtain their views toward principles and standards of professional ethics, and they were asked if they adhere to these principles. Next, the data obtained from interviews were compiled and implemented in the form of a researcher-made questionnaire which was divided into two aspects: occupational principles and the other pedagogical principles. In the quantitative phase, the community (n=283) included all the teachers, assistants, and principals of boys' high schools in one district of Sanandaj. Using convenience sampling method, 163 individuals were selected as the study sample. Confirmatory factor analysis, one-sample t-test, and Friedman's test were used for data analysis. Finally, according to the results of the one-sample t-test, higher than average level of commitment was reported for managers. Also, the researcher-made questionnaire. Additionally, the results obtained through the questionnaire confirmed the results of the interviews.

In today's era, human resources are an integral part of various organizations, businesses and industries on their way toward their goals. With the advent of growing start-up and online businesses, competition in this field have increased and there is a need for such businesses to adapt, harmonize and synchronize employees with the latest level of skills, innovations and technologies available internationally. This seeks to fill in the employees’ skill gap. And reverse coaching is one of the potential tools provided to speed up and facilitate it. In the same line, this article aims to present a model of reverse coaching in start-up businesses with the approach of improving the skill gap of human resources. In terms of the research approach, the qualitative method, especially the foundational data theory method, was used. First, the researcher prepared an interview protocol based on the dimensions and components obtained from the theoretical foundations and background of the research, and then through the data theory method of the foundation, 15 managers, entrepreneurs and owners of start-up businesses were interviewed. These 15 individuals were selected purposefully until reaching theoretical saturation. The results of the research showed that the causal variables fall into two main categories, including managerial and organizational arrangements. Background variables include two categories of information and communication infrastructure development and strategic analysis of the business space. The key variables include the categories of coaching, improving the skill gap; intervening variables include the category of positive stimuli, controlling stimuli and negative stimuli; strategic variables include individual creativity, extending justice and negation of discrimination, participation-oriented in the organization and organizational knowledge management, and outcome variables include arming creative employees, being equipped with efficient and safe systems, and becoming a learning organization.

Providing an operational guide for the selection and implementation of learning methods in organizations as one of the tools used by managers and training professionals has a significant impact in effective knowledge transfer and optimal improvement of educational processes. The theoretical model gap in this area and the increasing demand of organizations for decision-making are the main motivations for the author's research. For its theoretical model, this mixed research employed a theoretical research method in the qualitative section and a survey method in the quantitative section. In the qualitative section, after purposeful selection of experts from among managers and training professionals (using a snowball sampling method), the main factors influencing decision-making models were determined using a semi-structured approach. The participants in this section included twelve experts, and the results of the qualitative research section were extracted using thematic analysis. For the quantitative section, the validity of the questions was first confirmed by experts using the CVR method. Following the distribution and collection of questionnaires, they were analyzed using the Kolmogorov-Smirnov test, T-test, and central indices. Afterwards, the influential factors in determining training methods and human resource development were identified. Analytical Hierarchy Process (AHP) and Expert Choice software were used for weighting these factors. The influential factors, after identification with their weight coefficients, include Audience Level (0.161), Competency Development Program Scope (0.162), Competency Coverage Level (0.139), Competency Development Objective (0.044), Cost Allocation for Competency Development (0.284), Desired Competency Development Duration (0.067), Feasibility of Learner's Real Experience with Competency Phenomena (0.076), and Desired Learning Transfer Duration (0.064). To make the findings practical and direct their practical application, the results were presented in the form of fully functional decision-making software that aims to empower the organization in decision-making.