فصلنامه پژوهش و برنامه ریزی در آموزش عالی
سال بیست و نهم شماره 2 (پیاپی 108، تابستان 1402)

In addition to the market effects of human capital, non-market effects are also of special importance in economic growth and development. The main purpose of this article is to calculate the criteria and indicators of non-market effects of human capital from theoretical foundations and then compare these effects in Iran and other geographical and income regions of the world. Using library method, non-market criteria of human capital such as health, democracy, human rights, political stability, inequality and poverty, environment ،Crime, and finally quality of life were extracted and studied and compared over time as well as cross-sectional. The results showed that regardless of the indicators of human development and human capital and scientific in which Iran has a relatively good position but the product of these criteria and indicators is the non-market effects of human capital in very low political sphere, relatively low in social sphere, and if we consider the quality of life index as a combination of all indicators and criteria we are evaluated at a very bad and low level.

The present research has been carried out in two parts with the aim of identifying the design requirements of the financial decision support system and the experimental implementation of an example of strategic financial decisions based on the design model of the financial decision support system in the university. The required information in the first part was collected through semi-structured interviews with scientific-executive experts in the fields of higher education economics, financial decision makers in the university and information technology specialists. They were selected by purposeful sampling and snowball method. The findings were analysed using content analysis and a three-step coding approach. The data in the second part included financial and statistical data and information from the budget and credit office and the university's planning vice-chancellor, which were used to analyse the cost in the system. Based on the analysis of experts' opinions, the design requirements of the financial decision support system in the university are: Content, human, managerial, educational, cultural, infrastructural, technical and operational, software, hardware, legal, economic, security, environmental and cross-sectoral requirements, and acceptance of changes. The results of the experimental implementation have also shown that the financial decision support system improves the efficiency, effectiveness and quality of financial decisions and optimizes the process by accurately estimating costs, reducing time and cost, removing mental limitations, effective use of limited resources, etc. Therefore, the use of ICT and its capabilities to remove biases and cognitive errors and mental limitations of decision makers, introducing the path to improve the intelligentization of financial resource allocation decisions in the university, helping to promote knowledge-based allocation of financial resources, etc. were among the most important results of the present research.

Today, the world is facing various environmental hazards as a result of non-standard human activities, and different societies are forced to find solutions to manage and solve them. Universities are one of the significant social institutions in every society, which generally take on special duties when a crisis occurs. Regarding the management of environmental risks, one of the tasks assigned to universities is to implement the idea of a green university, which has often been implemented in different parts of the world in the form of greening the physical environment of the university. While green education in general and green curriculum in particular can increase the effectiveness of universities' activities in this field. Hence, this qualitative research aimed to conceptualize the green curriculum in Iran's higher education system. The population was the curriculum experts who have been active in the field of sustainability and environmental management. Moreover, a collection of authentic scientific papers related to the research objectives were also used in order to further enrich and complete the data. Data analysis was done through semantic content analysis. The results led to extraction of 47 codes related to the concept of the green curriculum. Accordingly, the concept of green curriculum can be categorized in three dimensions: concepts aimed at the society, concepts aimed at the learning ecosystem, and concepts aimed at the classroom and learners.

The present article seeks to identify the characteristics of the digital university using grounded theory. Snowball sampling was performed and 19 experts in the field of university and digital transformation were interviewed. The result of the interviews was a collection of basic topics that were collected during the open coding process and categories were extracted from them. Then, in the central coding stage, the link between the categories under the following headings: causal conditions, contextual factors, intervening conditions, phenomenon-oriented, strategies and consequences of digital university was determined. Then the cases were written in the selective coding stage. The causal conditions affecting the digital university were divided into two categories. Factors within the university: the need to rethink the mission of the university, the need to change teaching and research approaches, the cost and bureaucracy of education and the need to use new educational opportunities and factors outside the university: demographic challenges, the need to identify and meet scientific needs and job for society. Such are the policy and management strategies of research. In policy strategies, policy of education, hard and soft technologies, digital culture, finance and management and data preservation and educational equality are suggested, and in management strategies (executive), assessing the level of digital maturity of the university, providing infrastructure in humanities, leadership, economics and technology, and review of the education system process and definition of new processes are suggested.

The present study aimed to identify the harms of the educational-vocational guidance of students of University of Tehran with a mixed-methods approach. In the first part the level of academic major satisfaction was compared with a quantitative approach which was applied in terms of purpose and a descriptive survey in terms of method. The population of the study included all bachelor, master and doctoral students of the University of Tehran in four departments of engineering, experimental sciences, humanities and basic sciences that a sample was selected by non-randomly convenience strategies with a volume of 361 people who answered the Nauta’s Academic Major Satisfaction questionnaire. The results showed that there is no significant difference between academic major satisfaction according to the variables of gender, grade and having the experience of changing major. However, there was a significant difference between students studying in different semesters and departments. The second part was conducted with a qualitative approach using phenomenological method in order to identify the negative consequences of undesirable educational-vocational guidance and the ways of facing with consequences. Research data were collected by semi-structured interviews with 25 students and graduates of University of Tehran who were selected by purposeful method. Findings showed that the negative consequences were classified into 25 sub-themes and six general themes of educational, psychological, family, economic, individual-social and physical consequences. Moreover, by extracting 11 sub-themes, it was shown that individuals did a variety of activities, including academic, social, vocational, adaptive and coping activities in order to reduce the consequences.

One of the important goals of higher education is to train future specialists to meet the needs of society. Students’ deliberate and conscious choice of university major can be effective in achieving this goal. Also, students’ positive attitude towards their major and career prospects can enhance their motivation. The goal of this mixed-methods (quantitative-qualitative) study is to examine Persian language and literature students’ various forms of motivation and their attitudes towards their university major and career prospects. For this purpose, 200 Persian language and literature students at three educational levels (bachelor’s, master’s, and doctoral) answered a questionnaire of attitudes towards the major and career prospects, together with three qualitative questions, that examined their views on benefits and obstacles in the field of Persian language and literature and analyzed their satisfaction with teachers’ teaching styles. The results of the study in light of the dual continuum model of motivation showed that students’ attitudes toward their major and future prospects are generally average. There was, however, a significant difference in different educational levels in terms of students’ attitudes. In other words, undergraduate students expressed positive attitudes, compared to doctoral students. This appears to bring about passive motivation among students and hamper their academic progress. Necessary measures should be implemented to change students’ attitudes as their motivation may turn into active or passive demotivation. To overcome these challenges, some amendments should be introduced: introducing more practical courses, implementing novel and effective teaching methods, running specialized entrepreneurship workshops and enhancing students’ research skills.

Todays, academic identity has been constantly criticized by some researches. They claim academic identity has lost. But some academics do not accept this criticism to all disciplines and they consider the humanities and social sciences to be ineffective. One way to find out this identity is to explore the discourse that governs dissertation defense sessions. The present research aimed to investigate the issue in a marginal university through ethnographic method. Due to achieve the aim, 31 observations of senior and doctoral defense sessions in various fields as well as 35 interviews with students, referee and guidance team were conducted. The results showed that only chemistry and physics disciplines rely on professional identity in defense sessions and accordingly the content of the dissertation is scrutinized. But in other academic disciplines, the dominant discourse of defense sessions is a formalist discourse in which the refereeing and supervisory teams devote all their time to the dissertation form and ultimately the method, and forget the content produced. Based on the institutional theory, the disciplines that have been formalized cannot be considered ineffective. Because the external environment of the university accepts and legitimizes the discourse of experimental disciplines, and because of this, there is an opportunity for professional discourse.  This issue is not true to other disciplines, and its actors have no choice except to resort to form and method to protect their identity.