نشریه نامه آموزش عالی
پیاپی 16 (زمستان 1390)

In many countries, numerous researches have been carried out so as to determine the factors affecting academic dishonesty. In Iran, however, there is a lack of research on the issue. The main goal of this study is to review the individual and contextual factors related to academic dishonesty. The library research method was used in this study. Some of the main related terms such as: scientific ethics, scientific integrity, academic dishonesty, academic fraud and cheating were searched in domestic and international scientific databases to evaluate the factors affecting academic dishonesty. The research results indicated that academic dishonesty should be considered beyond cheating in tests and exams. Moreover, there are many individual factors (such as age, sex, field of study, personality characteristics) and contextual factors (such as: faculties and teachers, academic integrity rules, severity of punishments, peer influence) that can be influential on the lack of academic honesty. These factors are classified and presented on the basis of existing research. Some solutions have been also provided for preventing academic dishonesty.

The purpose of this study was to investigate Agricultural Education and Extension employment status of graduate students of Razi University, Kermanshah. In order to investigate about employment status of graduates, information collected via telephone interview from graduates from years 1373 to 1382. The population of this study was 676 graduate students (N=676). Sample size was determined (245) and 168 person were accessible for interview. Result showed the rate of unemployment between graduates is 42.3 percent and the rate of employment is 57.7 percent. 13.34 percent of employment was in government sector, 72.26 percent in private sector, 2.08 percent of people were self-employed and 8.32 percent were in other non-agricultural sectors.

This paper analyses the relationship between the course study and vocation of university candidates in postgraduate fields in 2006 in Iran. Number of candidates for postgraduate study in 2006 was 397866 and 127670 candidates from five major educational groups were used to conduct this analysis. The Iranian university and college admission system involves prospective students listing up to fifty places in order of preference on their application. Places in universities are offered to the applicants based on both their preferences and their final nationwide examination results. The job and course information and data were gathered from National Organization of Educational Testing (NOET) documents and the computer centre of NOET. The other needed data was gathered using data from university graduate test takers in 2006 and transferring the results to the answer sheets of the aforementioned group. The mean of relationship between job and education is 69%. In all educational groups, the relationship between job and education for graduate students whose parents are recognized as illiterate is ranked first whilst the same criterion for graduate students whose parents have academic education is ranked second. In five major educational groups, the relationship between job and education for graduate students whose parents are faculty members is ranked first whilst the same feature for household mothers is ranked second.

This study investigates the computer self-efficacy and attitude of Sistan & Baluchestan University students towards computer use. The statistical society of this study is all students who were spending their second semester in academic year 88-89. Our sample was selected from statistical society and it was 372 students. Sampling method was stratified random. The research tool is a researcher made questionnaire. For statistical analysis of data Pearson correlation coefficient test, T-test and ANOVA were used. The results showed that the attitude toward computers and computer self-efficacy among students is moderate and among attitude-toward-computers variables, will, confidence and anxiety had influenced the attitude toward computers but usefulness variable was not effective. Furthermore, computer self-efficacy subscales affected student's computer selfefficacy. Attending in computer courses was effective in student's attitudes toward computers and computer self-efficacy. There is a significant difference between gender and computer self-efficacy, computer self-efficacy and educational level and attitudes toward computers and computer self-efficacy according to college.

This study aims to survey the applying methods of ICT in the improvement of curriculum planning quality in light of experts’ ideas by using the model of Frances Klein’s curriculum planning quality. This study is based on the descriptive survey research method. The statistical society of study includes all of the scientific members and scholars of lesson planning and instructional technology of Tehran universities (Shahid Behshti, Alameh Tabatabai, Tarbiat Modares, Tarbiat Moalem, University of Tehran, Azad University, Science and Research Branch). The means of research is a questionnaire which is provided by author including 9 items, such as goal, content, learning actions, the role of teacher, resources, classification, place, time. Measurement and there are 42 cases in the likert comparison which are provided after narration, and its consistency is calculated by Cronbakh’s alpha coefficient 0/960. In order to examine data, the statistical, descriptive, deductive methods are used (frequency, percentage, middle, Khi Du exam, fisher f, Duncken following exam). The results show that in every 9 item, the mean of answers is higher than average, the first item has the mean of 4/1852, the second item has the mean of 3/6806, which have the most and the least application respectively, the results of variance exam show there is a significant difference between the application of ICT in 9 items of exam.

This research examines the impact of anonymity on the level of incivility in the classroom. Recent reports in the popular press have spotlighted the need to study factors contributing to bad conduct. Most nations believe that incivility is a major social problem even affecting workplace. Although the literature suggests that incivility is directly and for sure related to anonymity, to date no quantitative statistical evidence has mentioned incivility in academic environment or explored methods of reducing such behavior. Our research investigates whether the level of classroom incivility is higher in settings where size of the classroom, college, or community provides a cloak of anonymity. Using data from a survey from accounting faculties, we found evidence that incivility occurs more frequently in large classes (more than 40 students) and that irresponsible student behaviors occur more often in large academic institutions (more than 10000 students) and in large metropolitan areas (more than 100000 people). These findings imply that classroom incivilities may be minimized through faculty use of immediacy behaviors as well as applying measures designed to increase community and accountability.

The main objective of the Bologna Process is to create a "European space" for higher education that allows for comparability, compatibility, and coherence among the existing systems of higher education across Europe. This objective is commonly known as the European Higher Education Area (EHEA). The creation of the EHEA is a new and specific challenge for higher education in Europe, one that depends upon improved faculty development and training across Europe. The integration of Spain and other European countries into European higher education more generally entails these challenges. In order for necessary changes in faculty development and training to take place, university managers and legislators should consider knowledge, interests and needs of faculty members in designing training courses. This investigation was conducted in Madrid, Spain with these themes in mind. It included 257 professors from ten different schools of the Universidad Complutense de Madrid. The aim of the investigation was to understand faculty knowledge and attitudes about changes in higher education in Europe. Moreover, it aimed to help faculty members cope with the change that is accompanying the creation of EHEA. The investigators sought to understand the importance to professional development at the university level and how it would be probable to promote existing attitudes towards professional development at the university level. The results indicate a degree of ignorance regarding changes in European higher education as well as a feeling of resistance on the part of many faculty members. While many faculty members consider knowledge of change processes and adaptability to be important qualities, faculty responses also indicate a clear need for guidance if they are going to integrate new learning models and adequate coping strategies into their work in higher education.