ORIGINAL_ARTICLE
Investigating the emphasis on the educational ethics at the engineering universities of Iran and comparing it with top engineering universities of the world
The purpose of this research is to investigate the emphasis on the educational ethics at the engineering universities of Iran and comparing with top engineering universities of the world. The research community consists of 100 top world engineering universities (based on THE World university ranking) and 127 engineering universities of Iran. Also, the sampling method of this study is taken to be complete. The research methodology in this study includes documentary and library studies that using benchmarking and best practice. Findings of the research indicate that engineering universities of Iran are not at an acceptable level in educational ethics (ethical documentation). They should consider the ethical programs of top engineering universities of the world and, ultimately, localization should be taken in this regard. Finally, based on the findings of present research, some strategies for creating a comprehensive ethical document for the engineering universities of Iran is suggested, which is the bases to promote ethics in the universities.
https://ijee.ias.ac.ir/article_93560_7d3897534683690c753805a7031414f2.pdf
2019-11-22
1
22
10.22047/ijee.2019.187934.1648
Benchmarking
Educational ethics document
Educational Ethics
Ethical Principles
Engineering universities
Hossein
Abdullahi
abdollahi@atu.ac.ir
1
Associate Professor of Psychology and Educational Sciences, Department of Management and Educational Planning, Allameh Tabataba'i University
AUTHOR
Saide
Taghizade
saide.taghizade@yahoo.com
2
Ph.D Candidate, Department of Management and Educational Planning, Allameh Tabatabai University
LEAD_AUTHOR
Alvany, S. M. (2000). The charter of ethics in the word of Mullah Ali (AS). Journal of Public Administration Research, 38 & 39, 1-8 [in Persian].
1
Bahadorinejad, M. (2010). Engineering ethics is an important challenge in engineer training in the country. Iranian Engineering Education, 12 (46), 17-22 [in Persian].
2
Burnell, Beverly, A. & Schnackenberg Heidi, L. (2015). The ethicsof cultural competencein higher Education. USA: Apple Academic Press.
3
Faculty of Architecture & Art, Department of Engineering Sciences (2015). Strategic document for architectural education Ph.D., Iranian journal of Engineering Education, 17 (68), 41-68 [in Persian].
4
Faramarz Gharamelaki, A. (2006). Methodology of religious studies. Mashhad: Razavi University of Medical Sciences Publications [in Persian].
5
Imanzadeh, A., Pashaee Fakhri, E., & Kalantari, H. (2018). Investigation of compliance with electrical engineering ethics codes among students of Tabriz University School of Electrical Engineering. Iranian journal of Engineering Education, 20 (80), 31-50 [in Persian].
6
Islam, Z., Farzad, V., & Najafi, S. (2016). Evaluation of normative & anti-normative biases towards science ethics among faculty members: From the Postgraduate Students' Viewpoint. Iranian journal of Engineering Education, 18 (71), 87-106 [in Persian].
7
Khaghani Borojeni, A., & Bakhshani Khoraji, Y. (2016). Ethics & its necessity in engineering societies. Iranian journal of Engineering Education, 18 (71), 27-40 [in Persian].
8
Khoshdast, H., & Sam, A. (2009). Providing a model for effective training of engineering ethics in undergraduate studies. Iranian Journal of Engineering Education, 11 (43), 99-108 [in Persian].
9
Luegenbiehl, H. C. (2003). Themes for an international code of engineering ethics. ASEE/WFEO Int, Colloquium.
10
Lund University (2017). Lund University: International student prospectus. Sweden: Lund University.
11
Lundqvist, U. (2016). Experiencesin integrating ethics for engineersin MSC Programs. Sweden: Gothenburg.
12
Mohammad Oghirihihan, F., & Alizadeh, S. Sh. (2017). Investigating the status of engineering ethics in Iranian engineering education: A systematic Review. Iranian Journal of Engineering Education, 19 (76), 79-97 [in Persian].
13
Najafi, A.; Rezaei, E. & Abdollah, M. H. (2010). Ethics & its impact on the effectiveness of engineering education in knowledge human resources. Iranian journal of Engineering Education, 12 (46), 99-117 [in Persian].
14
National Organization of Educational Testing. Handbook of selection for the national examination Year 2018. Retrieved January 15, 2018, from the State Educational Assessment Organization Web site: http://www.sanjesh.org/FullStory.aspx?gid=1&id=4617[In Persian].
15
Palm, T. E., & Hansson, S. O. (2006). The case for ethical technology assessment (eTA). Technological Forecasting & Social Change, 73, 543-558.
16
Penn State Community (2016). Student guide to general university policies & rules. Retrieved, 2017,7,10, from studentaffairs.psu.edu/conduct/docs/PoliciesRules.docx.
17
Polytechnic University of Milan (2012). Therector. Italy: Polytechnic University of Milan.
18
Professional Ethics (2016). Recovery of November 26, 2016, from the website of Markazi University of Technology & Engineering: http://portal.arakmu.ac.ir/portal/File/ShowFile.aspx?ID=9f0f6c7a-cd3e-433e-a628-5842809d65d9 [in Persian].
19
Rahmani Samani, M., & Majruhi Sardroud, J. (2015). Code of professional ethics of engineering in Iran. Iranian journal of Engineering Education, 17 (68), 23-55 [in Persian].
20
Richard Bowen, W. (2014). Engineering ethics challenges & opportunities, 1.1 Engineers. Engineering & Ethics, page 1.
21
Tabsh, S., W., El-Kadi, H. A., & Abdelfatah, A. S. (2019). Faculty perception of engineering student cheating & effective measures to curb It. EDUCON 2019.
22
Times Higher Education (THE) (2018). World University Rankings. Retrieved, 2018, 12, 10, from: https://www.timeshighereducation.com/
23
Thomas, B. E. & Baron, J. P. (1994). Evaluating knowledge worker productivity: Literature review, U.S. Army Construction Engineering Research Laboratories (USACERL) Interim Report FF-94/27.
24
University of Exeter (2017). Ethics policy. UK: University of Exeter.
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University of Waterloo (2012). Code of ethics. Canada: University of Waterloo.
26
Yaghoubi, M., Bahadori Nejad, M., & Azizian, K. (2002). In the human virtues of engineers: Chapter two of the tariqat. Iranian Journal Engineering Education, 5 (20), 9-22 [in Persian].
27
ORIGINAL_ARTICLE
The status of technology development in Iran with a look at the condition of mechanical engineering
Today, technology development is not only a straight forward approach to create wealth, but is a means for superiority of countries in military, industry and economy. In this paper, as a part of a project entitled: Future studies of mechanical engineering, the status of technology development in engineering field, and specifically in mechanical engineering, has been investigated in Iran and compared with some other countries. The aim of this study is to provide a realistic picture of technology development in Iran including its strengths and weaknesses. In data collection for technology development in engineering field, the specific statistics related to mechanical engineering has also been noticed. Some major indices to assess the status of technology development in a country include the number of granted patents, the expenditure on research and development, and the number of researchers (scientists and engineers). Although the number of registered patents is not necessarily enough for a country to be considered as a technology developer, but the lack of enough patents in a country is definitely a sign of poor condition in technology. A brief look at the statistics shows that the global share of Iran in patent registration is very low. In this paper, challenges related to technology development in Iran has been analyzed and the its strengths and weaknesses have been mentioned. This paper has merely shown the current status of Iran and has compared it with other countries. The roadmap of future and suggestions for current challenges will be provided in later researches.
https://ijee.ias.ac.ir/article_93561_61b256c637ff31df53fd9abdd2eb84f0.pdf
2019-11-22
23
38
10.22047/ijee.2019.171322.1623
mechanical engineering
Future Studies
Technology Development
Patent
research and development
Iran
Alli
Ghafari
ghaffari@kntu.ac.ir
1
Professor, Department. of Mechanical Engineering, K. N. Toosi University. of Technology
LEAD_AUTHOR
Masoud
Abdollahi Nia
mabnia.1@gmail.com
2
PhD Candidate, Department. of Mechanical Engineering, K. N. Toosi University of Technology (KNTU)
AUTHOR
European Patent Office Statistics, Available at:https://www.epo.org/about-us/annual-reports-statistics
1
Global R&D Funding Forecast, R&D Magazine, (2010-2016). Available at:
2
https://www.rdmag.com
3
News Website of Mashreghnews: https://www.mashreghnews.ir/news/579974
4
Norouzi Chakli, A., Hasanzadeh, M., & Noormohammadi, H. A. (2009). Evaluation of science, technology and innovation (International concepts and indicators). National Research Institute for Science Policy of Iran [in Persian].
5
Schmoch, U. (2008). Concept of a technologyclassification for country comparisons. Fraunhofer Institute for Systems and Innovation Research.
6
Sheykhan, N., & Bakhtiari-Nejad, F. (2014). Cognitive role of technology evaluation indexes in engineering education development. Iranian journal of Engineering Education, (16)63, 25-38 [in Persian].
7
Tabatabaian, S.H. (2009). Evaluation of current and desired status of technology in Iran. University Publication Center [in Persian].
8
United States Patent and Trademark Office Statistics, Available at: https://www.uspto.gov
9
World Intellectual Property Organization Statistics, Available at: http://ipstats.wipo.int/ipstatv2/index.htm
10
ORIGINAL_ARTICLE
Estimating engineering students' listening ability through level-specific CEFR-based descriptors and general and academic listening tasks
The purpose of this study was to determine a listening level based on Common European Framework of Reference (CEFR) for undergraduate students of engineering and also to compare the self-reporting of their listening comprehension on the DIALANG and the CEFR listening self-assessment descriptors with their level on the academic and general listening tasks. The participants of this study were 200 Iranian male and female learners (male=148, female=52) at the BS level at the Iran University of Science and Technology. The instruments of this research were the CEFR and the DIALANG listening self-assessment grids and eight listening comprehension tasks at four levels (i.e., A2, B1, B2, & C1) and in two different genres (academic and general). The results revealed that female learners performed better on the general and academic listening tasks than male learners did. The results also indicated that the learners' self-assessment did not correspond closely with their performance on the listening tasks as both groups rated their listening comprehension higher on the CEFR and DIALANG grids. The number of matches on the DIALANG grid was also greater than that of the CEFR, and the matches on the academic tasks were greater than those of the general tasks.
https://ijee.ias.ac.ir/article_95301_7a9f04e81e0cd0a7baac5ae98ea77e6f.pdf
2019-11-22
39
50
10.22047/ijee.2019.178761.1633
academic listening task
can do statement
CEFR
DLALANG
Self-assessment
Mahboubeh
Taghizadeh
mah_taghizadeh@iust.ac.ir
1
Assistant Professor, Department of Foreign Languages, Iran University of Science and Technology
LEAD_AUTHOR
Kafiyeh
Asadollahi
kafiyeassadollahi@yahoo.com
2
Instructor, Department of Foreign Languages, Iran University of Science and Technology
AUTHOR
Alderson, C. (2005). Diagnosing foreign language proficiency: The interface between learning and assessment. London: Continuum.
1
Alderson, J. C., Figueras, N., Kuijper, H., & Nold, G. (2006). Analysing tests of reading and listening in relation to the common European framework of reference: The experience of the Dutch CEFconstruct project. Language Assessment Quarterly, An International Journal, 3(1), 3-30.
2
Alvarez, M., & Rice, J. (2006). Web-based tests in second/foreign language self-assessment. The 29th Annual Proceedings, 2, 13-21.
3
Coste, D. (2007). The common European framework of reference for languages: Traditions, traductions, translations. Synergies Europe, 1, 39-46.
4
Fallows, S., & Chandramohan, B. (2001). Multiple approaches to assessment: Reflections on use of tutor, peer and self-assessment. Teaching in Higher Education, 6(2), 229-246.
5
Figueras, N. (2012). The impact of the CEFR. ELT Journal, 66(4), 477-485.
6
Fok, A. C. Y. Y. (1981). Reliability of student self-assessment. Hong Kong: HKU Language Centre.
7
Glover, P. (2010). Using CEFR level descriptors to raise university students’ awareness of their speaking skills. Language Awareness, 20(2), 21-133.
8
Haahr, J. H., & Hansen, M. E. (2006). Adult skills assessment in Europe: Feasibility study. Danish Technological Institute.
9
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Hulstijn, J. H., Aldersen, J. C., & Schoonen, R. (2010). Developmental stages in second-language acquisition and levels of second-language proficiency: Are there links between them? In I. Bartning, M. Martin, & I. Vedder (Eds.). Communicative proficiency and linguistic development: Intersections between SLA and language testing research (pp. 11-20). Netherlands: European Second Language Association.
11
Kim, A. Y. (2011). Examining second language reading components in relation to reading test performance for diagnostic purposes: A fusion model approach (unpublished doctoral dissertation). Teachers College, Columbia University.
12
Lee, V. L. (1981). Terminological and conceptual revision in the experimental analysis of language development: Why. Behaviorism, 9, 25-53.
13
Little, D. (2005). The common European framework and the European language portfolio: Involving learners and their judgments in the assessment process. Language Testing, 22, 321-336.
14
Low, G. D. (1982). The direct testing of academic writing a second language. System, 10, 247-57.
15
Martyniuk, W. (2005). Relating language examinations to the council of Europe’s common European framework of reference for languages (CEFR). Multilingualism and Assessment: Achieving Transparency, Assuring Quality, Sustaining Diversity-Proceedings of the ALTE Conference, Berlin.
16
Negishi, M., Takada, T., & Tono, Y. (2013). A progress report on the development of the CEFR-J. In E. D. Galaczi, and C. J. Weir (Eds.). Exploring language frameworks: Proceedings of the ALTE Kraków Conference (pp. 135-163). Cambridge: Cambridge University Press.
17
North, B. (2007). The CEFR: Development, theoretical and practical issues. Babylonia, 1, 22-29.
18
North, B., & Schneider, G. (1998). Scaling descriptors for language proficiency scales. Language Testing, 15(2), 217-262.
19
Oscarson, M. (1989). Self-assessment of language proficiency: Rationale and applications. Language Testing, 6(1), 1-13.
20
Ross, J. A. (2006). The reliability, validity, and utility of self-assessment. Practical Assessment, Research and Evaluation, 11(10), 1-13.
21
Runnels, J. (2013). Preliminary validation of the A1 and A2 sub-levels of the CEFR-J. Shiken Research Bulletin, 17(1), 3-10.
22
Sadlier, L., van den Bogaerde, B., & Oyserman, J. (2012). Preliminary collaborative steps in establishing CEFR sign language levels. In D. Tsagari & I. Csépes (Eds.). Language testing and evaluation: Collaboration in language testing and assessment (185-197). New York, NY: Peter Lang.
23
Taghizadeh, M., Alavi, S. M., & Rezaee, A. A. (2015). Diagnosing the Iranian L2 writing ability using self-Assessment and level specific approaches. Journal of Teaching Language Skills, 34(1), 145-173.
24
Von Elek, T. (1982). Test of Swedish as a second language: An experiment in self-assessment. Gothenburg University: Language Teaching Research Center.
25
Yoneoka, J. (2005). The striking similarity between Korean and Japanese English vocabulary: Historical and linguistic relationships. Asian Englishes, 8(1), 26-47.
26
Zhang, S., & Thompson, N. (2004). DIALANG: A diagnostic language assessment system. The Canadian Modern Language Review, 61(2), 290-293.
27
ORIGINAL_ARTICLE
Entrepreneur university model design: Qualitative approach (Case study: University of Tehran)
Today, with the Iranian academic system, the industry and lack of conformity of academic functions to the needs of external society on the one hand, and the lack of financial resources on the other hand, has faced a number of challenges for the academic systems. The disruption of the academic system of the industry, in addition to waste of resources also has the country's persistence in achieving development. Therefore, the aim of present research is to design an entrepreneurial university model at Tehran University. In the methodology section, qualitative exploratory and content analysis methods have been used. In the first part, interviews were conducted with purposeful sampling and semi-structured interview with 8 faculty members of Faculty of Entrepreneurship of Tehran University and 4 managers of companies in Science and Technology Park. In the content analysis section, internal and external articles in the territory of the University of Entrepreneur were selected from databases after searching in the time period (1385-1397) (1998-2015), which resulted in a total analysis of 30 articles after the publication of the papers. After reading their main concepts, they were analyzed and classified. Based on the findings of this research, a total of 184 concepts were extracted and in the components of the University of Entrepreneurs altogether, 11 core categories, 30 sub categories and 88 concepts were considered. In the factors affecting the entrepreneurial university; 4 axial categories, 12 subcategories and 31 concepts were extracted and categorized and then depicted in the schematic model.
https://ijee.ias.ac.ir/article_90958_3b6b28b0ac5fa9bbdc2bfe3bbc7dd4a6.pdf
2019-11-22
51
77
10.22047/ijee.2019.166086.1614
university
Entrepreneurship
Higher education
Entrepreneur university
third generation university
ahmad
keykha
ahmadkeykha8984@gmail.com
1
Ph.D. Student of Economics and Financial Management Higher Education, Department of Educational Management and Planning, Faculty of Education and Psychology, University of Tehran
LEAD_AUTHOR
Mitra
Ezati
ezati.m@ut.ac.ir
2
Assistant Professor, Department of Educational Management and Planning, Faculty of Education and Psychology, University of Tehran
AUTHOR
Mohammadjavad
Salehi
javadsaleh@gmail.com
3
Assistant Professor of Economics of Higher Education and Manpower Studies, Institute for Research and Planning in Education,
AUTHOR
Aghajani, H., & Keyvanfar, J. (2013). Explanation of features of the third generation university (Entrepreneurial University) (Experimental Exam: Mazandaran University). National Conference on Entrepreneurship, Knowledge-based Industry, Mazandaran University [in Persian].
1
Aghighi, M., & Salimi, M. (2009). A multidimensional strategic model for university and industry CO-operations to improve the scientific & technological renovation. Quarterly Journal of Engineering Engineering, 11, 121-136 [In Persian].
2
Aranha, E. A., & Garcia, N. A. P. (2014). Dimensions of a metamodel of an entrepreneurial university. African Journal of Business Management, 8(10), 336-349.
3
Armbruster, C. (2008) Research universities: Autonomy and self-reliance after the entre-preneurial university. Policy Futures Educ, 6(4), 372-389.
4
Azizi, M., & Shafizadeh, E. (2013). Entrepreneurial university, necessity, features and requirements. Social Studies, 4 - 45 [in Persian].
5
Behzadi, N., Razavi, M., & Hosseini, R. (2014). Designing a conceptual model for an entrepreneurial university; using corporate entrepreneurship approach. Journal of Entrepreneurship Development, 7 (4), 697-713 [in Persian].
6
Blenker, P., Dreisler, P., Faergemann, H.M., & Kjeldsen, J. (2008). A framework for developing entrepreneurship education in a university context. International Journal of Entrepreneurship and Small Business, 5(1), 45-63.
7
Bratianu, C., & Stanciu, S. (2010). An overview of present research related to entrepreneurial university. Management & Marketing, 5(2).
8
Bridgman, T. (2007). Freedom and autonomy in the university enterprise. J. Organ Change Manage, 20(4), 478-490.
9
Centobelli, P., Cerchione, R., & Esposito, E. (2019). Exploration and exploitation in the development of more entrepreneurial universities: A twisting learning path model of ambidexterity. Technological Forecasting and Social Change, 141, 172-194.
10
Chrisman, A. (2015). Creating entrepreneurial universities in the UK: Applying entrepreneurship theory to practice. Journal of Technology Transfer, 52(5), 559-60.
11
Clark, B.R. (1998). Creating entrepreneurial universities: Organizational pathways of transformation. Pergamon Press, for IAU Press, Oxford.
12
Dalmarco, G., Hulsink, W., & Blois, G. V. (2018). Creating entrepreneurial universities in an emerging economy: Evidence from Brazil. Technological Forecasting and Social Change, 135, 99-111.
13
Divsalar, S., & Bozorgi, F. (2012). Investigating the role of entrepreneurship in economic growth and sustainable development. National Conference on Entrepreneurship and Business Knowledge Management, Mazandaran University [in Persian].
14
Dizaji, M., & Zeini, M. (2018). The effect of university education on the development of women entrepreneurship skills. Technology Development Quarterly, 15(57) [in Persian].
15
Etzkowitz, H., & Leydesdorff, L. (2000). The dynamics of innovation: From national system and ‘‘Mode2’’ to a triple helix of university-industry-government-relations. Res Policy, 29,109-123.
16
Etzkowitz, H. (2003). Innovation in innovation: The triple helix of university–industry–government relations. Social Science Information, 42(3), 293-337.
17
Etzkowitz, H. (2014). The entrepreneurial university wave: From ivory tower to global economic Engine. Industry and Higher Education, 28(4), 223-232.
18
Etzkowitz, H. (2016). The entrepreneurial university: Vision and metrics. Industry and Higher Education, 30(2), 83-97.
19
Etzkowitz, H. (2017). Innovation Lodestar: The entrepreneurial university in a stellar knowledge firmament. Technological Forecasting and Social Change, 123, 122-129.
20
Etzkowitz, H., & Leydesdorff, L. (1995). The Triple Helix-University-industry-government relations: A laboratory for knowledge based economic development. EASST Review, 14(1), 14-19.
21
Fadayi, S., Niazazari, K., & Taghvayi Yazdi, M. (2017). Presentation a model for creating an entrepreneurial university based on futures study techniques and scince prodction in the educational system. Quarterly Journal of New Approach in Educational Management, 4 [in Persian].
22
Fayolle, A., & Gailly, B. (2008). From craft to science: Teaching models and learning processes in entrepreneurship education. Journal of European Industrial Training, 32(7), 569-593.
23
Fayolle, A., & Redford, D. T.(2014). Handbook on the entrepreneurial university. Edward Elgar Pub lishing.
24
Fini, R., Grimaldi, R., & Sobrero, M. (2009). Factors fostering academics to start up new ventures: an assessment of Italian founders’ incentives. The Journal of Technology Transfer, 34(4), 380-402.
25
Ghoraishikhorasgani, M.S., Mohseni, H.S., & Sabbaghzadeh, F. (2019). Consequences of disregarding the transforming of classic universities to entrepreneurial universities. Journal of Science & Technology Policy,11(1), 51-64 [Persian].
26
Gibb, A. (2012). Exploring the synergistic potential in entrepreneurial university development: Towards the building.
27
Gibb, A. A., & Haskins, G. (2014). The university of the future: An entrepreneurial stakeholder learning organisation. Handbook on the entrepreneurial university, 25.
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Guenther, J., & Wagner, K. (2008). Getting out of the ivory tower–new perspectives on the entrepreneurial university. European Journal of International Management, 2(4), 400-417
29
Guerrero, M., & Urbano, D. (2010). The development of an entrepreneurial university. The Journal of Technology Transfer, 37, 43-74.
30
Guerrero, M., Urbano, D., & Fayolle, A. (2016 a). Entrepreneurial activity and regional competitiveness: Evidence from European entrepreneurial universities. The Journal of Technology Transfer, 41(1), 105-131.
31
Guerrero, M., Urbano, D., Fayolle, A., Klofsten, M., & Mian, S. (2016 b). Entrepreneurial universities: Emerging models in the new social and economic landscape. Small Business Economics, 47(3), 551-563.
32
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33
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34
Hu, M. C. (2009). Developing entrepreneurial universities in Taiwan: The effects of research funding sources. Science, Technology and Society, 14(1), 35-57.
35
Jacob, M., Lundqvist, M., & Hellsmark, H. (2003). Entrepreneurial transformations in the Swedish university system: The case of Chalmers University of Technology. Research Policy, 32(9), 1555-1568.
36
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37
Kiakejori, D., Azad, H., & Azad, M. (2012). Academic entrepreneurship education and its role in creating and developing small and medium-sized knowledge based enterprises. National Conference on Entrepreneurship and Business Knowledge Management, Mazandaran [in Persian].
38
Kirby, D. A. (2006). Creating entrepreneurial universities in the UK: Applying entrepreneurship theory to practice. Journal of Technology Transfer, 31, 599-603.
39
Kirby, D. A., Guerrero, M., & Urbano, D. (2011). Making universities more entrepreneurial: Development of a model. Canadian Journal of Administrative Sciences/Revue Canadienne des Sciences de l'Administration, 28(3), 302-316.
40
Kordnaiej, A., Ahmadi, P., Ghorbani, Z., & Niyakan, N. (2012). Investigating the characteristics of entrepreneurial university at Tarbiat Modares University. Entrepreneurship Development, 3, 47-64 [in Persian].
41
Kruss, G., McGrath, S., Petersen, I. H., & Gastrow, M. (2015). Higher education and economic development: The importance of building technological capabilities. International Journal of Educational Development, 43, 22-31.
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Küttim, M., Kallaste, M., Venesaar, U., & Kiis, A. (2014). Entrepreneurship education at university level and students’entrepreneurial intentions. Procedia-Social and Behavioral Sciences, 110, 658-668.
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Lorz, M. (2011). The impact of entrepreneurship education on entrepreneurial intention. PhD thesis, University of St Gallen.
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Madani Boroujani, A., & Nasr, A. (2009). Triangulation: Strategies for innovation in educational research. Quarterly Journal of Educational Innovation, 30 [in Persian].
48
Mahdavi Mazdeh, M., Maedeh, B., Zahedi, M., & Poormesgari, M. (2013). Recognition of state universities enterpreneurship indicators and ranking the universities in aspect of enterprenurship. 1, 81-100 [in Persian].
49
Mansourian, F., & Fatehrad, M. (2013). Factors affecting the entrepreneurship of Medical Universities in Iran's Higher Education System. Health Management, 6, 49-60 [in Persian].
50
Martin, B. C., McNally, J. J., & Kay, M. J. (2013). Examining the formation of human capital in entrepreneurship: A meta-analysis of entrepreneurship education outcomes. Journal of Business Venturing, 28(2), 211-224.
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Miarkolaei, H., & Miarkolaei, H. (2015). Drawing the map of causal relationships of factors for the development of the capacity of entrepreneurial university as a center of knowledge production through DEMATLE method. Quarterly Journal of Information and Knowledge Management, 4, 11-24 [in Persian].
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Miarkolaei, H., & Aghajani, H. (2014). Exploring the indexes of entrepreneurial university in higher education through fuzzy inference system at Islamic Azad University, Qaemshahr Branch. Quarterly Journal of Educational Management, 3(35), 96-114 [in Persian].
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Mousavi, H., Salehi Omran, I., Farasatkhah, M., & Towfighi, J. (2017). Providing a model for development of entrepreneurial university in Iran. Iranian Engineering Education Quarterly , 76, 1- 28 [in Persian].
59
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60
Peer, V., & Penker, M. (2016). Higher education institutions and regional development: A meta-analysis. International Regional Science Review, 39(2), 228-253.
61
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62
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63
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64
Röpke, J. (1998). The entrepreneurial university. Innovation, academic knowledge creation and regional development in a globalized economy.
65
Rothaermel, F.T., Agung, S.D., & Jiang, L. (2007). University entrepreneurship: A taxonomy of the literature .Industrial and Corporate Change, 16, 691-791.
66
Sadeghi, F., Moharati, Y., & Khorakian, A., (2018). Investigating the impact factors on university preparedness to become a university with entrepreneurial features (case study: Ferdowsi University of Mashhad). Technology Development Quarterly, 55, 43-53 [in Persian].
67
Samadi Miarkolaei, H., Samadi Miarkolaei, H., & Aghajani, H. (2015). Explanation of entrepreneurial capacity and culture in Babol University of Medical Science through Fuzzy Analysis Method. Iranian Journal of Medical Education,15,134-145 [in Persian].
68
Sánchez-Barrioluengo, M., & Benneworth, P. (2018). Is the entrepreneurial university also regionally engaged? Analysing the influence of university's structural configuration on third mission performance. Technological Forecasting and Social Change.
69
Shateri, K. (2015). Provide a template for the development and maintenance of talent at Tavanir's parent company. Ph.D. in Educational Management, Faculty of Psychology and Educational Sciences, University of Tehran [in Persian].
70
Shojaei, A., Arefi, M., Fathi Vajargah, K., & Shams Morakani, G. (2019). Designing an entrepreneurship-based competency model for graduates in educational sciences. Journal of Science & Technology Policy, 11(1), 77-88 [in Persian].
71
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72
Tabatabaee, A., Hasani, P., Mortazavi, H., & Tabatabaeichehr, M. (2015). Strategies to enhance rigor in qualitative research. JNKUMS, 5(3), 663-670 [in Persian].
73
Williams, G., & Kitaev, I. (2005). Overview of national policy contexts for entrepreneurialism inhigher education institutions. High Educ Manage Policy, 17(3),125-141.
74
Wissema, J. G. (2009). Towards the third generation university: Managing the university in transition. Edward Elgar Publishing.
75
Zakery, A., Shamsollahi, M., Ghafarimoghadam, A., & Pishvaee, M. S.(2019). A decision-making pattern for university-industry collaboration considering the diversity in mechanisms and external players. Journal of Science & Technology Policy, 11(1), 33-50 [in Persian].
76
ORIGINAL_ARTICLE
Evaluation of the necessity of comprehensive energy simulation training for master of architecture students
Energy simulation is one of the most commonly used methods in energy analysis of buildings and architectural environment which has been widely used by students and professors in our country during the last decade. Simulation training is done either formal or informal in colleges especially to master degree students. Although the application of building energy simulation has many advantages, due to the complexity of these tools, achieving precise and accurate results requires considering several main issues. Unfortunately, in our country, no research had been done on the methodology and training quality of buildings energy simulation and urban environment. The present study aims to investigate training quality of building energy simulation using qualitative research method to analyze students' awareness about this most important issue. Data were collected by means of interview and semi-open questionnaires. The statistical population of the study was students and graduate students in architecture from four universities of the country. The results of the research indicate that the students' awareness of the main categories of energy simulation is low. Based on the results, the students' attention to the fundamental issues in building energy simulation in some cases such as basic knowledge, internal validation, and uncertainty of results are scarce.
https://ijee.ias.ac.ir/article_90855_de94ad9be8e378c7afea6ab69080e7a0.pdf
2019-11-22
79
100
10.22047/ijee.2019.163504.1603
Architectural training
Energy Simulation
Simulation soft wares
Master Degree
Simulation training
رزا
وکیلی نژاد
arch.rv@shirazu.ac.ir
1
استادیار دانشکده هنر و معماری دانشگاه شیراز
LEAD_AUTHOR
Altomonte, S., Cadima, P., Yannas, S., Herde, A. D., Riemer, H., Cangelli, E., Asiain, M. L. D., & Horvath, S. (2012). Educate! Sustainable environmental design in architectural education and practice. In 28th International PLEA Conference.
1
Altomonte, S., Rutherford, P., & Wilson, R. (2014). Mapping the way forward: Education for sustainability in architecture and urban design. Corporate Social Responsibility and Environmental Management, 21(3), 143-154.
2
Azizi, Sh. (2010). Necessity of flexible system of architecture education in response to global and native sustainability challenges. Hoviat-e-Shahr, 5(7), 43-52 [in Persian].
3
Brohus, H., Heiselberg, P., Simonsen, A., & Sørensen, K. C. (2009). Uncertainty of energy consumption assessment of domestic buildings. In Proceedings of the 11th International Building Performance Simulation Association Conference.
4
CIBSE (1999). Environmental design, CIBSE Guide A. Chartered Institution of Building Services Engineers.
5
Clarke, J. (2001). Energy simulation in building design. Butterworth-Heinemann.
6
De Wit, M. S. (1997). Influence of modeling uncertainties on the simulation of building thermal comfort performance. In Proceedings of the 5th International IBPSA Conference on Building Simulation.
7
De Wit, M. S., & Augenbroe, G. (2002). Analysis of uncertainty in building design evaluations and its implications, Energy and Buildings, 34(9), 951-958.
8
Ding, Y., Shen, Y., Wang, J., & Shi, X. (2015). Uncertainty sources and calculation approaches for building energy simulation models. In 6th International Building Physics Conference, IBPC 2015. Energy Procedia, 78, 2566 - 2571.
9
Fabrizio, E. & Monetti, V. (2015). Methodologies and Advancements in the calibration of building energy models. Energies, 8, 2548-2574.
10
Faham, E., & Rajabi Nahuji, M. (2014). Modeling the competencies of faculty members for sustainability education using system dynamics analysis. Iranian Engineering Education, 16 (64), 89-115.[in Persian].
11
Fakhari, M. (2014). The effect of energy simulation softwares in design process and its status in sustainable architecture education. Fifth Conference on Architectural Education [in Persian].
12
Fumo, N. (2014). A review on the basics of building energy estimation. Renewable and Sustainable Energy Reviews, 31, 53-60.
13
Furbringer, J. M.; Foradini, F. and Roulet, C. (1994). Bayesian method for estimating airtightness coefficients from pressurization measurements. Building and environment, 29(2), 151-157.
14
Hammad, F., & Abu-Hijleh, B. (2010). The energy savings potential of using dynamic external louvers in an office building. Energy and Buildings, 42, 1888-1895.
15
Heiselberg, P., Brohus, H., Hesselholt, A., Rasmussen, H., Seinre, E., & Thomas S. (2009). Application of sensitivity analysis in design of sustainable buildings. Renewable Energy, 34(9), 2030-2036.
16
Hemsath, T. L., & Bandhosseini, K. A. (2015). Sensitivity analysis evaluating basic building geometry’s effect on energy use. Renewable Energy, 76, 526-538.
17
Hensen, J. L. M. (2002). Simulation for performance based building and systems design: some issues and solution directions. In 6th International Conference on Design and Decision Support Systems in Architecture and Urban Planning.
18
Hensen, J. L. M. (2004). Towards more effective use of building performance simulation. in design, In: Van Leeuwen, J.P. and H.J.P. Timmermans (eds.). Developments in Design & Decision Support Systems in Architecture and Urban Planning. Eindhoven: Eindhoven University of Technology, 291-306.
19
Hensen, J. L. M., & Radošević, M. (2004). Teaching building performance simulation – some quality assurance Issues and Experiences. In 21th PLEA international Conference on Passive and Low Energy Architecture.
20
Hopfe, C. J., & Hensen, J. L. M. (2011). Uncertainty analysis in building performance simulation for design support. Energy and Buildings, 43, 2798-2805.
21
Hopfe, C. J., Augenbroe, G., & Hensen, J. L. M. (2013). Multi-criteria decision making under uncertainty in building performance assessment. Building and Environment, 69, 81-90.
22
Hopfe, C. J. (2009). Uncertainty and sensitivity analysis in building performance simulation for decision support and design optimization, PhD thesis, Technische Universiteit Eindhoven.
23
Hopfe, C.J., Hensen, J. L. M., & Plokker, W. (2007). Uncertainty and sensitivity analysis for detailed design support. In Proceedings of the 10th IBPSA Building Simulation Conference.
24
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25
Kurdjamshidi, M., & Poursahid, Sh. (2011). Teaching concepts related to sustainable architecture in the higher education system, challenges and solutions. In proceedings of the 2nd National Conference on Sustainable Architecture. [In Persian].
26
Lomas, K. J., & Herbert, E. (1992). Sensitivity analysis techniques for building thermal simulation programs. Energy and Buildings, 19 (1), 21-44.
27
Macdonald, I. A. (2002). Quantifying the effects of uncertainty in building simulation. PhD Thesis, University of Strathclyde.
28
Morbitzer, Ch. A. (2003). Towards the integration of simulation into the building design process, PhD Thesis, Department of Mechanical Engineering, Energy System Research Unit, University of Strathclyde.
29
Natanian, J., & Aleksandrowicz, OR. (2018). Environmental education of an architect: The case of final-year design studio at the technion, Israel. Archnet-IJAR: International Journal of Architectural Research, 12(1), 356-366.
30
Reinhart, C. F., Dogan, T., Ibarra, D., & Samuelson, H. W. (2012). Learning by playing–teaching energy simulation as a game. Journal of Building Performance Simulation, 5(6), 359-368.
31
Rezaee, R., Brown, J., Augenbroe, G., & Kim, J. (2015). A new approach to the integration of energy assessment tools in CAD for early stage of design decision-making considering uncertainty. In Proceedings of the 10th European Conference on Product and Process Modelling.
32
Rodriguez, G. C., Andrés, A. C., Muñoz, F. D., López, J. M. C., & Zhang, Y. (2013). Uncertainties and sensitivity analysis in building energy simulation using macro parameters. Energy and Building, 67, 79-87.
33
Sadeghipour Roodsari, M. (2008). Application of simulation software in architectural design, a step to integrated architecture. Master Thesis. Shahid Beheshti University [in Persian].
34
Stergard, T.; Jensen, R. L. & Maagaard, S. E.(2016). Building simulations supporting decision making in early design-Areview. Renewable and sustainable Energy Reviews, 61, 187-201.
35
Tahsildust, M., & Zomorodian, Z. S. (2015). Education quality of sustainability and energy in architecture in Iran. Architecture. First International Conference and 4th National Conference on Engineering Education [in Persian].
36
Taleghani, M., Ansari, H. R., & Jennings, Ph. (2011). Sustainability in architectural education: A comparison of Iran and Australia. Renewable Energy, (36), 2021-2025.
37
Trcka, M., & Hensen, J. L. M. (2010). Overview of HVAC system simulation. Automation in Construction, 19(2), 93-99.
38
Walker, W. E., Harremoe, P., Rotmans, J., van der Sluijs, J. P., Asselt, M., & Janssen, P. (2003). Defining uncertainty: A conceptual basis for uncertainty management in model-based decision support. Integrated Assessment, 5(17), 13-14.
39
Wei, T. (2013). A review of sensitivity analysis methods in building energy analysis. Renewable and Sustainable Energy Reviews, 20, 411-419.
40
www.energydesignresources.com, accessed on 16 September 2018.
41
Zhai, Z. (2006). Application of computational fluid dynamics in building design: Aspects and Trends. Indoor and Built Environment, 15(4), 305-313.
42
ORIGINAL_ARTICLE
Applying creativity continuing model for architecture design students
Now days, having creativity in architecture, especially in the course of architecture design, is one of the challenges that students deal with it. One of the neglected capacities in the education of architectural students is creativity training in learning environment. Applying a model that can nurture creativity and sustain it in architectural design students is the most important aim of this paper. This research is a kind of applied study. The statistical population of this research is all B.A architecture project students 3, 4, 5 of Qazvin Azad University. By available sampling, 116 of students were selected and randomly put in two groups control (40 persons) and intervention (76 person). The control group was trained based on traditional design training and intervention group based on creativity continuing model. The research cool includes creativity estimation researcher questionnaire and data analysis were done by SPSS15. About the constituent components, the effeteness of results showed that students were trained according to creativity continuing model, had more creativity compared with common method during the design process. Consequences of this research indicate the effeteness of creativity continuing model. Creativity continuing model can be an introduction for wider research and more comprehensive design models.
https://ijee.ias.ac.ir/article_94082_b36568214589b1c9b9a6ed2b0e2d1dfb.pdf
2019-11-22
101
112
10.22047/ijee.2019.185536.1639
Architecture
creativity
Designing
Education
Training
Manouchehr
Tamizi
manochehr_tamizi@yahoo.com
1
PH.D. Candidate, Department of Architecture, Faculty of Architecture and Urban Planning, Qazvin Branch, Islamic Azad University, Qazvin, Iran.
AUTHOR
Jamaleddin
Soheili
mitra.zandi@yahoo.com
2
Assistant Professor, Department of Architecture, Faculty of Architecture and Urban Planning, Qazvin Branch, Islamic Azad University, Qazvin, Iran.
LEAD_AUTHOR
Fariba
Alborzi
falborzi@yahoo.com
3
Assistant Professor, Department of Architecture, Faculty of Architecture and Urban Planning, Qazvin Branch, Islamic Azad University, Qazvin, Iran.
AUTHOR
Hossein
Zabihi
hosseinzabihi@hotmail.com
4
Associate Professor, Department of Urban, Faculty of Architecture and Urban Planning, Science and Research Branch, Islamic Azad University, Tehran, Iran.
AUTHOR
Asefi, M., & Salkhi-Khasraghi, S. (2017). A model to enhance creativity in education of design studios in the discipline of architectural engineering. Iranian Journal of Engineering Education, 19 (73), 67-87 [in in Persian].
1
Ashraf-Ganjooie, M. A., Iranmanesh, M., & Saghafi, M. R. (2014). Influence of structural ambiguity and visual similarity on students' creativity in designing an architecture. Soffe, 26 (4), 5-18 [in Persian].
2
Enayati, E., & Abedi, A. (2016). Meta-analysis of effectiveness of educational intervention on creativity of students. Quarterly Journal of Innovation and Creativity in Human Sciences, 6 (1), Serial Number 21, 1-18 [in Persian].
3
Ghiselin, B. (1952). The creative process Berkeley and los-angeles. Calif: University of California Press.
4
Hadiyan, M., & Pourmand, H. A. (2014). Concept in architecture; a necessity in design process and challenges of its education in architecture colleges. Journal of Art Faculty of Semnan University, 3 (4), 73-80 [in Persian].
5
Hojat, E. (2004). Creative education: A new experience. Quarterly Honar-Ha-Ye-Ziba, 8, 25-36 [in Persian].
6
Khayrollahi, M. (2013). Visionary drawing in architectural design Process. Hoviatshahr, 7(14), 71-82 [in Persian].
7
Mahmoodi, A.S. (2004). Design thinking: Introducing the "interactive thinking" pattern in design training. Honarha-Ye-Ziba, 20, 27-36 [in Persian].
8
Mutlu-Danaci, H. (2015). Creativity and knowledge in architectural education. Procedia - Social and Behavioral Sciences, 174, 1309 -1312. Doi: 10.1016/j.sbspro.2015.01.752.
9
Renzulli, J. S. (1999). News around the world gifted. Education International, 10.
10
Sharif, H. R. (2015). Student-teacher interaction in architectural design studio: Teacher’s critical thinking & students’ creative thinking. Iranian Journal of Engineering Education, 16 (64), 23-38 [in Persian].
11
Sobhiyah, M. H., Bemanian, M. R., & Keshtiban, Y. (2008). Creativity in architecture students (A survey on three models for knowledge transfer on students views). Iranian Journal of Engineering Education, 10 (37), 49-67 [in Persian].
12
Tamizi, M., Soheili, J., & Zabihi, H. (2018). Designing a prescriptive model of creativity continuity and its testing in architecture designing class. Hoviatshahr, 12 (3), Serial Number 35, 75-84 [in Persian].
13
ORIGINAL_ARTICLE
Designing a pattern for expanding technical and vocational universities cooperation with industry and society
Nowadays, the cooperation between universities and society as a tool to increase and reinforce innovation through exchanging knowledge is receiving more attention than ever before. The wide range of studies in this area focusing on the different aspects of this topic proves this fact. However, the available knowledge in this area is not integrated and lacks a comprehensive and effective perspective. Therefore in this study we proposed a useful and effective model to develop cooperation among vocational universities, industry and society. This qualitative study is conducted using a grounded theory approach. Experts inside and outside of universities and managers of vocational universities were statistical population of this study. Using a purposeful sampling method fifteen people were selected as study participants. To collect data general interview guide method and semi-structured interviews were employed. Collected data were analyzed using MAXQDA software. To meet the validity and reliability of data experts audit and member check techniques were used. The central theme of this study is to move towards a society-centered university. Considering causal, contextual and mediating conditions, strategies were designed and then based on these strategies the final model was presented.
https://ijee.ias.ac.ir/article_90957_f2134837168e21b00ecc228167f9e237.pdf
2019-11-22
113
131
10.22047/ijee.2019.177161.1630
vocational universities
Industry
Society
universities
Grounded Theory Approach
seyed ahmad
mohammadi hoseini
hoseiniabbas72@yahoo.com
1
Ph.D. in Educational Administration, Psychology and Educational Sciences, Semnan University
LEAD_AUTHOR
Ali Akbar
Amin Beidokhti
a.aminbeidokhti@semnan.ac.ir
2
Professor, Faculty of Psychology and Educational Sciences, Semnan University
AUTHOR
Mohammad Ali
Neamati
neamati@atu.ac.ir
3
Assistant Professor., Faculty of Psychology and Educational Sciences, Allame Tabatabai University, Iran
AUTHOR
Ali Mohammad
Rezaei
rezaei_am@yahoo.com
4
Assistant Professor., Faculty of Psychology and Educational Sciences, Semnan University, Semnan, Iran
AUTHOR
Acs Z. J., Audretsch, D. B., & Feldman, M. P. (1994). R&D Spillovers and innovative activity. Manag Decis Econ, 15,131-138.
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2
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3
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4
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5
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6
Chau, V. S., Gilman, M., & Serbanica, C. (2017). Aligning university-industry interactions: The role of boundary spanning in intellectual capital transfer. Technological Forecasting and Social Change, 123, 199-209.
7
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8
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9
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10
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11
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12
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13
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24
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44