ORIGINAL_ARTICLE
اثر ارزیابی با بازخورد در پیشرفت تحصیلی دانشجویان مهندسی در آموزش مجازی
آموزش الکترونیکی و نفوذ آن در نظام آموزش عالی با شیوع بیماری کووید-19 بهطور چشمگیری در دنیا افزایش یافته و شیوه آموزش مرسوم را به شکل غیرقابلباوری تغییر داده است. در ایران نیز همچون سایر کشورهای دنیا، از اوایل شروع بیماری همهگیر، آموزش چهرهبهچهره جای خود را به آموزش الکترونیکی در تمامی مراکز آموزشی داده است. از جمله معضلات و چالشهای آموزش مجازی، اطمینان از پیشرفت تحصیلی مناسب دانشجویان و نحوه ارزیابی دانشجویان در این شیوه از آموزش است. در این پژوهش ضمن اشاره مختصر به روشهای معمول در ارزیابی پیشرفت تحصیلی دانشجویان، چند نمونه مختلف از ارزیابی با بازخورد معرفی شده و اهمیت این شیوه از ارزیابی در کمک به پیشرفت تحصیلی دانشجویان بررسی شده و به دستاوردهای مهم آن اشاره گردیده است. در این شیوه از ارزیابی، ضمن امکان بررسی پیشرفت تحصیلی دانشجویان، به پیشرفت تحصیلی دانشجویان در حین ارزیابی نیز کمک شایان توجهی میشود. در این راستا این روش از آزمون در بعضی از دروس مقطع تحصیلی کارشناسی دانشکدۀ مهندسی و دانشکده علوم ریاضی دانشگاه فردوسی مشهد اجرا شده و به تحلیل آن پرداخته شده است. نظر برخی از دانشجویان دروس مذکور نیز آورده شده و مورد بررسی قرار گرفته است.
https://ijee.ias.ac.ir/article_138100_5ec051492b7ec29f3ef17dcaf05098f1.pdf
2021-11-22
1
11
10.22047/ijee.2021.287439.1837
: کووید-19
آموزش حضوری
آموزش الکترونیکی
ارزیابی با بازخورد
پیشرفت تحصیلی دانشجویان
علی
کریم پور
karimpor@um.ac.ir
1
گروه مهندسی برق، دانشکده مهندسی، دانشگاه فردوسی مشهد، مشهد، ایران
LEAD_AUTHOR
مجید
میرزاوزیری
mirzavaziri@gmail.com
2
گروه آموزشی ریاضی محض، دانشکده علوم ریاضی، دانشگاه فردوسی مشهد، مشهد، ایران
AUTHOR
Ayala, J. S. (2009). Blended learning as a new approach to social work education. Journal of Social Work Education, 45(2), 277-288.
1
Bazargan, A., & Farasatkhah, M. (2019). Monitoring and evaluation in higher education (3rd ed.). Iran, Samt
2
[In Persian].
3
Gikandi, J. W., Morrow, D., & Davis, N. E. (2011). Online formative assessment in higher education: A review of the literature. Computers & education, 57(4), 2333-2351.
4
Guasch, T., Espasa, A., & Kirschner, P. A. (2013). E-feedback focused on students discussion to guide collaborative writing in online learning environments. In Preparing Teachers to Teach Writing Using Technology (pp. 195-208).
5
https://www.worldbank.org/en/data/interactive/2020/03/24/world-bank-education-and-covid-19
6
Jalilzadeh, H., & Zarei, H. A. (2018). The effect of self-regulation strategies on academic motivation and test anxiety in students. Journal of Instruction and Evaluation, 11(42), 13-36.
7
Karimpour, A., Pourreza, H., Mirzavaziri, M., & Abbasi, A. (2020). Lessons from the Covid-19 epidemic in the educational planning of the Faculty of Engineering, Ferdowsi University of Mashhad. Iranian Journal of Engineering Education, 22(87), 49-71, [In Persian].
8
Leibold, N., & Schwarz, L. M. (2015). The art of giving online feedback. Journal of Effective Teaching, 15(1), 34-46.
9
Memarian, H. (2019). Online engineering education. Iranian Journal of Engineering Education, 21(2), 15-29 [In Persian].
10
Miller, T., & King, F. (2003). Distance education: Pedagogy and best practices in the new millennium. Int. Leadership in Education, 6(3), 283-297.
11
Minyurova, S. A. (2020, May). Virtual education space as a resource of universities intercultural interaction in the digital age. In International Scientific Conference “Digitalization of Education: History, Trends and Prospects” (DETP 2020) (pp. 464-471). Atlantis Press.
12
Poyatos-Matas, C., & Allan, C. (2005, July). Providing feedback to online students: A new approach. In Higher Education in A Changing World, Annual International HERDSA Conference (pp. 3-7).
13
Shoaei, L., Heidarie, A., Bakhtiarpour, S., & Asgari, P. (2020). The moderation role of test anxiety in the impact of peer education on academic negligence: The benefits effects of test anxiety. Journal of Instruction and Evaluation, 13(51), 33-49.
14
Zhao, Yong et al. (2005).”What makes the difference? A practical analysis of research on the effectiveness of distance education.” Teachers College Record 107.8: 1836.
15
ORIGINAL_ARTICLE
چرا دانشگاههای ایران در تحقق نظامهای یادگیری الکترونیکی موفق نبودهاند؟ (تحلیلی تطبیقی از وضعیت دانشگاههای ایران و ترکیه در مواجهه با پاندمی کرونا)
در دهۀ اخیر فنّاوری اطلاعات به عنوان عامل کلیدی توسعۀ همهجانبۀ کشورهای جهان و از جمله کشورهای منطقۀ چشمانداز 1404 معرفی شده و به ویژه در بازساختاردهی و بازطراحی نظام آموزش عالی اینکشورها بهکارگرفته شده است. با توجه به ضرورت پیادهسازی دورههای آموزش الکترونیکی در مواجهه با پاندمی کرونا، این مقاله درصدد پاسخگویی به این پرسش است که چرا دانشگاههای ایران در عرصۀ آموزشهای الکترونیکی (به عنوان مهمترین نمود آموزش غیرحضوری در عصر اطلاعات) ناموفق بودهاند؟ بدین منظور با تبیین مدلی برای ارزیابی توانایی دانشگاهها برای بهرهمندی از یادگیری الکترونیکی، تلاش میشود در مطالعهای تطبیقی چهار دانشگاه مهم ایران با چهار دانشگاه مهم ترکیه در مواجهه با پاندمی کرونا مورد مطالعه قرارگیرد. بدین منظور با اعزام گروهی متخصص به دانشگاههای مذکور وگردآوری دادههای واقعی و میدانی، میزان توانمندی آنها برای ایجاد محیط یادگیری الکترونیکی مورد بررسی قرارگرفته است. نتایج این پیمایش نشان میدهد میزان توانمندی دانشگاههای منتخب ترکیه در سطح «متوسط و بالاتر از متوسط» قرار دارد اما توانمندی دانشگاههای منتخب ایران در سطح «نسبتاً ضعیف» برآورد میشود. در پایان بر اساس تحلیل دلایل عدم موفقیت دانشگاههای منتخب کشور در تحقق یادگیری الکترونیکی، به ویژه در مقایسه با دانشگاههای همتراز کشور رقیب، رهنمودهایی برای برنامهریزی و سیاستگذاری منسجمتر ارائه شد.
https://ijee.ias.ac.ir/article_138526_5f7b06525434e378c314c1d2328041f7.pdf
2021-11-22
13
30
10.22047/ijee.2021.249570.1780
یادگیری الکترونیکی
توانمندی یادگیری الکترونیکی
پاندمی کرونا
دانشگاههای ایران
دانشگاههای ترکیه
غلامعلی
منتظر
montazer@modares.ac.ir
1
عضو هیئت علمی داتشگاه تربیت مدرّس
LEAD_AUTHOR
مهدیه
فرازکیش
mfarazkish@gmail.com
2
مرکز تحقیقات سیاست علمی کشور
AUTHOR
Alshaher, A. (2013). The McKinsey 7S model framework for e-learning system readiness assessment. International Journal of Advances in Engineering & Technology, 6(5): 1948.
1
Borotis, S., & A. Poulymenakou. (2004). E-learning readiness components: Key issues to consider before adopting e-learning interventions. In E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education. Association for the Advancement of Computing in Education (AACE), 1622-1629.
2
Darab, B., & GH A. Montazer. (2011). An eclectic model for assessing e-learning readiness in the Iranian universities. Computers & Education, 56(3): 900-910.
3
E-Commerce Development Business Center. (2014). Peyvast Journal, 13 [In Persian].
4
Engholm, P., & J. McLean. (2001). What determines an organisation’s readiness for e-learning? Available at: http://www2. sbbs.se/hp/erson/academia/Thesis% 20Final.htm.
5
Farazkish, M & G. A. Montazer. (2019). Comparative analysis of professors and students E-readiness in Iran, Turkey & Azerbaijan to implement the e-learning system. 13th Conference on Quality Evaluation of University Systems, Shiraz [In Persian].
6
Farazkish, M & G. A. Montazer. (2017). Assessing the readiness of digital content in selected Iranian universities. 12th Iranian Annual E-Learning Conference, Tehran [In Persian].
7
Ghafourifard M. (2020). The promotion of Virtual Education in Iran: The Potential which Turned into reality by Coronavirus. Iranian Journal of Medical Education. 20:33-34 [In Persian].
8
Haney, B. D. (2002). Assessing organizational readiness for E-learning: 70 questions to ask. Performance improvement, 41(4): 10-15.
9
Higher Education Research & Planning Institute. (2020). Statistics of higher education of Iran in the academic year 2018-2019. Tehran [In Persian].
10
**Higher Education Research and Planning Institute. (2019). Statistics of higher education of Iran in the academic year 2017-2018. Tehran [In Persian].
11
**Higher Education Research and Planning Institute. (2018). Statistics of higher education of Iran in the academic year 2016-2017. Tehran [In Persian].
12
**Higher Education Research and Planning Institute. (2014). Statistics of higher education of Iran in the academic year 2012-2013. Tehran [In Persian].
13
**Higher Education Research and Planning Institute. (2007). Statistics of higher education of Iran in the academic year 2005-2006. Tehran [In Persian].
14
**Higher Education Research and Planning Institute. (2004). Statistics of higher education of Iran in the academic year 2002-2003. Tehran [In Persian].
15
Mertler, A., & R. Reinhart. (2016). Advanced and multivariate statistical methods: Practical application and interpretation. Routledge.
16
Odunaike, S., Olugbara, O. & S. Ojo. (2013). E-learning implementation critical success factors. Innovation, 3(4).
17
Psycharis, S. (2005). Presumptions and actions affecting an e-learning adoption by the educational system-Implementation using virtual private networks. European Journal of Open, Distance and E-learning, 8(2).Qamar, M. K. (2002). Global trends in agricultural extension: Challenges facing Asia and the pacific region.
18
Qayyum, A., & O. Zawacki-Richter. (2019). The state of open and distance education. In Open and distance education in Asia, Africa and the Middle East. Springer, Singapore.
19
QS World University Rankings (2020). https://www.topuniversities.com/ university- rankings/ world-university-rankings/2020.
20
Reuters, T. (2019). Times higher education world university rankings. http://www. timeshighereducation.co.uk/world-university-rankings/2018-19/world-ranking.
21
Rosenberg, M. J. (2001). E-Learning: strategies for delivering knowledge in the digital age”, McGrow Hill.
22
Shanghai ranking consultancy. (2019). ARWU World University Rankings 2018. http://www.shanghairanking.com/ARWU2018.html.
23
Worknowledge. (2004). E-learning assessment readiness. Available at: http//www.worknowledge.com.
24
Zawacki-Richter, O., Kondakci, Y., Bedenlier, S., Alturki, U., Aldraiweesh, A., & D. Püplichhuysen. (2015). The development of distance education systems in Turkey, the Russian Federation and Saudi Arabia. European Journal of Open, Distance and E-learning, 18(2): 112-128.
25
Zawacki-Richter, O. & A. Qayyum. (2019). Open and distance education in Asia, Africa and the Middle East: National perspectives in a digital age. Springer Nature, 140.
26
Ankara University. (2018). The University in Numbers. http://sayilarla.ankara.edu.tr/en/index (acceced 7 Dec. 2018).
27
Ankara University Distance Education Center. (2019). About. https://ankuzem.ankara.edu.tr/ index.php/about/publications/31-hakkimizda/genel-bilgiler/193-about-ankuzem (acceced 12 Agu. 2019).
28
Gazi University. (2018). Gazi University History. http://gazi-universitesi.gazi.edu.tr/posts/view/title/gazi-university-history-169266?siteUri=gazi-universitesi (acceced 7 Dec. 2018).
29
Gazi University Distance Education Application and Research Center. (2019). GUZEM Strategic Plan (2019-2023). http://uzem.gazi.edu.tr/ (acceced 25 Feb. (2020)).
30
Hacettepe University. (2018). Hacettepe at a Glance. https://www.hacettepe.edu.tr/english/hakkinda/ geneltanitim (acceced 7 Dec. 2018).
31
Hacettepe üniversitesi uzaktan eğitim uygulama ve araştırma merkezi. (2019). About HUZEM. http://www.huzem.hacettepe.edu.tr/en/index.html (acceded 25 Feb. 2020)
32
Khajeh Nassir-Al-Deen Toosi (K. N. Toosi) University of Technology. (2018). About Us. http://en.kntu.ac.ir/Index.aspx?page_=form&lang=2&sub=0&tempname=Kntu9607En&PageID=546&isPopUp=False (acceded 22 Nov. 2018).
33
E-learning Center of K.N.Toosi University of Technology. (2019). About Us. http://elearning.kntu.ac.ir/index.php/en/fileds-of-study (acceded 25 Feb. 2020).
34
Middle East Technical University (METU). (2018). General Information. http://www.metu.edu.tr/ general-information (acceced 7 Dec. 2018).
35
Middle East Technical University (METU). (2019). Online Education Programs. https://www.metu.edu.tr/online-education-programs (acceced 12 Agu. 2019).
36
Shiraz University. (2018). About. http://shirazu.ac.ir/en/node/1503 (acceded 14 Feb. 2018).
37
Shiraz University Virtual Center. (2019). Home. http://vu.shirazu.ac.ir/ (acceded 12 Agu. 2019).
38
University of Isfahan e-learning center. (2019). Holding formal university courses. https://vu.ui.ac.ir/. (Acceded 12 Agu. 2019).
39
University of Isfahan. (2018). Academics disciplines. http://ui.ac.ir /index.aspx? tempname = ENGmain & lang= 2 & sub= 0 (acceded 22 Nov. 2018).
40
University of Tehran. (2017). Facts and figures. http://ut.ac.ir/en/page/756/facts-and-figures (acceced 22 Nov. 2018).
41
University of Tehran E-learning Center. (2019). About. https://utec.ut.ac.ir/ (acceced 12 Agu. 2019).
42
ORIGINAL_ARTICLE
ارائه چارچوبی برای توسعه سرمایه انسانی دانشجویان مهندسی مبتنیبر برنامههای منتورینگ
هدف از این پژوهش، ارائه چارچوبی برای توسعه سرمایه انسانی دانشجویان مهندسی مبتنیبر برنامههای منتورینگ میباشد. برای دستیابی به این هدف از روش کیفی فراترکیب استفاده شده است. بنابراین جستجوی کلیدواژههای تخصصی پژوهش، منتورینگ دانشجویان مهندسی، منتورینگ دانشجویان آموزش عالی در پایگاههای معتبر علمی، ساینسدایرکت، اشپرینگر، ویلیآنلاین، اریک، سیج، امرالد در بازه زمانی (2000 - 2021) انجام شد. سرانجام 72 پژوهش برای تحلیل انتخاب شدند. یافتهها در بخش نخست دربرگیرنده مضامین دانشگاهی (رهبری دانشگاه، مدیریت دانشگاه)، ارتباطی (ارتباطات درون دانشگاهی و بروندانشگاهی)، ظرفیتهای نرم (هنجارهای فرهنگی و هنجارهای اخلاقی)، پیش از اجرای برنامه (برنامهریزی مقدماتی، آمادهسازی)، حین اجرای برنامه (مدیریت اجرای برنامه، شیوه اجرای جلسات)، نظارت و ارزشیابی اجرای برنامه (نظارت بر اجرا، ارزشیابی برنامه)، پیامدهای اجرای برنامه (دانشجویی و دانشگاهی) میشدند. در بخش دوم یافته در قالب مضامین ویژگیهای اعضای هیئت علمی (ویژگی عمومی استاد، ویژگی علمی استاد)، ویژگیهای دانشجو (ویژگی عمومی دانشجو، ویژگی علمی دانشجو)، ویژگیهای مشترک (ویژگیهای مشترک عمومی، ویژگیهای مشترک علمی) دستهبندی شدند. در پایان توصیههای سیاستی برای نظام آموزش عالی مهندسی ایران ارائه شده است.
https://ijee.ias.ac.ir/article_135055_74d2f52f8bda1026c72709ed24299305.pdf
2021-11-22
31
54
10.22047/ijee.2021.283849.1830
پیشرفت تحصیلی
توسعه دانشجویی
توسعه سرمایه انسانی دانشجویان
منتورینگ
موفقیت دانشجویان
احمد
کیخا
ahmadkeykha8984@gmail.com
1
دانشجوی دکتری اقتصاد و مدیریت مالی دانشگاه تهران
LEAD_AUTHOR
محمد
میرکمالی
mkamali@ut.ac.ir
2
استاد تمام گروه مدیریت و برنامه ریزی آموزشی، دانشکدة علومتربیتی و روانشناسی، دانشگاه تهران، تهران، ایران
AUTHOR
Afghani, B., Santos, R., Angulo, M., & Muratori, W. (2013). A novel enrichment program using cascading mentorship to increase diversity in the health care professions. Academic Medicine, 88(9), 1232-1238.
1
Aikens, M. L., Robertson, M. M., Sadselia, S., Watkins, K., Evans, M., Runyon, C. R., ... & Dolan, E. L. (2017). Race and gender differences in undergraduate research mentoring structures and research outcomes. CBE—Life Sciences Education, 16(2), ar34.
2
Alford, E., & Stubblefield, P. (2002). Mentoring engineering graduate students in professional communications: An interdisciplinary workshop approach. In 2002 Annual Conference (pp. 7-851).
3
Altman, I., & Taylor, D. A. (1973). Social penetration: The development of interpersonal relationships. Holt, Rinehart & Winston.
4
Atkins, K., Dougan, B. M., Dromgold-Sermen, M. S., Potter, H., Sathy, V., & Panter, A. T. (2020). “Looking at Myself in the Future”: how mentoring shapes scientific identity for STEM students from underrepresented groups. International Journal of STEM Education, 7(1), 1-15.
5
Bandura, A. (1977). Social learning theory. Oxford, England: Prentice Hall.
6
Baran, E. (2016). Examining the benefits of a faculty technology mentoring program on graduate students’ professional development. Journal of Digital Learning in Teacher Education, 32(3), 95-104.
7
Behar-Horenstein, L. S., Roberts, K. W., & Dix, A. C. (2010). Mentoring undergraduate researchers: An exploratory study of students’ and professors’ perceptions. Mentoring & Tutoring: Partnership in Learning, 18(3), 269-291.
8
Bendickson, J. S., Madden, L., & Matherne III, C. F. (2020). Graduate students mentoring undergraduate students’ business innovation pitches. The International Journal of Management Education, 18(2)
9
Beres, J. L., & Dixon, J. C. (2016). Examining the role of friendship in mentoring relationships between graduate students and faculty advisors. Collected essays on learning and teaching, 9, 111-124.
10
Beyerlein, S., & Odom, E. (2007). Enhancing capstone design courses through graduate student mentoring and leadership development. In Proceedings of Capstone Design Conference.
11
Bonk, C. J., & Kim, K. A. (1998). Extending sociocultural theory to adult learning. Adult Learning and Development: Perspectives From Educational Psychology, 67-88.
12
Casto, C., Caldwell, C., & Salazar, C. F. (2005). Creating mentoring relationships between female faculty and students in counselor education: Guidelines for potential mentees and mentors. Journal of Counseling & Development, 83(3), 331-336.
13
Chang, J. C. (2005). Faculty student interaction at the community college: A focus on students of color. Research in Higher Education, 46(7), 769-802.
14
Chelberg, K., & Bosman, L. (2020). American Indian college student mentoring: A study to measure changes in self-efficacy. Education Sciences, 10(2), 38.
15
Chester, A., Burton, L. J., Xenos, S., & Elgar, K. (2013). Peer mentoring: Supporting successful transition for first year undergraduate psychology students. Australian Journal of Psychology, 65(1), 30-37.
16
Claeys, M., Deplaecie, M., Vanderplancke, T., Delbaere, I., Myny, D., Beeckman, D., & Verhaeghe, S. (2015). The difference in learning culture and learning performance between a traditional clinical placement, a dedicated education unit and work-based learning. Nurse Education Today, 35(9), e70-e77.
17
Collier, P. (2017). Why peer mentoring is an effective approach for promoting college student success. Metropolitan Universities, 28(3), 9-19.
18
Cornelius, V., Wood, L., & Lai, J. (2016). Implementation and evaluation of a formal academic-peer-mentoring programme in higher education. Active Learning in Higher Education, 17(3), 193-205
19
Crisp G and Cruz I (2009) Mentoring college students: A critical review of the literature between 1990 and 2007. Research in Higher Education 50: 525-45
20
Crisp, G., Baker, V. L., Griffin, K. A., Lunsford, L. G., & Pifer, M. J. (2017). Special issue: Mentoring undergraduate students. ASHE Higher Education Report, 43(1), 1-117.
21
Curtin, N., Malley, J., & Stewart, A. J. (2016). Mentoring the next generation of faculty: Supporting academic career aspirations among doctoral students. Research in Higher Education, 57(6), 714-738.
22
Davis, D. J. (2010). The academic influence of mentoring upon African American undergraduate aspirants to the professoriate. The Urban Review, 42(2), 143-158.
23
Dawson P (2014) Beyond a definition: Toward a framework for designing and specifying mentoring models. Educational Researcher 43(3): 137- 45.
24
DeAngelo, L., Mason, J., & Winters, D. (2016). Faculty engagement in mentoring undergraduate students: How institutional environments regulate and promote extra-role behavior. Innovative Higher Education, 41(4), 317-332.
25
Dehon, E., Cruse, M. H., Dawson, B., & Jackson-Williams, L. (2015). Mentoring during medical school and match outcome among emergency medicine residents. Western Journal of Emergency Medicine, 16(6), 927.
26
Ensher, E., & Ehrhardt, K. (2020). Antecedents and outcomes of callings for university students: An examination of mentoring and insight eExperiences. Journal of Career Development, 13
27
Fedynich, L., & Bain, S. F. (2011). Mentoring the successful graduate student of tomorrow. Research in Higher Education Journal, 12, 1.
28
Felder, P. (2010). On doctoral student development: Exploring faculty mentoring in the shaping of African American doctoral student success. Qualitative Report, 15(2), 455-474.
29
Feldon, D. F., Maher, M. A., Hurst, M., & Timmerman, B. (2015). Faculty mentors’, graduate students’, and performance-based assessments of students’ research skill development. American Educational Research Journal, 52(2), 334-370.
30
Finch, J. K., & Fernández, C. (2014). Mentoring graduate students in teaching: The FCCIC model. Teaching Sociology, 42(1), 69-75.
31
Fleck, C., & Mullins, M. E. (2012). Evaluating a psychology graduate student peer mentoring program. Mentoring & Tutoring: Partnership in Learning, 20(2), 271-290.
32
Forehand, R. L. (2008). The art and science of mentoring in psychology: A necessary practice to ensure our future. American Psychologist, 63(8), 744
33
Fournier, N. (2002). Postgraduate peer-mentoring gepartment of computer science University of Manchester. https:/ / citeseerx.ist.psu.edu/ viewdoc/ download?doi=10.1.1.10.6791&rep=rep1&type=pdf
34
Fried, T., & MacCleave, A. (2009). Influence of role models and mentors on female graduate students’ choice of science as a career. Alberta Journal of Educational Research, 55(4).
35
Garcia-Melgar, A., & Meyers, N. (2020). STEM near peer mentoring for secondary school students: a case study of university mentors’ experiences with online mentoring. Journal for STEM Education Research, 3(1), 19-42.
36
Geesa, R. L., Brown, R. D., & McConnell, K. R. (2020). Mentoring pathways program for first-year education doctor of education students: perspectives of a program redesigned for sustainability. Mentoring & Tutoring: Partnership in Learning, 28(2), 156-175.
37
Geesa, R. L., Lowery, K., & McConnell, K. (2018). Mentee perspectives of a first-year peer mentoring program for education doctoral (EdD) students. International Journal of Doctoral Studies, 13, 471- 495.
38
Gershenfeld, S. (2014). A Review of undergraduate mentoring programs. Review of Educational Research, 84(3), 365.
39
Gogoi, E. (2020). Mentoring engineering students. http:/ / repository.utm.md/ handle/ 5014/ 9347
40
Grant, C. M., & Simmons, J. C. (2008). Narratives on experiences of African-American women in the academy: Conceptualizing effective mentoring relationships of doctoral student and faculty. International Journal of Qualitative Studies in Education, 21(5), 501-517.
41
Gunn, F., Lee, S. H., & Steed, M. (2017). Student perceptions of benefits and challenges of peer mentoring programs: Divergent perspectives from mentors and mentees. Marketing Education Review, 27(1), 15-26.
42
Hajiloo, V, Memarzadeh, Gh & Alborzi, M. (2018). Dynamic modeling of human capital development in government organizations. Quarterly Journal of Development and Transformation Management, 25 [In Persian].
43
Hatak, I., & Zhou, H. (2021). Health as human capital in entrepreneurship: individual, extension, and substitution effects on entrepreneurial success. Entrepreneurship Theory and Practice, 45(1), 18-42.
44
Hill, R. D., Castillo, L. G., Ngu, L. Q., & Pepion, K. (2000). Mentoring ethnic minority students for careers in academia: The WICHE doctoral scholars program. The Counseling Psychologist, 27(6), 827-845.
45
Holland, J. M., Major, D. A., & Orvis, K. A. (2012). Understanding how peer mentoring and capitalization link STEM students to their majors. The Career Development Quarterly, 60, 343-354Johnson, B. A., & Harreld, D. J. (2012). Nurturing independent learning in the undergraduate student in history: A faculty student mentoring experience. Mentoring & Tutoring: Partnership in Learning, 20(3), 361-378.
46
Johnson, W. B. (2015). On being a mentor: A guide for higher education faculty (2nd ed.). New York, NY: Routledge.
47
Johnson, W. B., Behling, L. L., Miller, P., & Vandermaas-Peeler, M. (2015). Undergraduate research mentoring: Obstacles and opportunities. Mentoring & Tutoring: Partnership in Learning, 23(5), 441-453.
48
Jones, I. S., & Blankenship, D. (2020). Mentoring as seen through the lens of doctoral students. Research in Higher Education Journal, 38.
49
Katz, C. C., Elsaesser, C., Klodnik, V. V., & Khare, A. (2019). Mentoring matters: An innovative approach to infusing mentorship in a social work doctoral program. Journal of Social Work Education, 55(2), 306-313.
50
Kavanagh, L., & Crosthwaite, C. (2007). Triple-objective team mentoring: Achieving learning objectives with chemical engineering students. Education for Chemical Engineers, 2(1), 68-79.
51
Kocadere, S. (2015). The development of a scale on assessing peer mentoring at the college level. Mentoring & Tutoring: Partnership in Learning, 23(4), 328-340.
52
Krishna, L., Toh, Y. P., Mason, S., & Kanesvaran, R. (2019). Mentoring stages: A study of undergraduate mentoring in palliative medicine in Singapore. PloS one, 14(4).
53
Larose, S., Cyrenne, D., Garceau, O., Harvey, M., Guay, F., Godin, F., ... & Deschênes, C. (2011). Academic mentoring and dropout prevention for students in math, science and technology. Mentoring & Tutoring: Partnership in Learning, 19(4), 419-439.
54
Law, D. D., Hales, K., & Busenbark, D. (2020). Student success: A literature review of faculty to undergraduate mentoring. Journal on Empowering Teaching Excellence, 4, 22-40.
55
Lechuga, V. M. (2011). Faculty-graduate student mentoring relationships: Mentors’ perceived roles and responsibilities. Higher Education, 62(6), 757-771.
56
Lee, L. M., & Bush, T. (2003). Student mentoring in higher education: Hong Kong Baptist University. Mentoring & Tutoring, 11(3), 263-271.
57
Leigh Peyton, Michal Morton, Molly M. Perkins, Linda M Dougherty, A. (2001). Mentoring in gerontology education: new graduate student perspectives. Educational Gerontology, 27(5), 347-359.
58
Li, S., Malin, J. R., & Hackman, D. G. (2018). Mentoring supports and mentoring across difference: Insights from mentees. Mentoring & Tutoring: Partnership in Learning, 26(5), 563-584.
59
Lim, J. H., MacLeod, B. P., Tkacik, P. T., & Dika, S. L. (2017). Peer mentoring in engineering:(un) shared experience of undergraduate peer mentors and mentees. Mentoring & Tutoring: Partnership in Learning, 25(4), 395-416.
60
Lin, Y. N., & Hsu, A. Y. P. (2012). Peer mentoring among doctoral students of science and engineering in Taiwan. Asia Pacific Education Review, 13(4), 563-572.
61
Liu, Y., Xie, Y., Sun, T., & Lv, J. (2020). Mentoring in doctoral programs of educational technology in China. TechTrends, 64(1), 2-4.
62
Livingstone, N., & Naismith, N. (2018). Faculty and undergraduate student perceptions of an integrated mentoring approach. Active Learning in Higher Education, 19(1), 77-92.
63
Lorenzetti, D. L., Shipton, L., Nowell, L., Jacobsen, M., Lorenzetti, L., Clancy, T., & Paolucci, E. O. (2019). A systematic review of graduate student peer mentorship in academia. Mentoring & Tutoring: Partnership in Learning, 27(5), 549-576.
64
Lunsford, L. (2012). Doctoral advising or mentoring? Effects on student outcomes. Mentoring & Tutoring: Partnership in Learning, 20(2), 251-270.
65
Mansson, D. H., & Myers, S. A. (2012). Using mentoring enactment theory to explore the doctoral student-advisor mentoring relationship. Communication Education, 61(4), 309-334.
66
Matin, A. S. (2017). Understanding effective mentoring in nursing education: The relational reliant concept. JOJ Nursing Health Care, 2(5), 1-3.McConnell, K., Geesa, R. L., & Lowery, K. (2019). Self-reflective mentoring: Perspectives of peer mentors in an education doctoral program. International Journal of Mentoring and Coaching in Education, 8(2), 86-101.
67
McKinsey, E. (2016). Faculty mentoring undergraduates: The nature, development, and benefits of mentoring relationships. Teaching & Learning Inquiry, 4(1), 25-39.
68
McWilliams, & E., A. (2016). Wake forest university: building a campus-wide mentoring culture. Retrieved May 7, 2016, from https:/ / eric.ed.gov/ ?id=EJ1152732!
69
Naderi, A (2016). Measurement and evaluation of human capital based on an integrated model. Tehran: University of Tehran Press [In Persian].
70
Ngepah, N., Saba, C. S., & Mabindisa, N. G. (2021). Human capital and economic growth in South Africa: A cross-municipality panel data analysis. South African Journal of Economic and Management Sciences, 24(1), 11.
71
Noonan, M. J., Ballinger, R., & Black, R. (2007). Peer and faculty mentoring in doctoral education: Definitions, experiences, and expectations. International Journal of Teaching and Learning in Higher Education, 19(3), 251-262.
72
Nora, A., & Crisp, G. (2007). Mentoring students: Conceptualizing and validating the multi-dimensions of a support system. Journal of College Student Retention: Research, Theory & Practice, 9(3), 337-356.
73
Penner R (2001). Mentoring in higher education. Spring, 30(1):45-52.
74
Pfund, C. (2016). Studying the role and impact of mentoring on undergraduate research experience. Paper commissioned for the committee on strengthening research experiences for undergraduate STEM students. National Academics of Sciences, Teaching, Engineering and Medicine Avaliable: http:/ / nas. edu/ STEM_undergraduate_Research_Mentoring. Accessed, 30, 07-18.
75
Phale, K., Fanglin, L., Adjei Mensah, I., Omari-Sasu, A. Y., & Musah, M. (2021). Knowledge-based economy capacity building for developing countries: A panel analysis in Southern African development community. Sustainability, 13(5), 2890.
76
Potter, S. J., Abrams, E., Townson, L., & Williams, J. E. (2009). Mentoring undergraduate researchers: Faculty mentors perceptions of the challenges and benefits of the research relationship. Journal of College Teaching & Learning (TLC), 6(6).
77
President’s council of advisors on science and technology (PCAST). (2012). Engage to excel: Producing one million additional college graduates with degrees in science, technology, engineering, and mathematics. Washington, DC: Author.
78
Raven, N. (2015). The impact of mentoring reconsidered: an exploration of the benefits for student mentors. Research in Post-Compulsory Education, 20(3), 280-295.
79
Rehman, W., Degirmen, S., & Waseem, F. (2021). Propensity for and quality of Intellectual capital divulgence across the BRICS banking sector: A knowledge-based perspective from emerging economies. Journal of the Knowledge Economy, 1-28.
80
Reilly, A. H. (2017). Using ignatian pedagogy to support faculty-student mentoring. Jesuit Higher Education, 6(2), 97-107.
81
Riege, A. M. (2003). Validity and reliability tests in case study research: a literature review with “hands-on” applications for each research phase. Qualitative market research: An international journal,16
82
Sandelowski, M., & Barroso, J. (2007). Handbook for synthesizing qualitative research. Springer Publishing Company, New York
83
Santos, S. J., & Reigadas, E. T. (2002). Latinos in higher education: An evaluation of a university faculty mentoring program. Journal of Hispanic Higher Education, 1(1), 40-50.
84
Scanlon, L. (2009). Metaphors and mentoring: constructing a mentor typology from the perspective of student mentors. International Journal of Evidence Based Coaching & Mentoring, 7(2).
85
Scott, C. L., & Homant, R. J. (2007). The professional mentor program plus: An academic success and retention tool for adult learners. Journal of College Student Retention: Research, Theory & Practice, 9(1), 61-73.
86
Smith, C. A., Beltman, S., Dinham, J., Dobinson, T. J., & Jay, J. (2020). Supporting undergraduate university students through instrumental mentoring. Australian Journal of Teacher Education, 45(1), 82-98.Stephenson, M., & Christensen, R. (2007). Mentoring for doctoral student praxis-centered learning: Creating a shared culture of intellectual aspiration. Nonprofit and Voluntary Sector Quarterly, 36(4_suppl), 64S-79S.
87
Strayhorn, T. L., & Saddler, T. N. (2009). Gender differences in the influence of faculty-student mentoring relationships on satisfaction with college among African Americans. Journal of African American Studies, 13(4), 476-493.
88
Tenenbaum, L. S., Anderson, M. K., Jett, M., & Yourick, D. L. (2014). An innovative near-peer mentoring model for undergraduate and secondary students: STEM focus. Innovative Higher Education, 39(5), 375-385.
89
Terry, T., & Ghosh, R. (2015). Mentoring from different social spheres: How can multiple mentors help in doctoral student success in ed. d programs?. Mentoring & Tutoring: Partnership in Learning, 23(3), 187-212.
90
Thomas, K. M., Willis, L. A., & Davis, J. (2007). Mentoring minority graduate students: Issues and strategies for institutions, faculty, and students. Equal Opportunities International,7.
91
Townsend, R. A., Delves, M., Kidd, T., & Figg, B. (2011). Undergraduate student peer mentoring in a multi-faculty, multi-campus university context. Journal of Peer Learning, 4(1), 37-49.
92
Tripathy, S., & Satapathy, S. K. (2020). Efficacy of mentoring on post graduate management student performance: A study. Asian Journal of Management, 11(3), 254-258.
93
Tuma, T. T., Adams, J. D., Hultquist, B. C., & Dolan, E. L. (2021). The dark Side of development: A systems characterization of the negative mentoring experiences of doctoral students. CBE-Life Sciences Education, 20(2)
94
Vandermaas-Peeler, M., Miller, P. C., & Peeples, T. (2015). Mentoring is sharing the excitement of discovery: Faculty perceptions of undergraduate research mentoring. Mentoring & Tutoring: Partnership in Learning, 23(5), 377-393.
95
Vauterin, J. J., & Virkki-Hatakka, T. (2020). Mentoring PhD students working in industry: Using hermeneutics as a critical approach to the experience. Industry and Higher Education, 8
96
Wang S, Tomlinson EC and Noe RA (2010) The role of the mentor trust and protégé internal locus of control in formal mentoring relationships. Journal of Applied Psychology 95(2): 358-67.
97
Wangmo, T., Ewen, H. H., Webb, A. K., Teaster, P. B., & Russell Hatch, L. (2009). Mentoring in gerontology doctoral education: The role of elders in mentoring gerontologists. Gerontology & Geriatrics Education, 30(1), 47-60.
98
Webb, A. K., Wangmo, T., Ewen, H. H., Teaster, P. B., & Hatch, L. R. (2009). Peer and faculty mentoring for students pursuing a PhD in gerontology. Educational Gerontology, 35(12).
99
West, C. H., Rieger, K. L., Chooniedass, R., Adekoya, A. A., Isse, A. A., Karpa, J. V., ... & Martin, D. E. (2018). Enlivening a community of authentic scholarship: A faculty-mentored experience for graduate students at the 2016 qualitative health research conference. International Journal of Qualitative Methods, 17(1).
100
Wolfe, A. J., Ret allick, M. S., Martin, R., & Steiner, C. (2008). Mentoring functions practiced by undergraduate faculty in agriculture. Journal of Agricultural Education, 49(3), 99-108.
101
Wu, J., & Chui, W. H. (2020). A course-based and formal structured mentoring programme with Chinese university students. Innovations in Education and Teaching International, 1-12.
102
Yob, I., & Crawford, L. (2012). Conceptual framework for mentoring doctoral students. https:/ / abacus.universidadeuropea.es/ handle/ 11268/ 4533.
103
Zalaquett, C. P., & Lopez, A. D. (2006). Learning from the stories of successful undergraduate Latina/ Latino students: The importance of mentoring. Mentoring & Tutoring, 14(3), 337-353.
104
Zhang, S., Li, C., Carroll, M., & Schrader, P. G. (2020). Doctoral program design based on technology-based situated learning and mentoring: A comparison of part-time and full-time doctoral students. International Journal of Doctoral Studies, 15, 393.
105
Zuzuarregui JRP, Hohler AD. 2015. Comprehensive opportunities for research and teaching experience (CORTEX): a mentorship program. Neurology. 84:2372-2376.
106
ORIGINAL_ARTICLE
تحلیل وضعیت موجود و شناسایی رویکرد بدیل محیطهای یادگیری کارآموزی در برنامههای درسی مهندسی دانشگاه فردوسی مشهد
مقاله حاضر در جستجوی شناخت نوع مواجهه با طراحی محیطهای یادگیری کارآموزی دانشجویان رشته مهندسی است. روش تحقیق توصیفی و تحلیل اسناد بود. در تحلیل برنامه درسی تجربه شده، جامعه آماری شامل دانشجویان مهندسی دانشگاه فردوسی مشهد که واحد کارآموزی را گذرانده بودند و تعداد آنها 250 نفر میشد. تعداد 135 نفر با استفاده از فرمول کوکران بهعنوان نمونه انتخاب شدند و به پرسشنامه محقق ساخته که شامل 23 گویه و مطابق با نه عنصر برنامه درسی بود، پاسخ دادند. در تحلیل برنامه درسی قصد شده 6 سند برنامه درسی بهصورت نمونه هدفمند انتخاب شد. نتایج با استفاده از آزمون ناپارامتریک خی دو یک بعدی (کای مربع) مورد تجزیه و تحلیل قرار گرفت. نتایج نشان داد، دانشجویان برنامه درسی تجربهشده را از لحاظ ابعادی مانند تناسب محتوا با فعالیتهای حرفهای و نیازهای علمی صنعت را مغفول(p<0/001) و در بقیه موارد نوع طراحی آموزشی را بهطور معناداری بهصورت طراحی آموزشی جزءنگر (p<0/05) ارزیابی کردند. نتایج مربوط به برنامه درسی قصدشده از طریق بررسی برنامه درسی مصوب وزارت علوم، تحقیقات و فناوری و ارزیابی طرح درسهای اعضای هیئت علمی دانشکده مهندسی دانشگاه فردوسی مشهد نیز نشان داد که طراحی محیطهای یادگیری کارآموزی مغفول مانده است. اتخاذ رویکرد کلنگر مبتنیبر محیطهای یادگیری تکلیفمحور بهعنوان رویکرد بدیل در طراحی آموزشی کارآموزی پیشنهاد میشود.
https://ijee.ias.ac.ir/article_133646_41aa7810684fea5838e13b81442c50eb.pdf
2021-11-22
55
72
10.22047/ijee.2021.252421.1786
کارآموزی
محیط یادگیری
برنامه درسی مغفول
یادگیری تکلیفمحور
مرتضی
کرمی
m.karami@um.ac.ir
1
دانشیار دانشکده علوم تربیتی و روانشناسی دانشگاه فردوسی مشهد
LEAD_AUTHOR
اعظم
محمدزاده قصر
azam_mohamadzade@yahoo.com
2
دانشجوی دکتری مطالعات برنامه درسی گروه مطالعات برنامه درسی دانشگاه فردوسی مشهد
AUTHOR
حسین
جعفری ثانی
hsuny@um.ac.ir
3
گروه مطالعات برنامه درسی و آموزش دانشگاه فردوسی مشهد مشهد ایران
AUTHOR
Stephenson, M., & Christensen, R. (2007). Mentoring for doctoral student praxis-centered learning: Creating a shared culture of intellectual aspiration. Nonprofit and Voluntary Sector Quarterly, 36(4_suppl), 64S-79S.
1
Strayhorn, T. L., & Saddler, T. N. (2009). Gender differences in the influence of faculty-student mentoring relationships on satisfaction with college among African Americans. Journal of African American Studies, 13(4), 476-493.
2
Tenenbaum, L. S., Anderson, M. K., Jett, M., & Yourick, D. L. (2014). An innovative near-peer mentoring model for undergraduate and secondary students: STEM focus. Innovative Higher Education, 39(5), 375-385.
3
Terry, T., & Ghosh, R. (2015). Mentoring from different social spheres: How can multiple mentors help in doctoral student success in ed. d programs?. Mentoring & Tutoring: Partnership in Learning, 23(3), 187-212.
4
Thomas, K. M., Willis, L. A., & Davis, J. (2007). Mentoring minority graduate students: Issues and strategies for institutions, faculty, and students. Equal Opportunities International,7.
5
Townsend, R. A., Delves, M., Kidd, T., & Figg, B. (2011). Undergraduate student peer mentoring in a multi-faculty, multi-campus university context. Journal of Peer Learning, 4(1), 37-49.
6
Tripathy, S., & Satapathy, S. K. (2020). Efficacy of mentoring on post graduate management student performance: A study. Asian Journal of Management, 11(3), 254-258.
7
Tuma, T. T., Adams, J. D., Hultquist, B. C., & Dolan, E. L. (2021). The dark Side of development: A systems characterization of the negative mentoring experiences of doctoral students. CBE-Life Sciences Education, 20(2)
8
Vandermaas-Peeler, M., Miller, P. C., & Peeples, T. (2015). Mentoring is sharing the excitement of discovery: Faculty perceptions of undergraduate research mentoring. Mentoring & Tutoring: Partnership in Learning, 23(5), 377-393.
9
Vauterin, J. J., & Virkki-Hatakka, T. (2020). Mentoring PhD students working in industry: Using hermeneutics as a critical approach to the experience. Industry and Higher Education, 8
10
Wang S, Tomlinson EC and Noe RA (2010) The role of the mentor trust and protégé internal locus of control in formal mentoring relationships. Journal of Applied Psychology 95(2): 358-67.
11
Wangmo, T., Ewen, H. H., Webb, A. K., Teaster, P. B., & Russell Hatch, L. (2009). Mentoring in gerontology doctoral education: The role of elders in mentoring gerontologists. Gerontology & Geriatrics Education, 30(1), 47-60.
12
Webb, A. K., Wangmo, T., Ewen, H. H., Teaster, P. B., & Hatch, L. R. (2009). Peer and faculty mentoring for students pursuing a PhD in gerontology. Educational Gerontology, 35(12).
13
West, C. H., Rieger, K. L., Chooniedass, R., Adekoya, A. A., Isse, A. A., Karpa, J. V., ... & Martin, D. E. (2018). Enlivening a community of authentic scholarship: A faculty-mentored experience for graduate students at the 2016 qualitative health research conference. International Journal of Qualitative Methods, 17(1).
14
Wolfe, A. J., Ret allick, M. S., Martin, R., & Steiner, C. (2008). Mentoring functions practiced by undergraduate faculty in agriculture. Journal of Agricultural Education, 49(3), 99-108.
15
Wu, J., & Chui, W. H. (2020). A course-based and formal structured mentoring programme with Chinese university students. Innovations in Education and Teaching International, 1-12.
16
Yob, I., & Crawford, L. (2012). Conceptual framework for mentoring doctoral students. https:/ / abacus.universidadeuropea.es/ handle/ 11268/ 4533.
17
Zalaquett, C. P., & Lopez, A. D. (2006). Learning from the stories of successful undergraduate Latina/ Latino students: The importance of mentoring. Mentoring & Tutoring, 14(3), 337-353.
18
Zhang, S., Li, C., Carroll, M., & Schrader, P. G. (2020). Doctoral program design based on technology-based situated learning and mentoring: A comparison of part-time and full-time doctoral students. International Journal of Doctoral Studies, 15, 393.
19
Zuzuarregui JRP, Hohler AD. 2015. Comprehensive opportunities for research and teaching experience (CORTEX): a mentorship program. Neurology. 84:2372-2376.
20
ORIGINAL_ARTICLE
نقش تفکر انتقادی و روحیه کارآفرینی در پیشبینی فرسودگی و اهمالکاری تحصیلی دانشجویان فنی و مهندسی
پژوهش حاضر باهدف پیشبینی متغیرهای فرسودگی تحصیلی و اهمالکاری تحصیلی دانشجویان فنی مهندسی بر اساس متغیرهای تفکر انتقادی و روحیه کارآفرینی انجام یافته است. روش پژوهش توصیفی و از نوع همبستگی بود. جامعه آماری پژوهش کلیه دانشجویان کارشناسی فنی و مهندسی دانشگاه تبریز بودند که به روش نمونهگیری خوشهای تکمرحلهای و با استفاده از جدول مورگان تعداد 318 نفر (121 دختر و 197 پسر) بهعنوان نمونه انتخاب شدند. برای گردآوری دادهها از ابزارهای پرسشنامه تفکر انتقادی ریکتس، روحیه کارآفرینی بهرامزاده و همکاران، فرسودگی تحصیلی برسو و همکاران و اهمالکاری تحصیلی سواری استفاده شد. جهت تجزیهوتحلیل دادهها از آزمون T تکنمونهای، آزمون تحلیل واریانس یکراهه (ANOVA)، ضرایب همبستگی پیرسون و تحلیل رگرسیون چندگانه استفاده شد. یافتهها نشان داد میزان متغیرهای تفکر انتقادی و روحیه کارآفرینی بالاتر از حد متوسط بوده و میزان متغیرهای فرسودگی و اهمالکاری تحصیلی پایینتر از حد متوسط میباشد. همچنین متغیر تفکر انتقادی با ضریب بتای (20/0-=B) متغیر اهمالکاری تحصیلی را 14/0 و با ضریب بتای (30/0-=B) متغیر فرسودگی تحصیلی را 22/0 بهطور منفی پیشبینی میکند اما پیشبینی روحیه کارآفرینی معنادار نیست. بهطورکلی نتایج نشان داد متغیر تفکر انتقادی نقش معناداری در پیشبینی فرسودگی و اهمالکاری تحصیلی دانشجویان فنی و مهندسی دارد.
https://ijee.ias.ac.ir/article_137572_7b1080bebb26c54e26e2fc6b7630841e.pdf
2021-11-22
75
94
10.22047/ijee.2021.260157.1797
تفکر انتقادی
روحیه کارآفرینی
فرسودگی تحصیلی
اهمالکاری تحصیلی
فنی و مهندسی
داود
طهماسب زاده شیخلار
d.tahmaseb@yahoo.com
1
عضو هیئت علمی دانشگاه
LEAD_AUTHOR
آی سان
پاشائی فخر
pashaeifakhr@gmail.com
2
دانشگاه تبریز
AUTHOR
فاطمه
کاشی
f.kashi@yahoo.com
3
دانشگاه تبریز
AUTHOR
Ajma Akrami, A., Rezaei, T., & Bayani, A. (2015). Investigating the relationship between job hope and academic motivation with burnout. Journal of Knowledge and Health, 1 (10): 50-44. [In Persian].
1
Alaei, B., & Fathi Azar, E. (2013). Predicting the academic performance of Tabriz University students based on critical thinking attitudes and cognitive learning methods. New Educational Approaches, 8 (1): 104-89. [In Persian].
2
Almodova-Gonzalez, M., Fernandez-Portillo, A., & Diaz-Casero, J. (2020). Entrepreneurial activity & academic growth. A multi-country analysis. European Research on Management & Business economics, 26:9-17.
3
Amani, M. (2016). Investigating the relationship between curriculum orientations and students’ academic life and entrepreneeieurial spirit. Master’s Thesis in Curriculum Planning, University of Tabriz. [In Persian].
4
Aminai Chatroudi, H., & Mirzaei, M. (2017). Relationship between general self-efficacy, critical thinking and academic procrastination among students of the Faculty of Mathematics, Shahid Bahonar University of Kerman. The Second International Conference on Psychology, Educational and Behavioral Sciences, Tehran. [In Persian].
5
Andrews, R. (2015). Critical thinking and/ or argumentation in higher education. I M.Davies, & R.Barnelt (Eds). The Palgrave handbook of critical thinking in higher education (pp.49-62). London: Palgrave Macmillan.
6
Ansarian, Z. (2013). The relationship between quality of life and academic burnout in educational management students of Islamic Azad University, M.Sc. Thesis, Islamic Azad University, Tehran Branch, Central Branch. [In Persian].
7
Asikainen, H., Salmela-Aro, K., Parpala, A., & Katajavuori. N. (2020). Learning profiles and their relation to study- related burnout and academic achievement among university students. Learning & Individual Differences, 78:1-7. http://doi.org/10.1016/j.lindif.2019.101781.
8
Azizi Abar Qoi, M. (2010). Relationship between self-efficacy and quality of learning experiences with burnout of graduate students of Allameh Tabatabai University of Tehran. Master Thesis. [In Persian].
9
Bahramzade, M., Bavarsad, B., & Jafarpor, M. (2009). Assosing the role of organizational climate in the entrepreneurial spirit of Ahwaz students. Chamran Educational Sciences, 17(6): 1-10. [In Persian].
10
Bayani, A.A, Bayani, A., & Rajabi, A. (2016). The Relationship between academic burnout, psychological capital and employment hope with mental health in sStudents: A path analysis. Health Promotion Management, 6 (1): 46-40. [In Persian].
11
Bezanilla, M.J., Nogueira, D.F., Poblete, M., & Domingues, H.G. (2019). Methodologies for teaching- learning critical thinking in higher education: the teachers view. Thinking Skills and Creativity, 33:1-10. http://doiorg/10.1016/j.tsc.2019.100584.
12
Brando-Garrido, C., Montes-Hidalgo, J., Limonero, J.T., Gomez-Romero, M.J., & Tomas-Sabado, J. (2020). Relationship of academic procrastination with perceived competence, coping, self-esteem and self-efficacy in nursing students. Enfermeria Clinica, 1043:1-6. http://doi.org/10.1016/j.enfcli.2019.07.012.
13
Byrnes, J. P., & Dunbar, K. N. (2014). The nature and development of critical-analytic thinking. Educational Psychology Review, 26(4), 477-493.
14
Chang, E., Lee, A., Byeon. E., Seong, H., & Lee, S.M. (2016). The mediating effect of motivational types in the relationship between perfectionism and academic burnout, Personality & Individual Differences, 89:202-210.
15
D’Alessio, A.F., Avolio, B.E., & Charles, V. (2019). Studying the impact of critical thinking on the academic performance of executive MBA student’s. Thinking Skills & Creativity, 31:275-283. http://doi.org/10.1016/j.tsc.2019.02.002.
16
El Sofi, N., &See, B.H. (2019). Does explicit teaching of critical thinking improve critical thinking skills of English language learners in higher education? A critical review of causal evidence. Studies in Education Evaluation, 60:140-162. http://doi.org/10.1016/j.stueduc.2018.12.006.
17
Faghanpour, S., Nokjouri, Sh., & Seydan, A. (2018). The relationship between academic self-regulation and reflective thinking with academic burnout of mazandaran university students., Fifth International Conference on Psychology of Educational Sciences and Lifestyle, 26-28. [In Persian].
18
Frese, M., & Gielink, M.M. (2014). The psychology of entrepreneurship. Annual Review of Organizational Psychology & Organizational Behavior, 1:413-438.
19
Ghaemi, M. (2009). Life skills. Young Witness, 413: 17-8. [In Persian].
20
Giannet, L., & Simonov, N. (2003). Learning together: national differences in entrepreneurship.D.L. Sexton & H.Landstorm (Eds), 525.Oxford: Blackweel.
21
Grunschel, C., Patrzek, J., & Fries, S. (2013). Exploring different types of academic delayers: A latent profile analysis. Learning & Individual Differences, 23:225-233. http://doi.org/10.16/j.lindif.2012.09.014.
22
Gurol, Y., & Atsan, N. (2006). Entrepreneurial characteristics among university students: some insights for entrepreneurship education & training in turkey. Education & Training, 48(1):25-38.
23
Gustavson, D.E, & Miyake, A. (2017). Academic procrastination and goal accomplishment: A combined experimental and individual differences investigation. Learning & Individual Differences, 54:160-172. http://dx.doi.org/10.1016/j.lindif.2017.01.010.
24
Halpern DF. (2002). Thought and knowledge: An introduction to critical thinking. 4th ed. Mahwah, NJ: Lawrence Erlbaum Associates.
25
Herrmann, J., Koeppen, K., & Kesseles, U. (2019). Do girls take school too seriously? Investigating gender differences in school burnout from a self- worth perspective. Learning and Individual Differences, 69:150-161. http://doi.org/10.1016/j.lindif.2018.11.011
26
Hesser, J.E., (1998). Rhode island adolescence substance abuse, rhode island Department of Health: Office of Health Statistical, ORC Macro.
27
Hosseini Largani, S. (2020). Academic factors affecting student’s burnout: A comparative study of engineering students and other students of Iran’s higher education system. Iranian Journal of Engineering Education, 21(84), 31-51. [In Persian].
28
Hosseini. M., & Azizi, B. (2007). Investigating factors afeecting the development of entrepreneurial characteristics among 4th year B.S.students of Karaj agricultural college, Jornal of Agricultural Sciences, 2892):241-251. [In Persian].
29
Klassen, R.M., Krawchuk, L., & Rajani, L. (2008). Academic procrastination of undergraduates: low self-efficacy to self-regulate predicts higher levels of procrastination. Contemporary Educational Psychology, 23:915-931.
30
Klingsieck, K.B., Grund, A., Schmit, S., & Fries, S. (2013). Why students procrastinate: A qualitative approach. Journal of College Student Development, 54:397-412. http://doi.org/10.1353/ced.2013.0060.
31
Marzooqi, R., Heydari, M., & Heydari, E. (2013). Investigating the relationship between educational justice and academic burnout of students of the University of Social Welfare and Rehabilitation Sciences, Studies and Development of Medical Education, 10 (3): 216-210. [In Persian].
32
Naami.A.A.Z. (2009). Relationship between quality of learning experiences and academic burnout in graduate students of Shahid Chamran University, Psychological Studies, 5(3):117-134. [In Persian].
33
Pakmehr, H., Mirdorghi, F., Ghanayi, A., & Karami, M. (2013). Validation and factor analsis of the ritex critical thinking tendency scale. Quarterly Journal of Educational Measurement, 4(11):1-12. [In Persian].
34
Pao, N.C., & Wei, F.C. (2008). Exploratory study of the relationship between self-directed learning and academic performance in a web-based learning environment, online Journal of Distance Learning Administration. http://www.westga.edu/distance/ojdla/spring111/chou111.thml.
35
Park, S.W., & Sperling, R.A. (2010). Academic procrastinators and their self-regulation. Psychology, 3(1):12-23.
36
Phan, HP. (2010). Critical thinking as a self-regulatory process component in teaching and learning, Psicothema, 22(2):284-292.
37
Polas, R., Maricutoiu, L.P., & Costea, I. (2019). Relations between academic performance, student engagement and student burnout: A cross- lagged analysis of a two-wave study. Studies in Educational Evaluation, 60:199-204.
38
Rababa, M., & Masha’al, D. (2020). Using branching path simulations in critical thinking of pain management among nursing students: Experimental study. Nurse Education Today, 86:1-7. http://doi.org/10.1016/j.nedt.2019.104323.
39
Rahmati, Z. (2015). The study of academic burnout in students with high & low level of self-efficacy. Social & Behavioral Sciences, 171:49-55. [In Persian].
40
Rasmussena, E.A., & Sorheim, R. (2006). Action entrepreneurship education, Technouation, 26:185-194.
41
Rastjoo, S., Sepehr, H., & Zandvanian, A. (2016). Critical thinking dispositions and relationship: Academic performances among master’s degree students at Yazd University. Higher Education Letter, 9(34), 171-189. [In Persian].
42
Savari, K. (2013). The simple & multiple relationship of mastery & performance goals with academic procrastination. Social Cognition, 2(1):44-51. [In Persian].
43
Seif, A. (2012). Modern educational psychology: Psychology of learning and education, Tehran: Doran Publications. [In Persian].
44
Sepehrian, F., & Hosseinzadeh, M. (2011). Structural pattern analysis of the relationship between coping styles and academic procrastination in students. New Educational Thoughts, 7 (4): 93-77. [In Persian].
45
Shahrokhi, M. (2012). Investigating the relationship and exam anxiety with students’ Academic Procrastination. Master Thesis of Tarbiat Dabir Shahid Rajaei University. [In Persian].
46
Shaykh al-Islami, A., Karimianpour, G., & Weiss, R. (2015). Predicting academic burnout based on the quality of academic life and employment hope in students. Educational Psychology, 12 (39): 43-25. [In Persian].
47
Sokolowska, J. (2009). Behavioral, cognitive, affective, and motivational dimensions of academic procrastination among community college students: A Q methodology approach. (Doctoral Dissertation). University of New York. USA.
48
Sontos-Meneses, L.J. (2020). Critical thinking perspectives across contexts and curricula: Dominant, neglected, and complementing dimensions. Thinking Skills & Creativity, 35:1-14. http://doi.org/10.1016/j.tsc.2019.100610.
49
Stupnisky, R.H., Renaud, R.D., Daniels, L.M., Haynes, T.L., & Perry, R.P. (2008). The interrelation of first year college students’ critical thinking disposition, perceived academic control, and academic achievement. Research in Higher Education, 49, 513-530.
50
Taghizadeh, H., & Valipour, Z. (2013). A study of entrepreneurial characterristics among the students of technical and engineering faculties of Uremia University. Productivity Management, 6(23), 95-109. [In Persian].
51
Tsui, L. (2002). Fostering critical thinking through effective pedagogy. The Journal of Higher Education, 73(6):740-763.
52
Xingjian, W., Liu, x., & Jian, S. (2019). How does the entrepreneurship education influence the student’s innovation? Testing on the multiple mediation model. Frontiers in psychology. 10:1-10. http://doi.org110.3389/fpsyg.2019.01557.Yasminejad, P., Seif, A., & Golmohammadian, M. (2011). The effect of life skills training on reducing procrastination and increasing academic achievement of female students. Clinical Psychology and Personality, 3 (5): 36-25. [In Persian].
53
Yazici. H., & Bulut, R. (2015). Investigation into academic procrastination of teacher candidates social studies with regard to their personality traits. Procardia-social & Behavioral Sciences, 174: 2270-2277.
54
Zhang, S-N., Li, Y-Q., Liu, C-H., & Ruan, W-Q. (2020). Critical factors identification and prediction of tourism & hospitality students entrepreneurial intention. Journal of Hospitality Leisure, Sport & Tourism Education, 26:1-8. http://doi.Org/10.1016/j.jhlste.2019.100234.
55
ORIGINAL_ARTICLE
شناسایی مؤلفههای مؤثر بر پیدایش و توسعه دانشگاه نسل چهارم: تحلیل کیفی دیدگاه خبرگان دانشگاهی
کسب اعتبار بینالمللی و اثرگذاری محلی - منطقهای از راهبردهای اصلی دانشگاه نسل چهارم است، پاسخگویی به مسائل و چالشهای جامعه و سایر نهادهای اجتماعی نیز از مأموریتهای محوری آن است. لذا، هدف اصلی این پژوهش شناسایی و تعیین مؤلفههای مؤثر بر پیدایش و ارتقای دانشگاههای نسل چهارم بوده است. روش تحقیق کیفی از نوع تحلیل محتوا بود. بهمنظور گردآوری اطلاعات از فن مصاحبه نیمهساختاریافته استفاده شد. دادهها از طریق کدگذاری و تحلیل محتوای مضامین مورد تجزیهوتحلیل قرار گرفتهاند. نمونهگیری به روش هدفمند انجام شد. حجم نمونهها نیز بر اساس قاعده «اشباع نظری» به تعداد 15 نفر از خبرگان و صاحبنظران نظام آموزش عالی تعیین شدند. نتایج بیانگر این است که مؤلفههای اصلی در ارتقای دانشگاه نسل چهارم عبارت از: نیروی انسانی متعهد، پاسخگویی، توسعه دانش اجتماعی، حفظ استقلال دانشگاهی و منابع مالی مستقل، توسعه تعاملات، ایجاد ساختار انعطافپذیر، داشتن فرهنگ سازمانی نوآورانه، مدیریت دانشگاه حساس به جامعه، نیازسنجی، استقرار نظام تنظیم کیفیت خدمات، توسعه فناوری و نوآوری میباشند. بنا به یافتههای این مطالعه، تقویت مؤلفههای مؤثر در پیدایش و شکلگیری دانشگاه نسل چهارم ضروری است. برایناساس، مسئولان نظام آموزش عالی کشور باید زمینه لازم جهت تحقق این مهم را فراهم نمایند. این امر باتوجهبه بافتار محلی و میزان آمادگی دانشگاهها، میتواند متفاوت باشد و در درون خود الگوهای متفاوتی از جامعهگرایی را خلق کند. درهرحال، دانشگاهها باید ازنظر زیرساختهای فکری و مدیریتی مهیا باشند.
https://ijee.ias.ac.ir/article_139135_dacbccbf2f4154cdec88c382a832aeba.pdf
2021-12-21
10.22047/ijee.2021.266909.1813
دانشگاه نسل چهارم
دانشگاه خدمتمحور
خبرگان آموزش عالی
تحلیل محتوای کیفی
خدیجه
آذر
azarkh889@yahoo.com
1
گروه علوم تربیتی، واحد اردبیل،دانشگاه آزاد اسلامی، اردبیل، ایران
LEAD_AUTHOR
Afkaneh, S. Jafari, p. Pasha Sharifi, H., & Ghorchian N. (2018). Provide a model for the promotion of service-oriented in universities. Journal of New Approach in Educational Management, 9 (1), 128-152.
1
Alipour, A,. & Enayati, T. (2015). Commercialization of fourth generation university research. Journal of Strategic Knowledge Interdisciplinary Studies, 7 (27), 76-53.
2
Bagheri, A. Abbaspour, A., & Aghazadeh, A. (2013). Designing a competency model for Islamic University graduates for service-oriented and meeting the needs of society. Journal of Management at Islamic University, 3, 503-520.
3
Blinco, K. Grisby, T. Laird, A. O’Neill, O. Srikanth, V. &Smythe, C. (2009) Adoption of service oriented architecture for enterprise systems in education: recommended practices, IMS Global Learning Consortium, Inc, 5 (10):23-32.
4
Davis, S., & Bunderson, B. (2015). Using a service learning teaching modality to recruit tandardized patients for mental health nursing simulations. Clinical Simulation in Nursing,7 (6), 19-14.
5
Fajar A, Norcahyo M, & Sriratnasari S. (2018). SOA system architecture for interconected modern higher education in indonesia. 3rd International Conference on Computer Science and Computational Intelligence, Procedia Computer Science,135, 354-360
6
Hamza, A. Hassan,A., & Alhady, M. (2012). Developing a service oriented process management system for university quality assurance. International Journal of Engineering Science and Technology, 2(1): 7-17
7
Chiang F.T. & Birtch T.A. (2012). Reward climate and its impact on service quality orientation and employee attitudes. International Journal of Hospitality Management,30 (1): 3-9.
8
Creswell JW. (2017). Qualitative inquiry and research design. 2009; Tehran: Allameh Tabatabai University Press, 205-210.
9
Cuper, D. G. (2007). University spin off firms and high growth firms in Canada. APEC SME Innovation briefing, 3 (1), 23-32.
10
Esterman, T. (2017). University autonomy in europe III: country profiles, european university association, avenue de l’Yser 74. 2040 brussels, belgium, 4(8), 54-67
11
Gaster, M.A. (2011). Service learning: where is the emphasis?Teaching and learning in nursing,6(1),19-21.
12
Jafarzadeh, Z. (2015).Knowledge sharing infrastructure in higher education. Journal Library and Information, 16(2), 204-224.
13
Karpen I.O, Bove L.L., Lukas B.A. & Zyphur M.J. (2017). Service-dominant orientation: measurement and impact on performance outcomes. Journal of Retailing, 91(1): 89-108.
14
Kettun M, & Kantola J. (2008). Service-oriented architecture in higher education. Published in the United States of America: by Information Science Reference (an imprint of IGI Global, 751-755. Web site: https://www.researchgate.net/publication/264553331
15
Khursandi, A. (2018). Fourth generation university and the mission of community building, Journal of University Today, 124,10-11.
16
Kysilk, D., & Medinschi, S. (2012). Managing the quality components of higher education services. Tibscus University in Timisoara, Daliei Street, Timisioara, Romania, 23, 232-239.
17
Lukovics, M. & Zuti, B. (2015). New functions of universities in century XXI towards “Fourth GenerationUniversities. Journal Transition Studies Review, 22(2), 33-48. https://doi.org/10.14665/1614-4007-22-2-003
18
Lukovics, M. & Zuti, B. (2018). Fourth generation universities and regional development - presentation slides University of szeged, doctoral School of economics, Available at SSRN: https://ssrn.com/abstract=3117263 or
19
Mazhar, A., & Masood, A. (2019). Determinants of students’ loyalty to service-based university approach.: Online at https://mpra.ub.uni-muenchen.de/84352.
20
McMahon W. (2012).The impact of human capital on non-market outcomes and feerbacks on economic development. Journal of Education Economies, (62):87-105
21
Mircea, M., & Andreescu, A. (2012). Service-oriented university: changes and opportunities towards innovation. Journal Social and Behaviorl scinces, 31(5): 251-256Mircea, M. & Andreescu, A. (2011). Using cloud computing in higher education: A strategy to improve agility in the current financial crisis, communications of the IBIMA,6 (20),10-20.
22
Mirsalehi, Y. Zamani, H., & Mahani, M. (2018). Review and comparison of the quality of educational services and the quality of teaching in educational centers. Letter of Higher Education, 11 (43), 131-159.
23
Ostrom, A. (2012). Moving forward and making a difference: research for the science of service. Journal of Service Research, 13(1): 2 4-36.
24
Oztel, H. (2020). Fourth generation university: co-creating a sustainable future. Journal Encyclopedia of the UN Sustainable Development Goals Quality Education, 1-13. https://doi.org/10.1007/978-3-319-69902-8_77-1
25
Parandeh, A. Rejeh, N., & Sharifnia, H. (2013). Learning approach based on providing nursing education services. Journal of Medical Education, 7, 658-653.
26
Pawlowski, K. (2009). The ‘fourth generation university’ as a creator of the local and regional development. Higher Education in Europe, 34 (1): 51-64.
27
Pionka, F. S. (2008). Developing a lean and agile work force. Human Factors and Ergonomics in Manufacturing, 7(1): 11 -20.
28
Prakash, M. Nadkarni, D. Randolph, A., & Miller, M. (2008). Service-oriented Architecture in Medical Software: Promises and Perils. Journal Am Med Information Assoc, 14(2), 244-246.
29
Rostami, F. Zarafshan, K., & Galavandi, Sh. (2015). Service-learning a new approach to higher education. Higher Education Mail, 7(26), 99-108.
30
Shapiro, H. (2005).Higher education and community. Transletor Shima Mogomo and Shoma Shasti. (2017). Tehran: Social and Cultural Studies of Research.
31
Zetthaml, V.A. parauraman, A., & Berry, L.L. (2015). Delivering quality service. Journal of Marketing, 49(4), 41-50.
32
ORIGINAL_ARTICLE
ارائه مدل ارتباط صنعت با دانشگاه در شهر تهران: مطالعه موردی
توسعه ارتباط صنعت و دانشگاه بهدلیل اثرات و پیامدهای مثبت آن در ایجاد تحولات فناورانه، اقتصادی و اجتماعی مورد توجه برنامهریزان و سیاستگذاران دانشگاهی و صنعت قرار داشته است. پژوهش حاضر با استفاده از مدل معادلات ساختاری به روش کمی و کیفی جهت بررسی مؤلفههای مؤثر در این ارتباط صورت پذیرفته است. با استفاده از فرمول کوکران 337 نفر از مجموع 1486 نفر جامعه پژوهش شامل رؤسای دانشگاهها و دانشکدههای دانشگاه آزاد مستقر در تهران و مراکز ارتباط با صنعت انتخاب گردیدند. جهت بررسی کمی از مصاحبه نیمهساختاریافته و پرسشنامه تدوینشده توسط محقق استفاده گردید و تحلیل دادهها به دو روش توصیفی و استنباطی با استفاده از نرمافزارهای 16 SPSS و Smart PLS انجام شد. سه بعد فردی (مؤلفههای فکری، نگرشی، مهارتی)، سازمانی (مؤلفههای قانونی و حقوقی، فرهنگی، مدیریتی) و محیطی (مؤلفههای ویژگیهای صنعت، زیرساختی) به همراه چهارده مؤلفه و 55 شاخص استخراج گردید. برای بررسی برازش مدل، به بررسی X2, R و RS؛ پرداخته شد که وجود X2 پایین و نسبت کایدو به درجه آزادی کمتر از سه، نشاندهنده برازش مناسب مدل بود. در این میان بعد سازمانی با بار عاملی 979٪ بیشترین اولویت را به خود اختصاص داد.
https://ijee.ias.ac.ir/article_139431_628baf9ea5d274b2eb11f4c926083321.pdf
2021-11-22
113
139
10.22047/ijee.2021.284757.1832
ارتباط صنعت با دانشگاه
پارک علم و فناوری
رستههای فناوری
طرح دانشبنیان
فرشته
حسین لو
fhoseinloo@yahoo.com
1
کارشناس ارشد آموزش
LEAD_AUTHOR
افسانه
زمانی مقدم
afz810@gmail.com
2
دانشیار، گروه مدیریت آموزشی، دانشکده مدیریت واحد تهران غرب، دانشگاه آزاد اسلامی، تهران، ایران. گروه مدیریت آموزشی، دانشکده مدیریت
AUTHOR
رضا
سورانی یانچشمه
r.souranii@gmail.com
3
استادیار، گروه مدیریت آموزشی، دانشکده مدیریت، واحد تهران غرب، دانشگاه آزاد اسلامی، تهران، ایران
AUTHOR
Abasi, F. (2009). Analysis of innovation search strategy of Iranian industrial enterprises in interaction with scientific institutions. Quarterly Journal of Research and Planning in Higher Hducation, No. 51, Spring 2009, p. 99-120 [in Persian].
1
Ahmade, A. (1995). Evaluate the performance of the first program and the challenges of the second program. Political-Economic Information, No. 93-94, p.83 [in Persian].
2
Amalya L. O ., Kathleen Mo., & Shimrit B. (2020). The multi-level process of trust and learning in university-industry innovation collaborations, The Journal of Technology Transfer, Springer, vol. 45(3), pages 758-779, June.
3
Amini, M.,& Rostazadeh, A. (1993). Research record of Isfahan University of Technology in 1993. Isfahan University of Technology, pp. 5-6 [in Persian].
4
Arabuon, A., Abdi J, Ali., Shahi, Saie Mohamd., & Mosavi Mir Kalai, S.Z. (2020). Investigating the relationship between university and industry with the university entrepreneurship approach. Journal of Approach in Business Management, Second Year No. 1 (Summer 2020 page 13 [in Persian].
5
Ayate, A. (1990). The role of universities in the gevelopment of industries. Collection of Research and Development Articles in Industries, Mashhad.p. 8 [in Persian].
6
Babai, A. (2017). Provide a model to improve the relationship between the automotive industry and the university in the country. Doctoral Dissertation in Higher Education Management [in Persian].
7
Cheng, H., Zhang, Z., Huang, Q., & Liao, Zhongju. (2020). The effect of university-industry collaboration policy on universities’ knowledge innovation and achievements transformation: based on innovation chain. J Technol Transf, 45:522-543 https://doi.org/10.1007/s10961-018-9653-9.Edmunds, D. L., Gluderer, S., et al. (2019). New indicators and indexes for benchmarking university-industry-government innovation in medical and life science clusters: Results from the european FP7 regions of knowledge healthTIES project. Health Research Policy and Systems, 2-15. 62- 74.
8
Farahi, M. M.., & Bige Nasr Abadi, F. (2020). University and industry: From contracting relationships to strategic partnerships; Provide a model of strategic roles in university-community relations. Quarterly Journal of Research and Planning in Higher Education, Twenty-sixth Year No. 1 (95, Spring 2020), p. 97 [in Persian].
9
Gharah Ch ,Manigeh, Parishani. A, Aivazi Ngad, S., & Mirzaie Naghe. (2020). Exploratory model of improving the relationship between university and industry. Quarterly Journal of Strategic Management Studies, 43 (Autumn 2020) Pages: 1 - 20 [in Persian].
10
Hoseine, N., Mahdeyon, & Yar Mohamad Zadeh, R. (2015). Factors influencing the relationship between university and industry. Quarterly Journal of Innovation and Value Creation. Fourth year, number ten, pp. 91-77 [in Persian].
11
Jussila J , Raitanen J, Partanen A, Tuomela V , Siipola V & Kunnari I. (2020). Rapid product development in university- industry collaboration: Case study of a smart design project; Volume 10, lssue 3, pp 48 - 58.
12
Jozi, Z., Nor mohamadi., & Hamzi A. (2019). Comparative evaluation of iranian and world top universities in cooperation with industry. Journal of Caspian Scientometrics, Year 6 Issue 2 (Fall and Winter 2019) p, 36 [in Persian].
13
Klein, W. (1994). Learning how to express temporality in a second language. In Societ- di Linguistica Italiana, SLI 343. Italiano - lingua seconda/lingua straniera. Atti Del XXVI Congresso. Roma: Bulzoni.
14
L. Oliver, A., Montgomery, K., & Barda, S. (2020). The multi‑level process of trust and learning in university-industry innovation collaborations. The Journal of Technology Transfer, 45:758-779 https://doi.org/10.1007/s10961-019-09721-4
15
Ming Luo, J & Fung Lam, C. (2019). Qualitative analysis of satisfying and dissatisfying factors in a university-industry cooperation programme. Journal education, 9-56.
16
Mighani Ngad, A. R., & ghfar Zadgan, M. (2020). Lessons learned from the major research contracts of international oil companies with universities. Oil and Gas Exploration and Production Monthly, 174 Consecutive (April 2020). P.73 [in Persian].
17
Mohamade. m, & Hosein Ali. F. (2020). Analysis and comparison of the location of six universities in Tehran with the help of spatial information systems. Quarterly Journal of Surveying Science and Technology, Year 10 No. 1 (37 consecutive, summer 2020) Pages: 183 - 197 [in Persian].
18
Moghads Nodh, M. (2019). Investigating the challenges of university-industry cooperation (Case study: Greater tehran electricity distribution company) Scientific Journal of Innovation Management, Year 8, Issue 1, Spring 2019, pp. 89-106 [in Persian].
19
Nabipour, I. (2020). Fifth generation university: Based on the five-helix model of karayanis and campbell. Journal of Southern Medicine, 23rd year No. 2 (June and July 2020) Pages: 165 - 194 [in Persian].
20
Papeyan, N. (1994). Investigating the participation of faculty members in the decision-making process of managers of industrial universities in Tehran. Master thesis in management and administrative sciences, Faculty of Management, University of Tehran [in Persian].
21
Rybnicek R , & Königsgruber R.(2018). What makes industry-university collaboration succeed? A systematic review of the literature. Journal of Business Economics (2019) 89:221-250.
22
Shiri, H. (2020). University and society: A study of the relationship between the university and the three institutions of government, industry and civil society. Journal of Sociology of Social Institutions, 16 in a row (Fall and Winter 2016) Pages: 251 - 283 [in Persian].
23
Tavakoli, (1993). Summer . Introduction to Kavosh Research Town in Iran Quarterly Journal of Research and Planning in Higher Education, No. 2, pp. 112-113 [in Persian].
24
Zalewska‑Kurek, K.,& Harms, R. (2020). Managing autonomy in university-industry research: a case of collaborative Ph.D. projects in the Netherlands. Review of Managerial Science, 14:393-416 https://doi.org/10.1007/s11846-019-00361-4.
25