ORIGINAL_ARTICLE
Providing a model for development of entrepreneurial university in Iran
The innovation system emphasizes on importance of adapting university to environment and the need to reengineer the organizational structure, roles, and functions of higher education. However, this study aimed to provide a comprehensive and operational model for development of entrepreneurial university at state universities in Iran. This was a qualitative study which used Grounded Theory. The statistical population consisted of policy makers and professors in higher education and entrepreneurship, managers of entrepreneurship growth centers and science and technology parks, industry department authorities, and PhD candidates. Using purposeful sampling method, 20 people were selected as key informants. The data were collected through a generalized and semi-structured interview. Two methods including reviewing the participants and reviewing non-participating experts in research were used to obtain valide and reliable data. The data were analyzed by open, axial, and selective coding. At initial stage, 462 conceptual propositions were obtained; in second stage, they were classified in 126 categories. At axial coding stage, 22 key items were counted. The major categories and key categories in the form of causal conditions (commitment and tendency of management and leadership to entrepreneurship, internationalization), contextual (flexibility of laws and regulations, financial support, and entrepreneurial investment), intervener (university and industry commitment, and over-organizational support), strategies (curriculum with entrepreneurship approach, formal and informal education for entrepreneurship, and coordination of entrepreneurship corridors), and outcomes (quality improvement, social and economic development, and student satisfaction) were promoted to a higher abstract level and a research paradigmatic model was provided.
https://ijee.ias.ac.ir/article_63058_8f5a8087aaaad7e7a398d11d1ed46a2d.pdf
2018-02-20
1
28
10.22047/ijee.2018.98838.1481
Entrepreneurial university development
state universities
university-industry relations
Higher education
Seyyed Hossein
Mousavi
edumousavi@gmail.com
1
PhD Student, Faculty of Humanities and Social Sciences, University of Mazandaran, Babolsar, Iran.
LEAD_AUTHOR
Ibrahim
Salehi Omran
edpes160@hotmail.com
2
Professor, Faculty of Humanities and Social Sciences, University of Mazandaran, Babolsar, Iran.
AUTHOR
Maghsood
Farasatkhah
m_farasathkah@yahoo.com
3
Associate Professor, Institute for Research and Planing in Higher Education, Tehran, Iran.
AUTHOR
Jafar
Towfighi
towfighi@modares.ac.ir
4
Professor, Faculty of Chemical Engineering, Tarbiat Modares University, Tehran, Iran.
AUTHOR
پوتر، جاناتان (1393). آموزش عالی و کارآفرینی، ترجمه ابراهیم صالحی عمران و امید یحییپور. بابلسر: دانشگاه مازندران.
1
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Garcia, A. A.; Castro, M. E.; Jimenez, S. F. and Arroyoz, V. M. (2013). What might an entrepreneurial university constitute? Proceedings of the 2013 EU-SPRI Forum Conference Madrid 10-12 April .
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57
ORIGINAL_ARTICLE
The presentation and implementation of a prototype for outcome-driven validation pattern of technical and engineering curriculam (Case study: "Advanced Programming" from computer engineering
we present and implement a validated validation model of the technical and engineering curriculum. In this research the statistical population included all the specialized courses in computer. The descriptive-survey and applied method used in this research. The statistical sample of this research is selected by random sampling from the specialized courses of computer engineering. So the "Advanced Programming" course, which is specialized, was selected as a statistical sample. In the next step, the information and statistics needed to answer the research questions were completed by a researcher made questionnaire and received from the professor of the course in the form of a list of students' scores. Following the implementation of the eleventh step-by-step validation, the following results were achieved: By choosing the methods of evaluation and performance of students, the goal of learning "the student can use the necessary methods to test and debug the program in order to use the program's function correctly" With the lowest percentage of realization and learning goal, "Student can solve issues by up to down design method." Had the highest percentage of realization. Considering the choice of methods of evaluation of performance of students and the extent of realization of learning goals in the aforementioned course one of the main objectives of computer engineering field was the acquisition and preservation of strategic superiority and independence of the country in important areas of processing with the contextualization for continuous innovation by the graduates, gained the lowest percentage of achievement and the goal. Design and construction of national communication networks by graduates had the highest percentage of realization
https://ijee.ias.ac.ir/article_63063_400c88008096239e1d6f213925f14c36.pdf
2018-02-20
29
59
10.22047/ijee.2018.117888.1512
outcome-driven validation pattern
Technical
engineering field curriculum
advanced programming lessons
computer engineering
omid
amrollah
amrollahomid@yahoo.com
1
PhD, Student, Faculty of Psychology and Educational Sciences, University of Tehran, Tehran, Iran
LEAD_AUTHOR
Ebrahim
Khodaie
khodaie@ut.ac.ir
2
Associate Professor, Faculty of Psychology and Educational Sciences, University of Tehran, Tehran, Iran.
AUTHOR
rezvan
hakimzadeh
hakimzadeh@ut.ac.ir
3
Associate Professor, Faculty of Psychology and Educational Sciences, University of Tehran, Tehran, Iran.
AUTHOR
majid
nili ahmadabadi
mnili@ut.ac.ir
4
Professor, School of Electrical and Computer Engineering, University of Tehran, Tehran, Iran.
AUTHOR
جمیری، وحیده؛ حاتمی، جواد؛ فتحیآذر، اسکندر و پاکدلفرد، محمدرضا (1389). بررسی میزان انطباق برنامه درسی رشته کارشناسی مهندسی معماری با نیازهای بازار کار در ایران. دو فصلنامه مطالعات برنامه درسی آموزش عالی. 1(7)، 133- 111.
1
زینل، حسین؛ منصورزاده، شیوا و انیسه، محمد (1396). پیادهسازی سیستم پیامدمحور در آموزش مهندسی: مطالعه موردی مرکز آموزش عالی فنی ـ مهندسی بوئین زهرا، پنجمین همایش بینالمللی آموزش مهندسی ایران. ۳۰ آبان تا ۲ آذر ۱۳۹۶، دانشگاه صنعتی خواجه نصیرالدین طوسی، ایران، تهران.
2
عبدی، علی (1388). ارزیابی کیفیت برنامه درسی رشته برنامهریزی درسی دوره کارشناسی ارشد. چکیده مقالات نهمین همایش سالانه انجمن مطالعات برنامه درسی ایران. تبریز، دانشگاه تبریز.
3
مطهرینژاد، حسین؛ یعقوبی، محمود و دوامی، پرویز (1390). الزامات آموزش مهندسی با توجه به نیازهای صنعت در کشور ایران. فصلنامه آموزش مهندسی ایران، 13(57)، 89 ـ78.
4
وحیدراد، زکیه (1388). بررسی ویژگیهای محتوای دروس دانشگاهی با توجه به نیازهای جامعه کنونی. چکیده مقالات نهمین همایش سالانه انجمن مطالعات برنامه درسی ایران، تبریز، دانشگاه تبریز.
5
وزیری، مژده (1387). نظام برنامهریزی درسی در آموزشعالی ایران: ویژگیها و جهتگیریها. رساله دکترای تخصصی، دانشگاه تربیت مدرس.
6
یوسفیافراشته، مجید (1394). سنجش دستاوردها: رویکردی نوین در سنجش آموزش مهندسی، اولین کنفرانس بینالمللی و چهارمین کنفرانس ملی آموزش مهندسی. دانشگاه شیراز، آبان 1394.
7
Agarkhed, J. (2017). Moving towards an outcome based education in engineering. International Journal of Advanced Research in Computers Science, 8(8).
8
Alias, A. and Bhkari, N. M. (2017). A model of outcome-based education (OBE) for engineering education. Gading Journal for the Social Sciences, 11(02), 71-87.
9
Alva, H. H.; Uma, B.; Shruthi, D. V. and Saroja, C. (2018). Enhancing learning outcomes in software engineering course through problem based learning and peer assisted learning. Journal of Engineering Education Transformations, 31(3), 16-32.
10
Bagban, T. I.; Patil, S. R.; Gat, A. and Shirgave, S. K. (2017). On selection of assessment methods in outcome based education (OBE). Journal of Engineering Education Transformations, 30(3), 327-332.
11
Biggs, J. and Tang, C. (2007); Teaching for Quality Learning at University; Open University Press.
12
Chowdhury, R.; Saha, S.; Sahana, S. and Sanki, D. (2018). Realization of outcome-based education through teaching learning methodology in engineering institution. Industry Interactive Innovations in Science, Engineering and Technology; Springer, Singapore. 609-618.
13
De Guzman, M. F. D.; Edaño, D. C. and Umayan, Z. D. (2017). Understanding the essence of the outcomes-based education (OBE) and knowledge of its implementation in a technological university in the Philippines. Asia Pacific Journal of Multidisciplinary Research, 5(4), 64-71.
14
Driscoll, A. and Wood, S. (2007). Developing outcomes-based assessment for learner-centered education: a faculty introduction. Sterling, Virginia; Stylus Publishing, LLC.
15
Hughes, C. and Barrie, S. (2010). Influences on the assessment of graduate attributes in higher education. Assessment and Evaluation in Higher Education, 35(3), 325-334.
16
Llorente, C. (2017). Outcome-based approach in teaching digital systems design for undergraduate computer and electronics engineering programs. Journal of Telecommunication, Electronic and Computer Engineering (JTEC), 9(2-8), 113-118.
17
Malini, E.; Deepak, T. J.; Kannan, P. and Venishri, P. (2017). Outcome-based personalised learning measurement tool for engineering education at INTI International University-INTI OBE tool (IOBET). International Journal of Continuing Engineering Education and Life Long Learning, 27(4), 287-302.
18
Patil, S. S.; Patil, S. K. and Lokare, V. K. (2018). Enhancing engineering student’s academic performance index through outcome based education: a case study. Journal of Engineering Education Transformations, 31(4), 45-61.
19
Pauline, O.; Taib, H.; AzwirAzlan, M.; Nasir, N. F.; Azmi, M. A.; Salleh, S. M. and Rahman, N. A. (2017). Assessment and evaluation for programme learning outcomes in faculty of mechanical and manufacturing engineering, universiti tun hussein onn Malaysia. In IOP Conference Series: Materials Science and Engineering. IOP Publishing, 165(1), 012033.
20
Prasasd, M. R.; Kumar, B. S. P. and Swarnamani, A. (2017). OBE based industry academy approach for embedded system design course. Journal of Engineering Education Transformations, 30(3), 150-156.
21
Salleh, I. M.; and Rani, M. M. (2017). Implementation of learning outcome attainment measurement system in aviation engineering higher education. In IOP Conference Series: Materials Science and Engineering. IOP Publishing, 270 (1), 012037.
22
Sharma, M. and Phadke, A. S. (2017). A case study: efforts for improvement in attainment of course outcomes in control system engineering. Journal of Engineering Education Transformations, 30(3), 56-70.
23
Taib, H.; Salleh, S. M.; Zain, B. M.; Azlan, M. A.; Mahzan, S.; Hafeez, Z. A. and Azmi, M. A. (2017). Programme learning outcomes assessment and continuous quality improvement in faculty of mechanical and manufacturing, UTHM. In IOP Conference Series: Materials Science and Engineering. IOP Publishing, 165(1), 012031.
24
ORIGINAL_ARTICLE
Investigation of factors affecting students educational satisfaction at the railway engineering major
In the past decade and in the pursuit of sustainable development, many countries are paying more attention to the railway transportation. In this research, by simple sampling method, 158 filled questionnaires from 701 students of the School of Railway Engineering were collected to investigate different aspects of major image, level of education and research and job prospects. Content and readability of the questionnaire were done by some faculty members and graduates of this major. Reliability of the questionnaire has been estimated 0.85 by Cronbach’s Alpha. Major findings show that there is high correlation between educational satisfaction and the sense of pride among family and friends with job prospects. Results of the T-test and ANOVA show that there is no statistically meaningful difference between satisfaction of males and females or among sub-disciplines. However, there is statistically meaningful difference between satisfaction of students according to the years of study which has a decreasing trend. At the end some suggestions are proposed for better policy making in the field of railway engineering education.
https://ijee.ias.ac.ir/article_63057_af65f526fe932800f5ee1aff0e98bcf4.pdf
2018-02-20
61
77
10.22047/ijee.2018.84215.1459
Railway engineering
Education
university
educational satisfaction
work-force
Melody
Khadem Sameni
sameni@iust.ac.ir
1
Assistant Professor, School of Railway Engineering, Iran University of Science and Technology, Tehran, Iran.
LEAD_AUTHOR
Mohana
Heydari Abhari
heydari.mohana93@gmail.com
2
B. Eng., School of Railway Engineering, Iran University of Science and Technology, Tehran, Iran.
AUTHOR
جعفریراد، علی؛ عزیزی شمامی، مصطفی و جعفریکرفستانی، زهرا (1394). بررسی وضعیت رضایت دانشجویان تحصیلات تکمیلی از کیفیت خدمات دانشگاههای دولتی شهر تهران. فصلنامه آموزش مهندسی ایران، 17(68)، 125-113.
1
دادرس، محمد؛ خوران، زهرا؛ یوسفی، مجید و فرجیدهسرخی، حاتم (1396). ارزیابی کیفیت خدمات دانشگاهی از منظر دانشجویان: مقایسه دانشکدههای فنی ـ مهندسی یک دانشگاه جامع و یک دانشگاه صنعتی در تهران. فصلنامه آموزش مهندسی ایران، 19(74)، 149-129.
2
معاونت پژوهشهای زیربنایی و امور تولیدی مجلس شورای اسلامی (1394). بخش حملونقل در برنامه ششم توسعه، تیرماه، rc.majlis.ir/fa/report/download/931220
3
معماریان، حسین (1396). توسعه مهارتهای آموزشی استادان مهندسی ایران. فصلنامه آموزش مهندسی ایران، 19(75)، 73-55.
4
Calo, T. J. (2008). Talent management in the era of the aging workforce: The critical role of knowledge transfer. Public Personnel Management, 37, 403-416.
5
Douglas, J.; Douglas, A. and Barnes, B. (2006). Measuring student satisfaction at a UK university. Quality Assurance in Education, 14(3), 251-267.
6
Elliott, K. M. and Healy, M. A. (2001). Key factors influencing student satisfaction related to recruitment and retention. Journal of Marketing for Higher Education, 10(4), 1-11.
7
Elliot, K. M. and Shin, D. (2002). Student satisfaction: an alternative approach to assessing this important concept. Journal of Higher Education Policy and Management, 24, 197-209.
8
Hackett, G.; Esposito, D. and O’halloran, M. S. (1989). The relationship of role model influences to the career salience and educational and career plans of college women. Journal of Vocational Behavior, 35, 164-180.
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Hatcher, L.; Kryter, K.; Prus, J. S. and Fitzgerald, V. (1992). Predicting college student satisfaction, commitment, and attrition from investment model constructs. Journal of Applied Social Psychology, 22(16), 1273-1296.
10
Kelso, R. S. (2008). Measuring undergraduate student perceptions of service quality in higher education; University of South Florida.
11
Kou, Y. C.; Walker, A. E.; Schroder, K. E. and Belland, B. R. (2014). Interaction, internet self-efficacy, and self-regulated learning as predictors of student satisfaction in online education courses. The International Higher Education, 20, 35-50.
12
Lautala, P.; Sproule, W. J.; Macário, R.; Reis, V.; Edwards, R.; Barkan, C.; Pachl, J. and Marinov, M. (2011). Handbook for rail higher education. tuning transatlantic cooperation in rail higher education (TUNRAIL). International Co-operation in Higher Education and Training and The Fund for the Imrpovement of Post-Secondary Education.
13
Lautala, P. T.; Dick, C. T.; Mckinney, J. L. and Clarke, D. B. (2013). Railway engineering education symposium (REES) universities and industry collaborate to develop railway education. Joint Rail Conference, 2013. American Society of Mechanical Engineers, V001T10A001-V001T10A001.
14
Levy, P. S., and Lemeshow, S. (2013). Sampling of populations: methods and applications; John Wiley and Sons.
15
Patrickson, M.; Ranzijn, R. (2005). Workforce ageing: the challenges for 21st century management, International Journal of Organisational Behaviour, 10(4), 729-739.
16
Rappaport, A.; Bancroft, E. and Okum, L. (2003). The aging workforce raises new talent management issues for employers. Journal of Organizational Excellence, 23, 55-66.
17
Reis, V. and Macário, R. (2012) Competences gap in european railways education. transportation research record. Journal of the Transportation Research Board, 111-119.
18
Scherer, R. F.; Adams, J. S.; Carley, S. and Wiebe, F. A. (1989). Role model performance effects on development of entrepreneurial career preference. SAGE Journals, 13(3), 53-72.
19
Siafi and UIC. (2014). Railway talents why bother? [Online]. Available: http://errac.uic.org/spip.php?article3318 [Accessed 12/09/2015 2015]
20
UIC. (2014). Railway talents [Online]. Available: http://www.uic.org/Railway-Talents.
21
UIC. (2017). Railway Statistics - Synopsis Year 2015 [Online]. Paris: International Union of Railways (UIC). Available: http://www.uic.org [Accessed 12/02/2017].
22
ORIGINAL_ARTICLE
A survey on the status of engineering ethics in Iranian engineering education: A systematic review
Engineering ethics is one of the issues that has attracted the attention of the engineering community in recent years. The most important challenge in engineer training in the country is the development of human and moral values in engineering students. Therefore, considering the importance of engineering ethics training, this study reviews the studies and articles related to engineering education, engineering ethics and engineering ethics education which published in Iranian journals over a period of 20 years. In this study, Persian language journals were systematically studied. The purpose was to find, classify and analyze the articles published in the journals from the beginning of 1994 to the end of 2016 related to the engineering education, engineering ethics, and engineering ethics education. Initially, a list of journals containing articles in these fields were prepared. Then, the dedicated web site of each journal and other scientific databases were studied. Finally, 46 journals with 232 articles were selected. It can be concluded that the engineering community has recognized the importance of ethics in engineering, but unfortunately, there has not been much research on the methodology and quality of engineering education ethics for engineering students. Therefore, it can be said that ethics training is inadequate in the field of engineering, and it is necessary to carry out studies in this regard and provide some solutions.
https://ijee.ias.ac.ir/article_63062_6b7b077ae9051624de6d09c947209186.pdf
2018-02-20
79
97
10.22047/ijee.2018.117322.1510
Engineering training
engineering ethics
Professional Ethics
Ethics
engineering ethics training
Fariba
Mohammad oghli reyhan
safetyclass1@gmail.com
1
MBA, Student, Faculty of Health Sciences, Tabriz University of Medical Sciences, Tabriz, Iran.
AUTHOR
seyed shamseddin
alizadeh
ss.alizadeh2013@gmail.com
2
Corresponding author, Assistant Professor, Faculty of Health Sciences, Tabriz University of Medical Sciences, Tabriz, Iran.
LEAD_AUTHOR
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2
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3
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4
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14
سلطانی، اصغر (1394). اعتباربخشی و نقش آن در فرایند تضمین کیفیت در آموزش مهندسی. فصلنامه آموزش مهندسی ایران، 17 (68)، 40-15.
15
ظهور، حسن و خلج، محمد (1389). ارکان اخلاق مهندسی. فصلنامه آموزش مهندسی ایران، 12 (46)، 97-83.
16
عالمی، مینو (1395). نقش زبان انگلیسی تخصصی در آموزش مهندسی نوین. فصلنامه آموزش مهندسی ایران، 18 (69)، 17-1.
17
غفاری، محمدمهدی و ظهور، حسن (1393). چشمانداز جهانی چالشهای آموزش و پژوهش مهندسی و توسعه پایدار. فصلنامه آموزش مهندسی ایران، 16 (63)، 24-11.
18
فیض، مهدی (1389). الزامات آموزش مهندسی در توسعه فناوری. فصلنامه توسعه تکنولوژی صنعتی، 8 (13)، 18-5.
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فیض، مهدی و بهادرینژاد، مهدی ( 1389). الگوی شایستگی حرفهای دانشآموختگان دانشکدههای مهندسی نظام آموزش عالی ایران (مورد پژوهی: دانشآموختگان دانشگاه صنعتی شریف). فصلنامه آموزش مهندسی ایران، 12 (46)، 68-37.
20
فیض، مهدی و بهادرینژاد، مهدی ( 1389). جایگاه اخلاق مهندسی در شایستگیهای حرفه ای مهندسان. راهبرد فرهنگ، 2 (9-8)، 147-115.
21
محمدی، رضا؛ زمانیفر، مریم و صادقیمندی، فاطمه (1394). ارزشیابی کیفیت عملکرد اعضای هیأتعلمی در گروههای آموزشی مهندسی (بر مبنای گزارشهای ارزیابی درونی). فصلنامه آموزش مهندسی ایران، 17 (67)، 111-91.
22
محمدی، مهدی و عزیزپور، فهیمه (1392). ارزیابی تناسب برنامه درسی تدوینشده زیستمحیطی در رشتههای مهندسی عمران، معماری و کشاورزی با معیارهای توسعه پایدار زیستمحیطی. فصلنامه آموزش مهندسی ایران، 15 (59)، 94-75.
23
مضطرزاده، فتحالله (1378). آموزش مهندسی زیربنای توسعه. فصلنامه آموزش مهندسی ایران، 1 (3)، 102-95.
24
مطهرینژاد، حسین (1390). کاستیهای برنامههای آموزش مهندسی ایران. فصلنامه آموزش مهندسی ایران، 13 (51)، 74-53.
25
مطهرینژاد، حسین (1392). روند تکامل آموزش مهندسی در جهان و ایران. فصلنامه آموزش مهندسی ایران. 15 (58)، 14-1.
26
مطهرینژاد، حسین (1394). تحلیل شکاف بین وضعیت موجود و مطلوب آموزش مهندسی در ایران (مطالعه موردی دانشگاههای استان کرمان). فصلنامه آموزش مهندسی ایران، 17 (67)، 21-1.
27
مطهرینژاد، حسین (1394). برنامه درسی تلفیقی، نیاز امروز آموزش مهندسی (ایجاد پُل دانستن/ انجام دادن/ شدن). فصلنامه آموزش مهندسی ایران، 17 (66)، 38-17.
28
مطهرینژاد، حسین؛ یعقوبی، محمود و دوامی، پرویز (1390). الزامات آموزش مهندسی با توجه به نیازهای صنعت در کشور ایران. فصلنامه آموزش مهندسی ایران، 13 (52)، 39-23.
29
مطهرینژاد، حسین؛ قورچیان، نادرقلی؛ جعفری، پریوش و یعقوبی، محمود (1391). ابعاد و مؤلفههای آموزش مهندسی: تحلیلی مبتنی بر ائتلافهای بینالمللی. نامه آموزش عالی. 5 (20)، 35.
30
مطهرینژاد، حسین؛ قورچیان، نادرقلی؛ جعفری، پریوش و یعقوبی، محمود (1391). استانداردهای تضمین کیفیت آموزش مهندسی در ایران: رویکردی جهانی. فصلنامه آموزش مهندسی ایران. 14 (54)، 42-21.
31
مطهرینژاد، حسین قورچیان، نادرقلی؛ جعفری، پریوش و یعقوبی، محمود (1391). هدفهای آموزش مهندسی. فناوری آموزش. 6 (4)، 276-267.
32
معرفت، محمد (1392). اخلاق حرفهای در قرآن کریم و سیره معصومان. پنجره، 5 (18)، 12.
33
معماریان، حسین (1390). بازنگری آموزش مهندسی برای قرن 21. فصلنامه آموزش مهندسی ایران،13 (52)، 65-41.
34
معماریان، حسین (1390). تدارک هدفها و دستاوردهای آموزش مهندسی. فصلنامه آموزش مهندسی ایران، 13 (49)، 69-43.
35
معماریان، حسین (1393). سازکار ارزیابی بیرونی برنامههای آموزش مهندسی ایران. فصلنامه آموزش مهندسی ایران، (64)، 22-1.
36
موسوی، فرانک؛ وشنی، امیر؛ حیدری، فرهاد؛ محمدی، نوشین؛ سلیمانی، فرشاد و قیصرزاده، محمد (1395). اخلاق حرفهای مدیران آموزشی. فصلنامه اخلاق در علوم و فناوری، 11 (4)، 65-58.
37
مومنی، ناصر (1394). تحلیل نقش انسانشناسی در اخلاق حرفهای. فصلنامه اخلاق در علوم و فناوری،10 (4)، 26-17.
38
نازی دیزجی، سجاد؛ وفامهر، محسن و کشتکار قلاتی، احمدرضا (1389). اخلاق در معماری. اخلاق در علوم و فناوری، 5 (4-3)، 114-105.
39
ندیمی، حمید (1391). آموزش علوم مهندسی یا طراحی مهندسی: تأملی درباره آموزش مهندسی در ایران. فصلنامه آموزش مهندسی ایران. 14 (56)، 16-1.
40
یعقوبی، محمود (1379). اطمینان از کیفیت در آموزش مهندسی. فصلنامه آموزش مهندسی ایران، 1 (2)، 22-21.
41
یعقوبی، محمود و مطهری نژاد، حسین (1390). ضرورتهای اصلی در تدوین راهبردهای آموزش مهندسی ایران. فصلنامه آموزش مهندسی ایران، 13 (51)، 51-31.
42
ORIGINAL_ARTICLE
Engineering education quality assessment using outcome-based education system in Buein Zahra Technical University
Engineering education (EE) quality and its assessment methods plays a crucial role in decision –support process for many higher education policy makers around the globe. Traditionally, the education quality assessments were managed through the procedural and brute force paradigm which was unable to systematically track the quality and imperfection causes. Therefore, it seems imperative to develop a comprehensive EE quality evaluation system. Among existing approaches, the Outcome-Based Education (OBE) system is renowned for its closed-loop improvement mechanism, which allowed one to accurately address continuous quality management. Hence, education quality can be controlled through by means of Program Outcome [PO] and Learning Outcome [LO] developed for all programs and teaching modules. In this paper, OBE system is investigated for a practical case of Buein-Zahra Technical University (BZTE) in Iran. The primary intent was to find out salient potentials one can garner if adopted with OBE. To end this, the proposed OBE-BZTE is implemented on 17 disciplines of those intentionally taken from second year curriculum onwards. The OBE-BZTE is made up with 12 POs and a technical range of 3 to 6 LOs for each module. The simulation results showed that implementation of the proposed approach opens an avenue to assess EE quality (POs for Admins and LOs for Lecturers) and as an added value, it produces improvement strategy on how to leverage PO and LO attainment levels for prospective semesters. As a result, internal and external shortcomings within the education system can be readily addressed and even tracked down. Application of OBE on EE process of BZTE indicated that the observability of academic system was further increased, the educational quality barriers were favorably spotted, and major pedagogical trends were objectively oriented.
https://ijee.ias.ac.ir/article_63059_258183557d3b280584d5b7ee66e98528.pdf
2018-02-20
99
124
10.22047/ijee.2018.100586.1485
Quality assessment
engineering education
outcome-based education
system observability
quality improvement plan
Hossein
Zeynal
hzeynal@gmail.com
1
Assistant Professor, Faculty of Electrical and Computer Engineering(ECE), Buein Zahra Technical University, Buein Zahra, Qazvin, Iran.
LEAD_AUTHOR
Shiva
Mansoorzadeh
shmansoorzadeh@gmail.com
2
Assistant Professor, Faculty of Industrial, and Mechanical Engineering(IME), Buein Zahra Technical University, Buein Zahra, Qazvin, Iran.
AUTHOR
بازرگان، عباس (1394). ارزشیابی آموزشی (چاپ چهاردهم)، تهران: دانشگاه تهران.
1
بازرگان، عباس (1396). در انتظار نهاد ملی ارزیابی کیفیت. دو ماهنامه تخصصی دانشگاه امروز، 10، 1 ـ 8.
2
صادقی، ناهید؛ فراهانی، مهدی و کمرهای، محمود (1393). نقش شناسایی و افراز دستاوردهای یادگیری در بهبود کیفیت آموزش عالی، مورد پژوهش آموزش مهندسی برق گرایش قدرت. فصلنامه آموزش مهندسی ایران، 16 (58)، 85-110
3
معماریان، حسین (1396). توسعه مهارتهای آموزشی استادان مهندسی ایران. فصلنامه آموزش مهندسی ایران،19(75)، 55-73
4
وزارت علوم تحقیقات و فناوری (1395). آییننامه نظام نظارت، ارزیابی و تضمین کیفیت علوم، تحقیقات و فناوری (سند شماره 19381/ و مورخ 3/9/1395). تهران: وزارت علوم، تحقیقات و فناوری (عتف).
5
یوسفی افراشته، مجید (1394). سنجش دستاوردها: رویکردی نوین در سنجش آموزش مهندسی، اولین کنفرانس بینالمللی و چهارمین کنفرانس ملی آموزش مهندسی (با تأکید بر فناوریهای نوین یادگیری)، 19 الی 21 آبان 1394، شیراز
6
ABET (Accreditation Board for Engineering and Technology),<http://www.abet.org>.
7
Bologna Process. (2016). The official bologna process website, (Accessed Feb 2016)<http://www.ond.vlaanderen.be/hogeronderwijs/bologna/>.
8
CEAB (2017). Accreditation board, engineering Canada, https://engineerscanada.ca (Accessed Dec 2017)
9
Crawley, E. F.; Malmqvist, J.; Östlund, S.; Brodeur, D. R. and Edström, K. (2014). Rethinking engineering education: The CDIO Approach; Springer.
10
Felder, R. M. and Brent, R. (2003). Designing and teaching courses to satisfy the ABET engineering criteria. Journal of Engineering Education, 92(1), 7–25. http://www.ncsu.edu/felder-public/Papers/ABET_Paper_(JEE).pdf>.
11
Rose, A. A.; Ortega, R. A. and Ortega-Dela, C. (2016). Educators’ attitude towards outcomes-based educational approach in english second language learning. American Journal of Educational Research. 4(8), 597-601.
12
Spady, W. (1994), Outcome-based education: Critical issues and answers. Association of School Administrators, Arlington Virginia: American.
13
Tshai, K.Y.; Ho, J.-H.; Yap, E. H. and Ng, H. K. (2014). Outcome-based education – The assessment of programme educational objectives for an engineering undergraduate degree. Engineering Education, 9(1), 74-85.
14
ORIGINAL_ARTICLE
Psychometric features (factor structure, reliability and validity) of the student self-perceived employability scale in Iranian students
The purpose of this study was to determine the psychometric features (Factor structure, validity and reliability) of the student self-perceived employability scale that have 22 items which developed by Rothwell et al. (2008). This research was performed among 185 senior students of technical field in Isfahan University who selected with cluster sampling method. Exploratory factor analysis released 4 factors which generally explained 70.53% of the total variance. Furthermore confirmatory factor analysis of the structure model showed that four-factor structure of the questionnaire were significant. The result showed that internal consistency of the scale and the four factors were acceptable. The correlation of each item with total score was meaningful and ranged from 0.51 to 0.77. Convergent criterion validity coefficient between each of items of student self-perceived employability scale with the curriculum employability scale that was linked theoretically was also significant. Altogether, founding of this study showed that student self-perceived employability scale have an adequate reliability and validity among Iranian samples and can be used as a valid evaluation tool in higher education institutions. It is also possible to promote student self-perceived employability through appropriate educational programs.
https://ijee.ias.ac.ir/article_63060_ebf6d9489ea378741bdf3f38194b5428.pdf
2018-02-20
125
141
10.22047/ijee.2018.104641.1489
The student self-perceived employability
Factor Structure
Reliability
Validity
curriculum employability
Hamid
Abdi
habdi63@gmail.com
1
PhD, Student, Faculty of Education and Psychology, University of Isfahan, Isfahan, Iran.
LEAD_AUTHOR
Mohammad Javad
Leiaghatdar
mjavadleiaghatdar11@gmail.com
2
Professor, Faculty of Education and Psychology, University of Isfahan, Isfahan, Iran.
AUTHOR
آقاپور، شهلا؛ موحدمحمدی، سیدحمید و علمبیگی، امیر (1393). نقش مهارتهای کلیدی در شکلگیری قابلیت اشتغال دانشجویان. مجله پژوهش و برنامهریزی در آموزش عالی، 71، 56-41.
1
بیگی، وحید و قلیپور، آرین (1395). توسعه منابع انسانی با بهرهگیری از طرح توسعه فردی در سازمانهای پروژهمحور. فصلنامه مدیریت دولتی، 25، 32-15.
2
تدین چهارسوقی، بتول؛ عابدی، محمدرضا و نیلفروشان، پریسا (1394). بررسی تأثیر آموزش گروهی هوش هیجانی بر قابلیت استخدام دانشجویان دانشگاه صنعتی اصفهان. فصلنامه مشاوره شغلی و سازمانی، 22، 32-9.
3
فرامرزینیا، ضرغام؛ فرهادیراد، حمید و مهرعلیزاده، یدالله (1395). تحلیل امکان پیادهسازی دانشگاه مدل کارآفرین در دانشگاه شهید چمران اهواز. فصلنامه آموزش مهندسی ایران، 18(71)، 86-65.
4
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ORIGINAL_ARTICLE
• Using a foresight model to determine research priorities for industry managers
There are many limitations in doing things in today's world. Common constraints such as time, place, and especially financial constraints have led individuals and companies and countries to a specific choose. Research and development in any organization that seeks to produce or use world-class products is an important topic, but the important subject is that an organization, according to the number of research subjects, which topics they need to work on and how they prioritize them. In this research, using a technological foresight model, a model has been developed to determine the research priorities of technology. The developed model is based on the critical technology method. To develop this model, the literature of two areas of R & D and technology strategy compilation and prioritization methods has been reviewed. Also, due to the need of Iran in the field of renewable energy, especially solar energy, this methodology has been implemented to prioritize the process of production of silicon photovoltaic modules.
https://ijee.ias.ac.ir/article_63061_7eb7f1d0ab866e403f153f2069c90eca.pdf
2018-02-20
143
159
10.22047/ijee.2018.111109.1496
Prioritization
critical technology
foresight model
Technology Management
masoud
ghoddousi mohammadi
masoud9s@yahoo.com
1
MBA, School of Industrial Engineering, Iran University of Science and Technology, Tehran, Iran.
AUTHOR
Rouzbeh
Ghousi
ghousi@iust.ac.ir
2
Assistant Professor, School of Industrial Engineering, Iran University of Science and Technology, Tehran, Iran.
LEAD_AUTHOR
mehdi
heydari
mheydari@iust.ac.ir
3
Associate Professor, School of Industrial Engineering, Iran University of Science and Technology, Tehran, Iran
AUTHOR
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