Mohammad Amini; Hamid Rahimi; Zahra Gholamian
Volume 12, Issue 1 , May 2015, , Pages 38-48
Abstract
Background & Objective: Classroom management is a key variable in creating a desirable environment for students training and learning Today equipping professors with managerial skills in planning for professional education especially medical education is necessary Thus the aim of this research ...
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Background & Objective: Classroom management is a key variable in creating a desirable environment for students training and learning Today equipping professors with managerial skills in planning for professional education especially medical education is necessary Thus the aim of this research was to investigate classroom management styles of faculty members in Kashan University of Medical Sciences Iran Methods: This was a descriptive survey The statistical population consisted of all faculty members of Kashan University of Medical Sciences (n = 182) Through stratified random sampling method 114 individuals were selected We used a standard questionnaire to assess classroom management styles The questionnaire consisted of 25 4point items and 3 styles of education management (questions 1 to 13) people management (questions 14 to 21) and behavior management (questions 22 to 25) based on 3 approaches (interventional interactive noninterventional) The validity of the questionnaire was confirmed using content validity The reliability of the questionnaire was also confirmed using Cronbachs alpha coefficient ( ;alpha = 082) Data analysis was performed using descriptive statistics (frequency percentage and mean and standard deviation) and analytical statistics (ANOVA and Students independent t tests) Results: The mean of each classroom management style was higher than the estimated average (25) The highest average was that of education management style (275) Based on the obtained means classroom management (6828) was an interventional approach Conclusion: Findings showed that university faculty members respectively have the highest regard for education management and people management and the least regard for behavior management
Farangis Shoghi Shafagh Aria; Aboulfat Lameei; Reza Labbaf Ghasemie; Mahmood Ekrami
Volume 6, Issue 1 , July 2009, , Pages 74-80
Abstract
Background & Objective : Total Quality Management (TQM) is a new approach to management which must be implemented gradually during some stages The first step is to create readiness for change conducting quality management is not possible before acquiring enough readiness This study was conducted ...
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Background & Objective : Total Quality Management (TQM) is a new approach to management which must be implemented gradually during some stages The first step is to create readiness for change conducting quality management is not possible before acquiring enough readiness This study was conducted to evaluate the readiness of Iran Universities of Medical Sciences for conducting Total Quality Management (TQM) according to educational managers point of view Methods : In this descriptive study the participants were all educational managers of 34 Universities of Medical Sciences including 314 vice chancellors for educational affairs heads of Medical Education Development Centers deans and provice chancellors for education Data was collected using a researchermade questionnaire containing 27 questions about 11 signs of readiness Results : The results of this study revealed that considering readiness for conducting Total Quality Management 9% of the universities were moderate (50 to 59% of the score) 79% were approximately good (60 to 69% of the score) and 12% were good (70 to 73% of the score ) The mean score for universities readiness was 645% Readiness for applying TQM philosophy in behavior had the highest score while readiness for allocating resources had the lowest score (78% and 4786% respectively) Conclusion : The results imply that the universities have had an improving trend and an appropriate atmosphere is ready for conducting Total Quality Management
