Amir Mohammad Salehi; Hossein Ali Mohammadi; Mohammad Ahmadian; Elham Khanlarzadeh
Abstract
Background: Higher education is not uniform. There are significant differences between higher education systems among different countries and even among institutions in a similar education or system; therefore, identifying the various types of entrepreneurial activities helps the mission of fourth-generation ...
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Background: Higher education is not uniform. There are significant differences between higher education systems among different countries and even among institutions in a similar education or system; therefore, identifying the various types of entrepreneurial activities helps the mission of fourth-generation universities.Objectives: The purpose of this study was to introduce the most important educational strategies to move towards fourth-generation universities.Methods: We systematically searched the international databases, including PubMed, Web of Science, Scopus, ISC, SID, and Google Scholar, until 2021 using some relevant keywords. Then, screening and selecting eligible articles according to inclusion criteria were done by two researchers independently.Results: Soft skills training, sustainable development training, training business law, reviewing the continuous training of professors, promoting ideation and creativity to solve problems, development of interdisciplinary training, decentralization of government accelerators and deployment of private accelerators, privatization of higher education, and internationalization are the most important educational strategies to move towards fourth-generation universities. One of the critical aspects and perspectives of the fourth-generation university is the development of job skills, professions, and competencies and empowerment of students and professors in line with the process of national development and solving society's problems scientifically.Conclusion: This research's analytical results help the universities design and implement their strategies to reach the fourth-generation universities according to the standard implementation models of the fourth-generation universities.
Monireh Parvaneh; Kiomars Niaz Azari; Taraneh Enayati
Abstract
Background: One way to make change in the field of education is through future studies. Considering the role of future studies in building a better future for the country’s medical education and health system, the establishment of the required bases in medical education is necessary.Objectives: ...
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Background: One way to make change in the field of education is through future studies. Considering the role of future studies in building a better future for the country’s medical education and health system, the establishment of the required bases in medical education is necessary.Objectives: The present study aimed to investigate the dimensions and components of future studies in the educational system of a university of medical sciences.Methods: In this grounded-theory study, the statistical population included expert and knowledgeable faculty members with an experience of delivering services as directors, principals, and deputies of the faculties of Babol University of Medical Sciences, Mazandaran, Iran. In-depth and exploratory individual interviews were held through a questionnaire containing six standard items within October and December 2018.The interview process was completed based on the data saturation law, and the required conclusion was drawn with 10 samples.Results: A questionnaire with 50 components in three main dimensions, including infrastructure (25 components), management and faculty members (9 components), and outputs (16 components), was designed. Moreover, the validity and reliability of the questionnaire were confirmed.Conclusion: It is time to build necessary capacities for future studies in the universities of medical sciences and provide the possibility for extensive participation and support of researchers and faculty members in future studies programs in the field of medical education and health research in Iran. The dimensions and components obtained from this study can be helpful in this regard.
Ahmad Ahmadi; Mansoureh Taghavinia; Kamran Soltani Arabshahi; Mohammad Sadegh Ghasemi
Abstract
Background Based on the plan of revolution and innovation in medical education that was issued by the Iranian Ministry of Health and Medical Education, and the extensive role of such programs in the qualitative promotion of universities, The academic ranking of world universities is of great importance, ...
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Background Based on the plan of revolution and innovation in medical education that was issued by the Iranian Ministry of Health and Medical Education, and the extensive role of such programs in the qualitative promotion of universities, The academic ranking of world universities is of great importance, since the qualitative and quantitative implementation of academic ranking can influence the realization of the university’s goals. Hence, the current study aimed at collecting data about the academic ranking of world universities as well as its criteria and indices and their relationship with globalization. Methods To gain access to reputable databases in university ranking, an extensive search was performed in Google Scholar. Thereafter, after getting access to reputable databases such as Shanghai Jiao Tong University (SJTU), Times higher education world University ranking (THE), Quacquarelli Symonds world University rankings (QS), Webometric, and Islamic world science citation center (ISC), data were collected and classified. Results Based on the collected data, the history of university rankings and ranking systems, as well as criteria and indices pertaining to the academic ranking of world universities, was derived, and the specificities of the criteria and indices were discussed. Conclusions University rankings are usually performed on a combination of performance-associated indices and criteria. Efforts to achieve a desirable position based on the criteria and indices of the ranking system play an important role in the promotion of educational quality and globalization.
Fatemeh Robati; Mohammad Mohammad-Bagheri; Fatemeh Hasani
Volume 12, Issue 1 , May 2015, , Pages 64-75
Abstract
Background & Objective: Hidden curriculum is a relatively new and very enlightening concept raised by curriculum experts in recent years The aim of the present study was to investigate the hidden curriculum of the doctoral degree and hidden factors of choosing a supervisor Methods: ...
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Background & Objective: Hidden curriculum is a relatively new and very enlightening concept raised by curriculum experts in recent years The aim of the present study was to investigate the hidden curriculum of the doctoral degree and hidden factors of choosing a supervisor Methods: This was a qualitative research performed using the phenomenological method The study data were collected through semistructured interviews In this study all doctoral graduates who had passed the research period (n = 45) were selected using purposive sampling method For data analysis the Strauss and Corbin (1997) method was used (open coding and axial coding) Results: In this study 230 themes were obtained and divided into 5 main categories ( negligence of main tasks lack of social and economic justice inequality of universities lack of communication across borders and lack of equal facilities) and several subcategories Conclusion: The results showed that numerous factors can affect the academic process in universities during this period Therefore more contemplation is necessary during this period
