Strides in Development of Medical Education

Document Type : Original Article

Authors

1 Department of Psychology and Education, Kerman Branch, Islamic Azad University, Kerman, Iran

2 PhD Student of Educational Psychology, Management and Leadership in Medical Education Research Center, Education Development Center, Kerman University of Medical Sciences, Kerman, Iran

Abstract

Background Higher education researchers always need to analyze the factors that influence the faculty members’ participation in curriculum development. Objectives The purpose of this study was to investigate the role of faculty members’ job motivation in their participation in academic curriculum development. Methods This was a cross-sectional descriptive-analytical study. The statistical population of the study consisted of all faculty members of Islamic Azad University, Kerman branch (213 faculty members), of whom 137 subjects were selected by simple random sampling. Data were collected using Hackman and Oldham job motivation scale and academic planning questionnaire by Zeinaddiny-Meymand. Data were analyzed using descriptive and inferential statistics, including Pearson’s correlation coefficient and regression analysis using SPSS software. Results Job motivation and its components played an important role in the role of faculty members for curriculum development as “active planning”. Task significance (r = 0.520) followed by skill variety (r = 0.490), task identity (r = 0.330), job feedback (r = 0.280), and autonomy (r = 0.164) were effective, respectively. Conclusions Considering the importance of faculty members’ job motivation for their active role in curriculum development, it is necessary to provide a good motivational system in higher education and universities to promote their attitudes toward understanding the significance and identity of their jobs. In addition to that, a suitable motivational system is essential to promote and diversify multiple specialized professional skills and to provide appropriate job feedback as well as securing the autonomy of faculty members.

Keywords

  1. Zeinaddiny-Meymand Z. [Curriculum design with emphasis on higher education and academic curriculum planning]. Kerman: Scientific publications of Islamic Azad University-Kerman Branch; 2011.
  2. Mazzoli AJ. Faculty perceptions of influences on the curriculum in higher education [dissertation]. Columbia, South Carolina, United States: University of South Carolina; 2000.
  3. Gaff Jerry G, Ratcliff James L. Handbook of the undergraduate curriculum: A comprehensive guide to the purposes, structures, practices, and change. Washington, DC: Association of American Colleges and Universities; 1997.
  4. Grunwald H, Peterson MW. Factors that promote faculty involvement in and satisfaction with institutional and classroom student assessment. Res High Educ. 2003;44(2):173–204. doi:10.1023/a:1022051728874.
  5. Stark JS, Lowther MA, Sharp S, Arnold GL. Program-level curriculum planning: An exploration of faculty perspectives on two different campuses. Res High Educ. 1997;38(1):99–130. doi:10.1023/a:1024952829701.
  6. Helton PS. Factors that influence higher education faculty involvement in curriculum and instruction diversity initiatives: A study of involved faculty [dissertation]. Charlottesville, VA, United States: The University of Virginia; 2000.
  7. Aghdasi M. [A study on the participation of faculty members in educational sciences faculties of Tehran State universitiesin educational and curriculum planning] [dissertation]. Tehran: Educational Sciences and Psychology, Allameh Tabataba’i University; 2002. Persian.
  8. Momeni-Mahmouei H. The study of the role offactors affecting the participation of faculty members of Shaheed Beheshti University Medical Sciences in curriculum planning [dissertation]. Tehran: Shahid Beheshti University; 2004.
  9. Spector P. Industrial and organizational psychology: Research and practice. 6th ed. New Jersey, United States: Wiley John; 2011.
  10. Shafi-Abadi A. [Group dynamics and group counseling]. Tehran: Roshd Pub; 2014. Persian.
  11. Memariani F, Bahramzadeh HA, Ghorbani. M. [Investigating factors affecting motivation of High School principals at work]. PazhouheshNameye Tarbiati. 2010;5(22):157–76. Persian.
  12. Porter LW, Bigley GA, Steers RM. Motivation and work behavior. 7th ed. New York, United States: McGraw-Hill; 2003.
  13. Hozhabri Takhei J. [The relationship between professional ethics and job motivation with organizational commitment of employees 19th district of Islamic Azad University] [dissertation]. Tehran: Islamic Azad University, Garmi Branch, School of Management and Accounting; 2015. Persian.
  14. Zeinaddiny-Meymand Z, Naderi E, Shariatmadari A, Seifnaraghi M. A guidance pattern of curriculum development based on faculty members’ awareness and major influential factors on curriculum planning. World App Sci J. 2011;13(3):578–90.
  15. Miller WR, Miller MF. Mehrmohammadi M, translator. [handbook for college teaching]. Tehran: Samt Pub; 2014. Persian.
  16. Zeinaddiny-Meymand Z.[The role of faculty members in Kerman’s Shahid Bahonar University in the production of textbooks] [dissertation]. Kerman: Shahid Bahonar University; 2005. Persian.
  17. Skilbeck M. School based curriculum development. London: Harper and Row Pub; 1984.
  18. Zeinaddiny-Meymand Z, Mohajeri M, Nazerpour A. Predicting themotivation level of academic staff of Islamic Azad University of Kerman by using factors increasing work motivation. J Admin Manage Educ Train. 2016;12(6):11–8.
  19. Naderi E, SaifnaraghiM.[Research methods and evaluationin human sciences]. Tehran: Badr Pub; 2017. Persian.
  20. Pasha Sharifi H, Hosseini N, Kobra A, Sharifi N. [Research questionnaires on psychology, counseling, education and sociology]. Tehran:Sokhan Pub; 2008. Persian.
  21. Zeinaddiny-Meymand Z, Musa Pour NA, Javadi YA. [Faculty member’s readiness to accept decentralized curriculum planning in Iran’s higher education system centralized and decentralized on the lesson planning process]. Tehran: Research Institute for Education Studies; 2008. Persian.
  22. Zeinaddiny-Meymand Z, Naderi EA, Shariatmadari A, Seif Naraghi M. [Presenting a guidance pattern of curriculum development based on the study of the level of awareness of faculty members about major factors of curriculum planning in Islamic Azad University (Kerman branch)]. Q J Educ Leadersh Admin. 2011;4(4):99–128. Persian.
  23. Zeinaddiny-Meymand Z. Studying job motivation versus job stress among ICU nurses in Afzali Pour Hospital, Kerman. Spec J Psychol Manag. 2018;4(2):1–13.
  24. Marsh CJ. Key concepts for understanding curriculum. . London: Routledge; 2009. doi:10.4324/9780203870457.