Volume 5, Issue 1 (Spring 2022)
Iranian Journal of Educational Sociology 2022, 5(1): 140-149 |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Mousavi Zavardehi S H, Hosseini Daronkola S Z, Shojaei A A. (2022). Identifying and Prioritizing the Variable Dimensions of Leading Professors in Babol University of Medical Sciences. Iranian Journal of Educational Sociology. 5(1), 140-149. doi:10.61186/ijes.5.1.140
URL: http://iase-idje.ir/article-1-1173-en.html
URL: http://iase-idje.ir/article-1-1173-en.html
1- PhD Student, Department of Educational Management, Babol Branch, Islamic Azad University, Babol, Iran.
2- Faculty member, Department of Educational Management, Babol Branch, Islamic Azad University, Babol, Iran (Corresponding Author).
3- Faculty member, Department of Educational Management, Babol Branch, Islamic Azad University, Babol, Iran.
2- Faculty member, Department of Educational Management, Babol Branch, Islamic Azad University, Babol, Iran (Corresponding Author).
3- Faculty member, Department of Educational Management, Babol Branch, Islamic Azad University, Babol, Iran.
Abstract: (1774 Views)
Purpose: The quality of education and research is one of the concerns that academic systems always strive to achieve. Undoubtedly, the existence of leading professors with appropriate scientific and ethical competencies is one of the effective fundamental factors in the quality of higher education systems.
Methodology: The general purpose of the present study is to examine the dimensions of leading professors and determine the importance and priority of these goals. In terms of purpose, this research is an application that was done with a mixed approach (qualitative and quantitative) with an exploratory design. In the qualitative approach, the content analysis method was used and in the quantitative approach, the descriptive survey method was used. The statistical population consisted of 20 professors of Babol University of Medical Sciences in the qualitative department and 348 faculty members of Babol University of Medical Sciences in the quantitative department. Taking the saturation law, 10 people and in the quantitative part, based on Cochran's formula, 183 people were selected as a statistical sample using stratified random sampling method based on scientific rank. By analyzing the qualitative data, a researcher-made questionnaire designed by leading professors with 80 questions was designed. Data were analyzed by structural equation modeling in SPSS-23 and PLS-2 software.
Findings: The results showed that; Leading professors have three dimensions: "educational, research and individual".
Conclusion: Educational dimension with five components (teaching skills, educational technology, education management, evaluation skills and observance of educational rules), research dimension with two components (scholarship and research ethics) and individual dimension with five components (characteristics Appearance is professional ethics, honesty, creativity and discipline) which has a greater impact on the educational dimension with a factor load of 0.963 and a research dimension with a factor load of 0.894.
Methodology: The general purpose of the present study is to examine the dimensions of leading professors and determine the importance and priority of these goals. In terms of purpose, this research is an application that was done with a mixed approach (qualitative and quantitative) with an exploratory design. In the qualitative approach, the content analysis method was used and in the quantitative approach, the descriptive survey method was used. The statistical population consisted of 20 professors of Babol University of Medical Sciences in the qualitative department and 348 faculty members of Babol University of Medical Sciences in the quantitative department. Taking the saturation law, 10 people and in the quantitative part, based on Cochran's formula, 183 people were selected as a statistical sample using stratified random sampling method based on scientific rank. By analyzing the qualitative data, a researcher-made questionnaire designed by leading professors with 80 questions was designed. Data were analyzed by structural equation modeling in SPSS-23 and PLS-2 software.
Findings: The results showed that; Leading professors have three dimensions: "educational, research and individual".
Conclusion: Educational dimension with five components (teaching skills, educational technology, education management, evaluation skills and observance of educational rules), research dimension with two components (scholarship and research ethics) and individual dimension with five components (characteristics Appearance is professional ethics, honesty, creativity and discipline) which has a greater impact on the educational dimension with a factor load of 0.963 and a research dimension with a factor load of 0.894.
Keywords: Leading Professors, University, University of Medical Sciences, Educational, Research, Individual
Type of Study: Research Article |
Subject:
Special
Received: 2022/01/1 | Accepted: 2022/04/4 | Published: 2022/06/21
Received: 2022/01/1 | Accepted: 2022/04/4 | Published: 2022/06/21
References
1. Adabi M, Hajiha A, Khorshidi A. (2021). Designing and evaluating organizational happiness pattern of professors of Islamic Azad University of Tehran branches (combined study). Journal of Psychological Science. 19(94): 1291-1305. [Persian]
2. Ahmadi H, Gholami Kh, Azizi N. (2013). Investigating the development of e-learning in Kurdistan University: Moving towards planners to provide an appropriate strategic framework. Quarterly Journal of New Thoughts in Education, 9(1): 9-33.
3. Aviso KB, Chiu ASF, Demeterio FPA, et al. (2019). Optimal human resource planning with P-graph for universities undergoing transition. Journal of Cleaner Production. 224: 811-822. [DOI:10.1016/j.jclepro.2019.03.213]
4. Bahoo Toroodi T, Yousefi Saidabadi R, Saffarian Hamedani S. (2020). The role of leading professors and responsive teaching on development of third generation university and presenting a model in Mazandaran University of Medical Sciences. Journal of Mazandaran University of Medical Sciences. 30(188): 116-124. [Persian]
5. Bonakdari N, Mehran G, Mahroozadeh T, Hashemi SA. (2016). Characteristics of Iranian competent professor: A qualitative research. Journal of New Approach in Educational Administration. 7(3): 117-138. [Persian]
6. Esmaeili MR, Hozni SA, Mosazadeh B, Zavareh A. (2017). Good teacher's characteristics and its influence on dental students' academic motivation in Guilan University of Medical Sciences. Research in Medical Education. 9 (3): 18-10. [DOI:10.29252/rme.9.3.18]
7. Falola HO, Adeniji AA, Osibanjo AO, et al. (2018). Data on perception of faculty members on the influence of faculty support initiatives on the efficacy of job responsibilities. Data in Brief. 19: 1594-1599. [DOI:10.1016/j.dib.2018.06.065] [PMID] [PMCID]
8. Galindo-Dominguez H, Pegalajar M, Uriarte JD. (2020). Mediator and moderator effect of resilience between self-efficacy and burnout amongst social and legal sciences faculty members. Revista de Psicodidactica (English ed.). 25(2): 127-135. [DOI:10.1016/j.psicoe.2020.04.001]
9. Heidari A, Khademi J, Khatirnamani Z, et al. (2021). Evaluating the quality of the public health internship program based on the CIPP model at Golestan University of Medical Sciences. Horizon of Medical Education Development. 12(2): 6-20. [Persian]
10. Hejazi SY, Pardakhtchi MH, ShahPasand MR. (2009). Teacher professional development approaches. Tehran: University of Tehran Press.
11. Miguel CV, Moreira C, Alves MA, et al. (2019). Developing a framework for assessing teaching effectiveness in higher education. Education for Chemical Engineers. 29: 21-28. [DOI:10.1016/j.ece.2019.06.001]
12. Mohabbat H, Fathi Vajargah K, Jaafari P. (2019). Identifying the model and designing the competencies of the faculty members of universities and higher education institutions of Iran: A qualitative study. Quarterly Journal of Training & Development of Human Resources. 6(21): 67-91. [Persian]
13. Mousavi Zavardehi SH, Hosseini Dronkola SZ, Shojaei AA. (2021). The effect of leading professors and internationalization on the development of virtual education in order to present a model in the Babol University of Medical Sciences. Jundishapur Education Development Journal. 12(2): 633-644. [Persian]
14. Rangriz H, Naveh Ebrahim A, Arasteh H, Soltanieh F. (2017). Designing the model of strategic competencies of functional managers with thematic analysis. Managing Education in Organizations. 6(1): 9-49. [Persian]
15. Shahsavani Kh, Faraj Elahi M, Zarif Sanaiey N. (2014). Characteristics of a good lecturer from the viewpoints of the students of universities offering virtual education in Shiraz. Interdisciplinary Journal of Virtual Learning. 5(2): 52-60. [Persian]
16. Singh S, Pai DR, Sinha NK, Kaur A, et al. (2013). Qualities of an effective teacher: What do medical teachers think? BMC Medical Education. 13(128): 1-7. [DOI:10.1186/1472-6920-13-128] [PMID] [PMCID]
17. Singsungnoen K, Wannapiroon P, Nilsook P. (2021). Development of smart human resource planning system within Rajabhat University. Higher Education Studies. 11(2): 139-146. [DOI:10.5539/hes.v11n2p139]
18. Wan NG, Howard N, Alan W. (2010). School experience influences on preservice teachers evolving beliefs about effective teaching. Teaching and Teacher Education. 26(2): 278-289. [DOI:10.1016/j.tate.2009.03.010]
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
.jpg)
