Volume 7, Issue 3 (6-2024)
Iranian Journal of Educational Sociology 2024, 7(3): 46-54 |
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:
Morovat B. (2024). Pathology of University Cultural Programs and Activities to Provide an Optimal Model. Iranian Journal of Educational Sociology. 7(3), 46-54. doi:10.61838/kman.ijes.7.3.6
URL: http://iase-idje.ir/article-1-984-en.html
URL: http://iase-idje.ir/article-1-984-en.html
Assistant Professor, Department of Sociology, Farhangian University, Shahid Mofteh Campus, Rey, Iran.
Abstract: (1888 Views)
Purpose: One of the inherent duties of the Cultural and Social Affairs Department of Farhangian University is to extend the governance of cultural and social spheres across all dimensions of the university. In this regard, numerous and diverse plans and activities have been implemented in recent years. The aim of this article is to analyze the cultural and social activities conducted at the university level and to provide an optimal model in this context.
Methodology: The Three-Branch Model was used as a theoretical framework. The method employed was mixed, comprising both qualitative and quantitative sections. The qualitative sample population included 30 cultural experts selected through purposive sampling. The quantitative sample population consisted of 194 active members of student organizations, chosen through stratified random sampling. Data collection techniques included in-depth interviews and questionnaires.
Findings: The findings indicate that structural factors (0.195), behavioral factors (0.368), and contextual factors (0.312) play significant roles in the formation of issues and problems in cultural and social programs and activities. Additionally, the regression results show that 63% of the variance in the dependent variable is explained by these three variables: structural factors, contextual factors, and behavioral factors.
Conclusion: The findings of this study indicate that the structural, behavioral, and contextual factors play significant roles in shaping the outcomes of cultural programs and activities at Farhangian University. This section discusses the implications of these results, drawing on relevant literature to highlight the broader context and potential strategies for enhancing the effectiveness of cultural programs in higher education.
Methodology: The Three-Branch Model was used as a theoretical framework. The method employed was mixed, comprising both qualitative and quantitative sections. The qualitative sample population included 30 cultural experts selected through purposive sampling. The quantitative sample population consisted of 194 active members of student organizations, chosen through stratified random sampling. Data collection techniques included in-depth interviews and questionnaires.
Findings: The findings indicate that structural factors (0.195), behavioral factors (0.368), and contextual factors (0.312) play significant roles in the formation of issues and problems in cultural and social programs and activities. Additionally, the regression results show that 63% of the variance in the dependent variable is explained by these three variables: structural factors, contextual factors, and behavioral factors.
Conclusion: The findings of this study indicate that the structural, behavioral, and contextual factors play significant roles in shaping the outcomes of cultural programs and activities at Farhangian University. This section discusses the implications of these results, drawing on relevant literature to highlight the broader context and potential strategies for enhancing the effectiveness of cultural programs in higher education.
Keywords: Cultural activities, pathology, contextual factors, structural factors, behavioral factors
Type of Study: Research Article |
Subject:
Special
Received: 2021/02/18 | Accepted: 2023/06/21 | Published: 2024/06/29
Received: 2021/02/18 | Accepted: 2023/06/21 | Published: 2024/06/29
References
1. Araujo, N., Carlin, D., Clarke, B., Morieson, L., Lukas, K., & Wilson, R. (2014). Belonging in the First Year: A Creative Discipline Cohort Case Study. The International Journal of the First Year in Higher Education, 5(2). [DOI:10.5204/intjfyhe.v5i2.240]
2. Belone, L., Orosco, A., Damon, E., Smith-McNeal, W., Rae, R., Sherpa, M., Myers, O., Omeh, A. O., & Wallerstein, N. (2017). The Piloting of a Culturally Centered American Indian Family Prevention Program: A CBPR Partnership Between Mescalero Apache and the University of New Mexico. Public Health Reviews, 38(1). [DOI:10.1186/s40985-017-0076-1] [PMID] []
3. Buckingham, S. L., Schroeder, T. U., & Hutchinson, J. R. (2023). Knowing Who You Are (Becoming): Effects of a University-Based Elder-Led Cultural Identity Program on Alaska Native Students' Identity Development, Cultural Strengths, Sense of Community, and Behavioral Health. American Journal of Orthopsychiatry. [DOI:10.1037/ort0000683] [PMID] []
4. Currie, C. L., Wild, T. C., Schopflocher, D., Laing, L., Veugelers, P. J., Parlee, B., & McKennitt, D. (2011). Enculturation and Alcohol Use Problems Among Aboriginal University Students. The Canadian Journal of Psychiatry, 56(12), 735-742. [DOI:10.1177/070674371105601205] [PMID]
5. Daddow, A., Cronshaw, D., Daddow, N., & Sandy, R. (2019). Hopeful Cross-Cultural Encounters to Support Student Well-Being and Graduate Attributes in Higher Education. Journal of Studies in International Education, 24(4), 474-490. [DOI:10.1177/1028315319861362]
6. Ghassani, A. P., Radianto, W. E., & Mastan, S. A. (2020). The Effect of Organizational Culture, Motivation, and Self-Leadership on Student Performance in Start-Ups. Indonesian Journal of Business and Entrepreneurship. [DOI:10.17358/ijbe.6.2.157]
7. Hama, S. R., Benediktsson, A. I., Hansen, B., Jónsdóttir, K. L. S., & Ragnarsdóttir, H. (2020). Formal and Informal Support at Icelandic Universities: Experiences of Staff Members and Immigrant Students. Tímarit Um Uppeldi Og Menntun, 29(1), 45-64. [DOI:10.24270/tuuom.2020.29.3]
8. He, L., & Er-si, L. (2018). Cultural Influences on the Design and Management of Transnational Higher Education Programs in China. International Journal of Educational Management, 32(2), 269-283. [DOI:10.1108/IJEM-02-2017-0044]
10. Kim, S., & Egan, T. (2011). Establishing a Formal Cross‐cultural Mentoring Organization and Program. Journal of European Industrial Training, 35(1), 89-105. [DOI:10.1108/03090591111095754]
11. Lam, R., Hillsley, R., Steele, J., & Whitfield, S. (2022). Developing Cultural Competence in Paramedic Education: An Analysis of Culturally Diverse Training Equipment Amongst Universities in Australia and New Zealand. Australian Journal of Clinical Education, 11(2). [DOI:10.53300/001c.40320]
12. Powers, K. (2006). An Exploratory Study of Cultural Identity and Culture-Based Educational Programs for Urban American Indian Students. Urban Education, 41(1), 20-49. [DOI:10.1177/0042085905282249]
13. Susilaningsih, S. (2021). Generic Entrepreneurship Education Program Design for Universities. Economic Annals-Ххi, 194(11-12), 144-150. [DOI:10.21003/ea.V194-18]
15. Wang, C., Hou, X.-Y., Khawaja, N. G., Dunne, M. P., & Shakespeare-Finch, J. (2021). Improvement in the Cognitive Aspects of Cultural Competence After Short-Term Overseas Study Programs. International journal of environmental research and public health, 18(13), 7102. [DOI:10.3390/ijerph18137102] [PMID] []
16. Yahya, Y., & Rukun, K. (2016). Leadership in Planning and Budgeting on Higher Education. [DOI:10.2991/icemal-16.2016.7]
17. Yan, Z., & Cardinal, B. J. (2013). Perception of Physical Activity Participation of Chinese Female Graduate Students: A Case Study. Research Quarterly for Exercise and Sport, 84(3), 384-396. [DOI:10.1080/02701367.2013.813895] [PMID]
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
.jpg)
