Farshad Solimani; Susan Laei; Mohammad Javad Karam afrooz; Elham Kaviani
Volume 15, Issue 53 , June 2021, , Pages 127-138
Abstract
The present study identifies and determines the components. The spiritual curriculum uses interpretive structural modeling. The research method was applied research in terms of orientation, descriptive approach in terms of deduction, descriptive purpose in terms of research philosophy and mixed (qualitative-quantitative) ...
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The present study identifies and determines the components. The spiritual curriculum uses interpretive structural modeling. The research method was applied research in terms of orientation, descriptive approach in terms of deduction, descriptive purpose in terms of research philosophy and mixed (qualitative-quantitative) in terms of research philosophy. The statistical population of the study consisted of experts in the field of educational management. The sampling method was purposive and the number of participants based on theoretical saturation was equal to 14 people. Data were collected in the qualitative part using semi-structured interviews and in the quantitative part using a questionnaire whose validity and reliability were confirmed by experts. The results showed that the components of the spiritual curriculum include self-improvement, self-worth, sociology, sociability, globalization, globalization, spirituality, spiritualization, the need for evolution, the need for meaning, introspection and between is individual. The findings of this study also showed that the components of self-improvement, self-worth and the need for further development are more effective than the components of globalization, sociology, spiritualization, intrapersonal, interpersonal and more sociability.
Seyed Ali Madani; Elham Kavyani; Bahman Saeidipour; Susan Laei
Abstract
Even though there is a general agreement on the importance of the role of Persistence in higher education, a model that uniquely assesses the role and impact of Dynamism and Persistence on universities has not been presented and no explicit explanation has been made. Considering the pivotal role of the ...
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Even though there is a general agreement on the importance of the role of Persistence in higher education, a model that uniquely assesses the role and impact of Dynamism and Persistence on universities has not been presented and no explicit explanation has been made. Considering the pivotal role of the Dynamism and Persistence of higher education in the framework of the qualitative approach and applying the research methodology of Grounded theory, we are going to explain the Dynamism and Persistence model of the higher education system in the universities. Semi-structured interviews were conducted in order to collect information and use a targeted sampling method with 18 experts familiar with the topics of higher education. Data analysis was performed in three stages: open coding, axial coding and selective coding. The results show that 390 codes or the initial concept of interviews, as well as 40 concepts and 23 categories, are presented in the form of a paradigmatic model, including the development of multiple capacities and capabilities of higher education as the core category and the causative conditions (qualified faculty, diversity Educational and research programs, development of applied research, combined training capacity, university interaction with industries, flexible and practical curriculum), underlying factors (multiple educational facilities, motivation of professors, student attraction at all levels, appropriate social communication, development of online systems ), Interventional conditions (attraction and promotion, student empowerment, Q. Development strategies, appropriate image of universities), strategies (foreign students, human resource empowerment, new training capacities), post-secondary factors (individual-organizational levels).
