mahsa zolfagharian; aliakbar aminbeidokhti; sakineh jafari
Abstract
The aim of this study, was to investigate the structural relationship of faculty-student interaction and faculty’s active teaching method with students’ competencies development by mediating the knowledge acquisition among the students of Semnan University. The present study was an applied ...
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The aim of this study, was to investigate the structural relationship of faculty-student interaction and faculty’s active teaching method with students’ competencies development by mediating the knowledge acquisition among the students of Semnan University. The present study was an applied research on the basis of purpose and was a type of descriptive-correlative studies on the basis of data collection method. Statistical population included all the undergraduates and masters of Semnan University (10950 people) in the academic year 1396-97 that 266 students (183 undergraduates and 83 masters) were selected as study sample using stratified sampling method. All of them completed the faculty-student interaction (Hernández-López et al, 2016), faculty’s active teaching method (Hernández-López et al, 2016), knowledge acquisition (Hernández-López et al, 2016) and students’ competencies development (Hernández-López et al, 2016) scales. After calculating the validity and reliability of the instruments, the data was analyzed by correlation and path analysis methods. The findings showed that there was a positive and significant relationship between faculty-student interactions, faculty’s active teaching method, and knowledge acquisition with students’ competencies development. Faculty-student interaction has a direct and significant effect on students’ competencies development. Also, faculty-student interaction with the mediation of knowledge acquisition had an indirect and significant effect on students’ competencies development. Faculty’s active teaching method has a direct and significant effect on students’ competencies development. Faculty’s active teaching method with the mediation of knowledge acquisition has an indirect and significant effect on students’ competencies development. Faculty and student interaction, faculty’s active teaching method and knowledge acquisition explain 33% of variance of students’ competencies development. The results indicated the importance of paying attention to the teaching method, how to interact with the student and knowledge acquisition in increasing the students’ competencies.
Roghayeh Hojati; Esmat Masoodinadooshan; Nayereh Shahmohammadi; Mehdi Sobhani Nezhad
Volume 12, Special Issue , June 2018, , Pages 509-526
Abstract
In this research, designing and validating the knowledge management model for university staff has been addressed. The methodology of the present study was applied in terms of objective, qualitative and qualitative data, and from the nature and type of the study is the type of foundation data. By interviewing ...
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In this research, designing and validating the knowledge management model for university staff has been addressed. The methodology of the present study was applied in terms of objective, qualitative and qualitative data, and from the nature and type of the study is the type of foundation data. By interviewing and finally using the interpretive theory, a native pattern is finalized. The target population of the present study consist of academic experts. A sample of 30 target-oriented snowball counts was selected by experts from the field of science education. The research tool was a semi-structured interview form in which the template, dimensions, components and indicators of the KM model were set. For this, patterns, findings, studies, and theories were first examined. Then, they were counted by index coding, and after the categorization of the central coding, the final form of the interview was sent to 30 field experts to make selective coding and obtained through the Delphi technique and a deep interview saturation survey. Validity and validity of the organized interview form were obtained through the Delphi fan. The method of data analysis is qualitative and the results of this study indicate that the optimal model of knowledge management model for university staff is composed of 111 items that can be used by the staff of universities. The template consists of four dimensions, which, in order of priority, include the dimension of the production of knowledge, the dimension of the organization of knowledge, the application of knowledge, and then the reproduction of knowledge. The constructive components of the model include knowledge goals, knowledge recognition, knowledge acquisition, knowledge development, knowledge development and processing, knowledge storage and maintenance, knowledge sharing and sharing, application of knowledge, knowledge assessment and production, and creation of new knowledge.
