INNOVATION IN MANAGEMENT EDUCATION (JOURNAL OF MODERN THOUGHTS IN EDUCATION)
Year:2008 | Volume:3 | Issue:1 (9)|Papers Count:9

The purpose of present research was to study the relationship between emotional intelligence and time management among the Islamic Azad University (IAU) managers to present an appropriate model for time management based on their emotional intelligence. The population of the study consisted of all the IAU managers out of whom 554 were selected as sample applying cluster random sampling. The research instruments were Cyberia - Shrink Emotional Intelligence Test and a researcher-made questionnaire of time management. The result of linear multivariate regression indicated that 1) There was a relationship between emotional intelligence and time management, 2) time management model based on the managers’ emotional intelligence was as follows:Time Management = 1.017 + 0.26 × self-awareness + 0.017 × Self-motivation

The aim of this paper was to study and compare the creativity and intelligence of the students in different fields of study. The samples were selected from among the students presently studying at Islamic Azad University Garmsar Branch who were selected through stratified random sampling. They were 377 boys and girls studying in one of the courses in engineering, agriculture, veterinary, and humanities. The instruments were Torrance Test of Creative Thinking (TTCT) figural form (form B) and advanced form of Ryon’s AMP test. Data were collected in two weeks time having a group of participants as control group. Data analysis was implemented using one-way ANOVA, Scheffe follow-up test, and independent-sample t Test. The results showed that there was a significant difference between the mean score of intelligence among the students in different fields of study. A significant difference was also found between the mean score of the students’ creativity studying in different fields of study. Moreover, there was a significant difference between boys and girls regarding the mean score of their intelligence. No significant difference was found between the mean score of creativity among boys and girls.

Among different methods of evaluating faculty members, using students’ opinion is frequently adopted. This is a very controversial method with many proponents and opponents. This study sought to investigate the impact of two major factors of student’s and professor’s features on the evaluation of the professors. Besides, the professors’ opinions regarding the evaluation process (the importance of evaluation, method and administration of evaluation, content, the feedback of results, and the accuracy and honesty of the students) were studied. The research method was a preexperimental one and one-group pretest-posttest design was used. The population included all faculty members and students in Islamic Azazd University Broujerd Branch in the academic year of 2005-6. The data were collected administering a researcher-made questionnaire (to 40 professors) and the professor’s evaluation form, annually given to students by the Evaluation Office, to 1700 students. The results of the research, calculated through ANOVA, Correlation, and Multiple Regression, indicated that there was a statistically significant relationship between gender, being local to the city, knowing the professor before taking the course, their GPA and the professors’ evaluation score. The results explained 80.5% of the professors’ evaluation scores. No relationship was traced between gender, level of education, teaching background, the number of courses the professors took, the students’ field of study and professors’ evaluation scores. Moreover, while most of the professors supported evaluation itself, they were against doing it through students’ opinion. The majority believed that the evaluation forms could not reflect what was going on in their classes. They suspected the accuracy and honesty of students in providing answers to the items in the form and did not reject the probable effect of their strictness on the results of the evaluation.

The purpose of present study was to determine the aspects and domains of different affairs in university and the amount of changes in the recent 5 years. Moreover, it aimed at identifying the importance of these changes in an optimal situation from managers’ perspective in IAU Branches zone 8with reference to change management. Through review of its related literature, 90 components were extracted. Applying factor analysis and expert judgment, theses components were reduced to 70 items in 9 aspects. Then, to analyze the amount of changes in these 9 aspects in the recent five years and also to identify how important it was for managers to cause changes in these aspects, a 70-item researcher-made questionnaire was compiled whose validity was checked through expert judgment and whose reliability through Cronbach G (more than 0.92). The population of research included all managers of IAU branches in zone 8 (chancellors and the deputies, deans and vice deans, and heads of departments) amounted to 395 out of whom 267 were selected using the formula for the size of the sample.Data were analyzed in SPSS software through methods in descriptive statistics (frequency, percentage, standard deviation, mean, and median) and inferential statistics (ANOVA, Chi Square, Factor Analysis). The findings showed that the major aspects of university affaires could be divided into 9 aspects: management, instruction, research, evaluation, information technologies, organization’s culture, financial affair, and the structure of the administrative affair. From the managers’ perspective in 3 levels there was a significant difference between the observed frequencies of the recent changes in 9 aspects and the expected frequencies.However, it was of great importance for them to make changes in affaires like instructional, research, management, evaluation, and … . Hence, in recent 5 years, the changes in these 9 aspects were interpreted as “very little” and “average”. The maximum mean was related to the instructional processes in university and the minimum mean to use information technologies and telecommunications in different affairs in universities.

This research aimed at studying the effectiveness of humor training method on hopelessness and social compatibility of the depressed students in Tehran. Having been primarily screened and interviewed, 60 university students (30 male and 30 female) who referred to Roudehen counseling center and some volunteers were selected based on their score in depression questionnaire (those with average depression). They were randomly classified into two groups of fifteen as control and experimental groups. The experimental group received the humor training method two hours a week during six weeks in separate sex classes. Control group received nothing and were waiting for the treatment. Beck Hopelessness Survey and Bell Compatibility survey were administered to all participants. The data were collected and analyzed using multivariate ANOVA. The findings of the research indicated that humor training method could reduce the hopelessness of the depressed students and enhance their compatibility. No significant difference was observed regarding the male and female students.

This research was trying to design written homework based on the principles of constructivism and its effect on the academic achievement of the first-grade high school boys in “social Studies” book in Malayer town. So, 52 students were selected using random sampling in two groups of control and experimental. The variables like their grade, field of study, gender, and intelligence were kept the same in two groups. It was a quasi-experimental research in which posttest-only control group design was used. A researcher-made essay-type test was used to measure the academic achievement of the students in “Social Studies” book. The written homework designed for this book was introduced and performed for 4.5 months and 16 sessions for the experimental class. The control group, however, received nothing extra except their routine program. Independent t Test was applied to statistically analyze the data. The findings indicated that there was a significant difference between mean score of the students’ academic achievement in experimental and control groups in lower than 0.01 probability. This difference was also significant in all cognitive levels of knowledge, comprehension, practice in the probability level lower than 0.01. This could be concluded that using written homework based on the principles of constructivism enhanced the academic achievement of the students especially in more complex levels of learning.

This research was aimed at a survey on the level of life skills among junior high school and high school students in Kurdistan Province. The population of the research consisted of all the boy and girl students of Kurdistan’s junior high schools and high schools out of which 700 from Saghez, Baneh, and Marivan were selected through cluster random sampling. Research instrument was a researcher-made questionnaire whose reliability was calculated through Cronbach a (a=0.90) and whose content validity was analyzed and approved through expert opinions. This questionnaire was comprised of 5 skills of decision-making, human relation, world citizenship, responsible citizenship, and problem-solving. Data analysis indicated that the level of life skill among the participants was resulted to be medium (based on the index of 50%). Among the life skills, the highest level was related to decision-making and problem-solving. The lowest level was related to human relation. Their level of world citizenship and responsible citizenship was also at the middle between these two skills. This level was more among girls than among boys.The interactional effect of parents’ education on the amount of life skill was not significant. There was a significant difference between the field of study and all the skills except human relation. Moreover, there was a significant difference between skills of decision-making and responsible citizenship among the students in junior high schools and high schools. No meaningful difference was found among other skills.

Literature review has shown that the capability and effort of the students are the major reasons for the productivity of academic achievement and cause the teachers to show a value feedback and emotional reaction and to have various expectations from the students in the future. The purpose of the present research was to study the effect of teachers’ awareness of learning disabilities on the feedback and emotional reactions to students with different levels of capability and the expectation of their future performance. To do so, 136 teachers (68 female and 68 male) from junior high schools in zone 8 in Tehran were randomly selected. Teachers’ awareness, feedback, emotional feedback, and student’s expectation of their future performance were measured through rating of the questions asked according to their ability or disability to learn. Comparing to the students without learning disability, teachers considered more rewards and less punishment, less anger and more mercy for the students with learning disability and mostly expected failure in their future performance.