JOURNAL OF RESEARCH AND PLANNING IN HIGHER EDUCATION
Year:2004 | Volume:10 | Issue:33|Papers Count:9

In agriculture economy, land , labor and natural resources and in the industrial economy capital, machinery and management are key factors that effect production and life standards, but knowledge-based economy have new perspective on the causes of long-rang economic growth. In knowledge - based economy, science, technology, innovation and entrepreneurship are major factors of economic growth.In this economy, knowledge is most important capital and economy growth rooted in accumulated knowledge. Because accumulated knowledge is origin of technology, innovation and entrepreneurship. Therefore, the institutions of production and dissemination of knowledge including universities play central role in knowledge based economy. In this paper, knowledge-based economy, typology of knowledge and challenges and roles of university in knowledge-based economy is described.This paper concludes that because of central role of accumulated knowledge in knowledge based economy and the key role of university in production of software and net ware knowledge and interaction of these knowledge with hardware, we must Protect Institutional integrity of university if we want to enhance the knowledge - based economy

Implementation of Fourth Social, Cultural and Economic Plan in Iran is on the government agenda. In this Plan, “the accountability of Iranian higher education centers to the social, cultural and industrial demands” is emphasized. Therefore, building university – industry relations has special place in this plan. The purpose of this article is to examine the nature of university-industry relations and to present recommendations for its improvement. In this study, Meta Analysis was used for evaluation and analysis of literature, and interviews made with specialists in university- industry relations. Thereby, examination of documents about university-industry relations in six universities (MIT, Cambridge, Tokyo, Amir Kabir, Isfahan Polytechnic and Shahid Beheshti) and in-depth interviews with university-industry scholars and administrators in three Iranian universities, provided useful information for the researcher.‏‏The article, evaluates university industry relations in the West and Iran. Then, research and development in four countries, United States, United Kingdom, Japan and Iran is reviewed. The rest of this section discusses university – industry relations, and analysis of research founding in the sample universities. The final section presents the recommendations for improvement of university-industry relations including government support, industry support of universities, strengthening industries, and economic development, structural changes at universities, planning and patent and licensing.

In this study, the effectiveness of educational workshops for the development of university instructors is surveyed. Seventy subjects from two universities (Shahid Beheshti University and Medical Science University of Shahid Beheshti) were selected by stratified random sampling method. A Likert type questionnaire was used to collect data. Chi-square, Kruskal-Wallis and Umann Whitney tests were used to analyze data. The results showed that Workshops: 1. Increased job motivation of instructors (X2=39.67). 2. Influenced on the rate of usage of educational technology in classes (X2=23.94). 3. Increased the skills of doing research in instructors (X2= 31.77). 4. Increased the ability of instructors in terms of decision making process (X2=25.30). 5. Developed equal learning opportunities (X2=26.46) and participatory learning (X2=36.29) for instructors. 6. Developed instructors teaching abilities, including active teaching methods, teaching design, and group discussion (X2=46.77). The main hypothesis of the research project was confirmed and it showed that educational workshops were effective in the sample Universities. In addition the statistical analysis showed that there was no significant difference between the attitudes of the two universities in terms of the effectiveness of workshops on teaching and research process. However there was a significant difference between the attitudes of instructors in terms of moderator variables such as age, degree, field of study, and the number of their participation in workshops

The main purpose of the current study was to compare effectiveness of teaching methods, Lecturing and group discussion, on students, educational achievement and their communicative skills. A Semi–experimental research method was used for this study. Four classes were chosen, two as control classes and two as experimental classes. In an academic semester two classes were taught by lecturing method and the other two classes were administered by group-discussion method. Scores of communicative skills and also educational achievements of students were compared between the two groups. All results were analyzed by inferential statistic techniques (Covariance analysis test, MANOVA, and independent “t”). In general, research results indicated that group-discussion teaching method was more effective than lecturing teaching method. Furthermore, group-discussion was more effective than the other method for male students, regarding educational achievement but there was no significant difference between male and female regarding their communicative skills.

Human life, since the beginning of the history until now, has been full of rising and falling trends in the way of advancement and excellence. In recent years, astonishing changes are observed by the force of information technology and an increase of knowledge and awareness of human beings.It is obvious that primitive methods of producing and distributing knowledge–designed based on face-to-face communications of past times–have lost their efficiency. Evidently it is required to use contemporary instruments to apply human innovations and transferring of knowledge.In order to achieve this objective, electronic learning, an advanced version of primitive methods of teaching and learning is emerging. E-learning which is based on "IT", developed on the web by early 1990s, and is known as a successful method of learning at the age of knowledge.In this article, after a discussion about historic backgrounds, authors explore the notion of electronic learning and its alternatives; computer based & web based learning. Then, problems and obstacles confronting e-learning are identified. Finally, through content analysis of information obtained through interviews, appropriate solutions were recommended. .  

This paper examines ‘knowledge relations’ and academic exchanges between Iran and the west (United States and Europe). Its theoretical and methodological approach is anthropological; and it contextualizes the experience of Iranian international academic exchanges and relations in its historical and social contexts. It examines the correlation between scientific development and the quality of academic relations in both local and global levels focusing on Iranian case.This paper explores and clarifies the history of knowledge relations and academic exchanges since the early Islamic centuries until now; and finally, it introduces and suggests some possible policies and strategies for development and expansion of Iranian academic relations with the West.