JOURNAL OF RESEARCH AND PLANNING IN HIGHER EDUCATION
Year:2016 | Volume:21 | Issue:4 (78)|Papers Count:8

Social identity is the result of membership and interaction of an individual in different groups and social settings. Student identity, as an important aspect of students' social identity, is also a consequence of membership in student's group along with sence of belonging and commitment to the social role. The aim of this study was to investigate student identity and and its related factors in Yazd Universities. This research was completed by using quantitative survey approach. Data were collected via questionnaires. Statistical population included all students in 2013-15 academic year of which 450 individuals were randomly selected by stratified sampling method. Results indicated that the identity of most students were moderate and are changed depending on the type of university, major, educational level and right to choose. Social capital, job prospect, hope to future, education and family income were the most important variables in student identity explanation. Reinforcement of skills and social and cultural capitals in addition to resolving employment problems, and picturing hope and clear vision of the future can improve students' sense of belonging to their professional identity and thereby increase their involvement and success.

The purpose of this study was to explore senior university students’ employability in Nahavand University for Women- a women only higher education institution. Statistical population in this study was senior students in bacclurate degree program. In this descriptive correlational survey research, all 103 students were participated. The reliability of the instrument was calculated using Cronbach’s Alpha (a=0.91) via a panel of faculty members in Buali Sina University. Evaluating the employability of students revealed that assessment skills component comprised the highest employability components amongst the students. Moreover, in general skill components, students' problem solving skill, numerical skills, personal qualities, assessment skills and occupational development skills were desirable. However, students' presenting themselves to their potential employers was significantly lower than desirable. The path analysis showed that powerful parenting style highly had most causal influence female students’ employability.

Academic interview as an important part of doctoral admission can help universities and higher education institutions to do more accurate assessment of the doctoral applicants and select top talented students. This research therefore, aimed to study the doctoral applicants’ viewpoints about the nature, quality and appropriateness of doctoral admission interviews. Statistical population included doctoral applicants who were invited for interviews by University of Tehran, Shahid Beheshti University, Kharazmi University and Allameh Tabataba'i University of whom 80 candidates were selected purposefully. Since a mixed approach (quantitative and qualitative) was applied, data were collected via a series of exploratory interviews and a questionnaire included 24 closed item questions that were derived from the results of interviews. In order to analyze data, in addition to descriptive analysis, exploratory factor analysis was applied to identify main factors. The findings revealed that not only the universities’ approaches to hold interviews sessions were different but also different parameters were considered by universities for assessing the applicants' academic performance and backgrounds. Furthermore, although the interviews were focusing on minor issues; the special abilities of applicants were not considered vital.

In recent years, doctoral admission system has been subject to many disputes among academicians and has drawn a great deal of attention due to its role in assuring the quality of graduate programs. Hence, the present paper aimed to investigate doctoral admissions criteria as well as to develop a conceptual model. In doing so, a phenomenological quality method was applied. A purposive sample of 14 informants across different disciplines was interviewed. To analyze data, the coding system of opening, axial, and selective was used. The findings were arranged under two main groups: criteria and predictors. With respect to criteria, 72 initial codes, 16 subcategories, and 5 categories were extracted. With respect to predictors, 95 initial codes, 16 subcategories, and 7 categories were extracted. Finally, according to findings and review of the literature, the admission system conceptual model was developed.

The purpose of this research was to examine the role of intellectual capital and knowledge conversion process in quantum organization. A descriptive correlative research method was chosen for this study. The statistical population consisted of all of faculty members in University of Kashan in academic year 2014-15. Using Cochran sample size formula and stratified random sampling method, 176 individuals were selected. The information gathering tools were  Intellectual Capital Questionnaires with 29 items in three components (structure capital, human capital & customer capital), Knowledge Conversion Process Questionnaire with 24 items in four components (socialization, internalization, externalization & combination) and Quantum Organization Questionnaire with 27 items in six component (trust, values, thinking together, dialog, learning & spirituality) with five Likert scales response choices. Questionnaires' validities were confirmed through content and construction validity. Rreliability coefficients were calculated 0.91 for intellectual capital, 0.82 for knowledge conversion process and 0.85 for quantum organization. Data analyses were done in descriptive level (frequency, percentage, mean & standard deviation) and inferential level (t-test, Pearson correlation coefficient, regression & structural equation modeling) through SPSS and Amos soft wares. Finding showed that intellectual capital components, knowledge conversion process and quantum organization components were higher than supposed average and whatever components of intellectual capital and knowledge conversion process in universities increases, the level of realization of quantum organization components also increases.

The main mission of university depends on academic, social, political, and monetary needs through knowledge creation and then to provide necessary conditions and contexts to knowledge creation through appropriate management. This study aimed to identify related factors associated with knowledge creation at universities via qualitative methodology. The exploratory qualitative research method was used to answer research questions. In order to collect necessary qualitative data, semi-structured interviews were conducted with 14 informant and experts in the field of knowledge creation. The obtained qualitative data were examined using content analysis. The findings showed that knowledge creation factors were classified in three dimensions of organizational, individual and supporting factors which totally included 19 components. These components were identified in terms of knowledge creation  culture, enabling structure, knowledge network, human resource development, sabbatical leaves opportunities, graduate programs, collaborative management, interdisciplinary communications, social capital, creativity, professional ethic, time management skills, motivation, individual learning, teaching responsibilities, basic skills for knowledge creation, hardware and software agents, libraries and laboratories.