Introduction: Academic faculty members need to emphasize ethical principles in order to improve higher education, with the understanding of this importance, the current research was conducted with the aim of designing the ethical model of academic faculty members in Iran's higher education. Material & Methods: This research is a type of qualitative study that uses foundational data theory. The participants, including experts and faculty members of the country's public universities, who were responsible for the promotion of academic members, were selected as key informants through a targeted sampling method of 45 people. Data were collected through semi-structured interviews. The reliability and validity of the data were obtained from the two methods of reviewing the participants and recoding by experts. Data were analyzed by open, central and selective coding. Results: The results showed that the moral model of faculty members in Iran's higher education is explained in 10 main categories and 27 subcategories. Major and core categories in the form of 6 dimensions of causal conditions including (individual factors, organizational factors), core (cultural-educational, educational ethics, research ethics, scientific-executive), background conditions (higher education policies, moral activism), intervening conditions (environmental factors), strategies (micro level-university, macro level-higher education) and consequences (individual and organizational) were elevated to a higher abstract level and finally the research paradigm model was presented. Conclusion: The regulations for the promotion of academic staff members in Iran require a detailed revision of the content with an ethical and qualitative approach in order to make the indicators of the promotion regulations efficient and effective.

University faculty members can be evaluated in different ways. One of the most controversial ways is an assessment, which is done by students.The present cross sectional study investigates the views held by 83 basic sciences faculty members on faculty members’ assessment in 1380. The required data gathered through questionnaire and analyzed by SPSS statistical software.Findings shows that 60.1% of the research population determined the assessment by students, more than 20% of the total score which is followed by research plans with 20.8%, self assessment with 19.5%, group manager with 16.9%, assessment by colleagues with 13%, taught unit courses with 8.9% and finally assessment by Faculty education deputy with 5.2%.Research population believes that: personal grudges 57.9%, dishonesty 85.6% and carelessness 89.1% affects assessment forms. Finally, On the basis of the findings, it can be said that if we wish to have a reliable evaluation of faculty members, we should use different assessment methods simultaneously.

Introduction: The processes of teaching and learning have changed dramatically over the past decades. The present study aimed to evaluate the ESP curriculum of faculty of medicine at Isfahan University of Medical Sciences from the perspective of students and faculty members. Methods: In this cross-sectional descriptive study, a number of 600 third-and seventh-year students of medicine studying in the second semester of 2016-17 academic year and six ESP instructors were selected through census method. A researcher-made questionnaire, already checked for reliability and validity, was used to collect data. The collected data were analyzed through descriptive statistics, one-way and two-way ttests and median test. Results: A total of 380 questionnaires were analyzed. The participants were not satisfied with the ESP materials and believed that the number of credits offered was inadequate. They also indicated that the sequence of the semesters offering the ESP courses was not appropriate. Moreover, the participants believed that the ESP courses should be designed while considering their familiarity with the course Introduction to Clinical Medicine (ICM), and that the materials should be updated. They also maintained that it was necessary to include medical terminology together with case studies in each unit. According to the participants, final exam was not an adequate way of evaluating students’ abilities and they preferred intermittent quizzes. Moreover, they believed that language instructors were more skillful in teaching ESP courses than medical instructors. Conclusion: The content of ESP textbooks for medicine need to be changed, and it is suggested that language instructors should teach these courses.

Purpose: The purpose of the present study was to examine the faculty members' lived experience of faculty-student interaction strategies in the academic environments. Methodology: The research method was phenomenology in which the faculty members' perceptions of interaction with students were examined. The statistical population of study consisted of 81 faculty members of the Faculties of Science and Physics of Shahid Bahonar University of Kerman during the 2018-2019 academic year. By purposeful sampling and theoretical saturation procedure, 18 individuals were selected as the sample. Interview questions were prepared through in-depth research on the subject of faculty-student interaction and the interviews were semi-structured. The three-step coding method including open, axial, and selective coding was used for data analysis. Findings: The findings showed that the conditions for the formation of the student-student interaction included the contextual and enhancing factors such as student perception of the subject, holding of debugging hours, motivation in the faculty and student, and reducing factors such as the nature of course theory, the student's low academic level, high volume of practical work, limited time, and lack of self-confidence. The results also showed that student engagement strategies and methods were included general, conditioned, and student interaction strategies. In addition, the consequences of adopting faculty-student interaction strategies also included student-centered outcomes such as scientific, personality, social, occupational, as well as faculty-based outcomes such as gaining experience, updating faculty’, s information and knowledge, inner satisfaction, and feedback was provided to identify strengths and weaknesses. Conclusion: The results have important implications for higher education curriculum planners in order to improve the areas of faculty-student interaction. Accordingly, it is necessary to use interactive content with a practical and collaborative nature, and teaching methods based on different interactive strategies, and planning to provide more student access to the faculty through out-of-class activities and provide more opportunities for students to communicate with the faculty members on a more personal level.

Introduction: The quality of nursing education depends on the availability of faculty members with great professional knowledge and clinical work experience. Thus, novice faculty may face challenges in providing quality education. The aim of this study was to explore the experience of transition to a faculty role among a sample of Iranian nursing faculty.Methods: This qualitative study was conducted in 2022. A total of fifteen faculty members of the nursing and midwifery schools participated in this study. Participants were recruited through purposeful sampling. Data were collected through semistructured interviews and analyzed through Graneheim and Lundman’s conventional content analysis approach.Results: 704 primary codes were generated and grouped into 35 subcategories, nine main categories, and three main themes, namely unpreparedness for the faculty role, abandonment in anon-empathetic workplace, and a road to resilience.Conclusion: Nursing faculty members with limited work experience are unprepared for the transition to faculty roles, receive limited support at work, and rely on personal resources and support networks to facilitate their transition to the faculty role. Further studies are needed to assess the effects of preparation and support programs on the transition to faculty roles among the faculty members with no previous clinical work experience.