Document Type : Research Paper
Authors
1
Doctoral Student of Curriculum Studies, Islamic Azad University, Torbat Heydarieh branch, Islamic Azad University, Torbat Heydarieh, Iran
2
Associate Professor of Curriculum Studies, Department of Educational Sciences, Torbat Heydarieh Branch, Islamic Azad University, Torbat Heydarieh, Iran
3
Assistant Professor of Educational Sciences, Islamic Azad University, Torbat Heydarieh branch, Torbat Heydarieh, Iran
4
Assistant Professor of Department of Educational Sciences, Payame Noor University, Tehran, Iran
Abstract
The purpose of the current research is the indicators and curriculum components of the work environment for university professors; The approach of the current research is qualitative and its method is research synthesis. The research community is all the articles (218 articles) that have been presented from 2010 to 2023 about the curriculum indicators of the work environment for university professors. The sample of the research is 30 articles, which were selected based on thematic monitoring, theoretical data saturation, and purposefully. The research data were collected from the qualitative analysis of the studied articles. In order to validate the findings, the criteria of Lincoln and Guba (1989) were used, in such a way that the accuracy and strength of the findings were achieved through three criteria of verifiability, validity and reliability. By analyzing the data, the curriculum dimensions of the working environment for professors in 5 dimensions, 16 axes and 59 indicators including the dimensions of educational strategies and programs (including indicators such as needs assessment, network learning, self-direction, coaching and mentoring and attention to learning skills), knowledge management (knowledge-enhancement and knowledge acquisition, knowledge sharing, knowledge transfer and dissemination), organizational dimension (including indicators of attention to professors' personality and perceptive characteristics, transformational leadership and organizational commitment and career), research-oriented (valuing research findings and research results, giving quality to project programs and applied research and paying attention to the research spirit of professors) and networking and creating learning communities (including axes such as intra-university and extra-university networking) It was organized. The results showed that the curriculum of the working environment of the professors has different dimensions, which attention provides the field of transformation in the professional development of the professors.
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