Volume 31, Issue 1 (3-2024)
RJMS 2024, 31(1): 1-8 |
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Research code: 01
Ethics code: IR.IAU.SARI.REC.1403.410
Clinical trials code: 01
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Baharzadeh M, Afrooz G, Pourhosein R. Identification and Explanation of Factors Influencing Creativity-Oriented Interaction Among Students at Universities Nationwide. RJMS 2024; 31 (1) :1-8
URL: http://rjms.iums.ac.ir/article-1-8865-en.html
URL: http://rjms.iums.ac.ir/article-1-8865-en.html
Professor, Department of Psychology and Education of Exceptional Children, University of Tehran, Tehran, Iran , Afrooz@ut.ac.ir
Abstract: (8 Views)
Background & Aims: The quality of higher education is a major concern in most countries, particularly considering its fundamental role in training specialists and skilled individuals for society. Since the past two decades, the development of higher education has been emphasized in Iran's Third and Fourth Five-Year Economic and Social Development Plans. Measures such as increasing the number of universities, expanding student admission capacities, establishing new academic programs, and enacting new regulations for educational transformation have been implemented in this regard. Despite these efforts, it appears that various issues and challenges continue to affect the efficiency and success of Iran’s higher education system. Among the issues that have seriously challenged the development of higher education and the achievement of its related plans are the unfavorable conditions of the socio-scientific structure and intra-university interactions, including faculty-student relationships, academic environment interactions, the crisis of quantity and shortage of faculty members and educational staff, the dominance of teaching over research in universities, low scientific productivity, and weak knowledge production compared to some competing countries in the region and Asia, such as Turkey, India, Malaysia, South Korea, and Singapore, as well as Iran’s negligible share in global scientific output. In the social structure of Iran’s academic environment, the interactions and relationships between faculty and students are often fragile, transient, and unstable, with social structures in Iranian universities characterized by non-institutionalized relations and interactions. The weakness in faculty-student relationships is prevalent across all academic disciplines in Iran. The inadequacy of communication between students and faculty in turn contributes to the emergence and expansion of other problems, which sooner or later will challenge the fundamental functions of higher education. Positive interaction and effective communication between faculty and students have always been a concern in educational environments. In reality, what turns a faculty member into a behavioral role model for students is not merely their level of knowledge and expertise, but also their positive and effective relationships with students. Naturally, the more communication and interaction between faculty and students, the more positive emotions are generated, which facilitate learning and act as motivation for learning. Therefore, the main issue that needs to be examined and analyzed is the manner of interaction between faculty and students, as the university is inherently a suitable place for interaction, particularly of a scientific and specialized nature. It appears that with the provision of appropriate models and strategies, at least part of the issues in this area can be resolved. In this regard, based on the researcher’s discussions with several students at Shiraz University, it was found that significant problems and barriers exist in the current interactions between faculty and students, hindering effective interaction between the two groups, leading to the conclusion that this trend is not suitable for the country’s scientific development outlook. Therefore, the researcher decided to examine the status of faculty-student interaction through ethical approaches among the new generation of students at the University of Tehran (focusing on the Management and Accounting departments) to identify the existing barriers and problems in this relationship and subsequently propose a model for faculty-student interaction based on qualitative methods.
Methods: This research employs an applied descriptive methodology, is analytical in its objectives, and utilizes a qualitative approach in terms of the process and data collection and analysis methods. The statistical population consists of faculty members and students of the Management and Accounting departments at the University of Tehran. Accordingly, purposive and snowball sampling methods were used to select 14 participants from this population.
Results: The results obtained from interviews and using the grounded theory method showed that, based on the identified dimensions in the qualitative phase, in the causal conditions dimension, requirements, spiritual enhancement, and personality development were identified; in the core phenomenon dimension, the form of interaction establishment, face-to-face interactions, and non-face-to-face interactions were highlighted; in the intervening conditions dimension, human factors, specialized factors, and perceptual factors were identified; in the contextual conditions dimension, reciprocal relationships, scientific and research exchanges, limitation of deviant behaviors, and organizational arrangements were identified; and in the strategies dimension, the development of effective communication, pragmatic-based culture building, faculty guidance and leadership, and the development of classroom activities were emphasized. Finally, in the outcomes dimension, the issue was examined from the perspectives of both faculty members and students.
Conclusion: Overall, it can be stated that universities should take action toward developing binding documents and regulations aimed at aligning and coordinating the actions of executive units to improve the level of interactions within universities, thereby enhancing creativity-oriented interaction at the university level. Given that this research was conducted qualitatively, through interviews with experts, the identified components, as indicated by the results, were categorized according to the dimensions identified in the qualitative phase: within the causal conditions dimension (requirements, spiritual enhancement, and personality development); within the core phenomenon dimension (forms of establishing interaction, face-to-face interactions, and non-face-to-face interactions); within the intervening conditions dimension (human factors, specialized factors, and perceptual factors); within the contextual conditions dimension (reciprocal relationships, scientific and research exchanges, limiting deviant behaviors, and organizational arrangements); within the strategies dimension (development of effective communication, pragmatic-based culture building, faculty guidance and leadership, and the development of classroom activities); and within the outcomes dimension, the issue was examined from both faculty and student perspectives. In this regard, the study offers suggestions to relevant organizations, such as universities and academic centers, for enhancing the level of faculty-student interaction with a creativity-oriented approach. It is recommended that binding documents and regulations be developed to align and coordinate the actions of executive units in order to improve the level of interactions within universities. It is also recommended that online monitoring systems be established to record complaints regarding misconduct and unethical behavior among students and faculty. To create consistency in university actions and activities, it is suggested that managers with an inspiring and effective leadership approach be appointed to reduce misconduct. Additionally, it is proposed that guidelines and regulations appropriate to the university environment, with enforceable guarantees, be placed on the agenda of university managers to enhance the level of interactions. Finally, it is suggested that to promote a team-based approach and structure within organizational decision-making levels, administrative systems for managing specialized procedural correspondences be transformed from hierarchical decision-making structures into expert panel-based decision-making systems, thereby moving away from hierarchical models to increase interaction and participation levels.
Keywords: Interaction, Creativity-Oriented, Face-to-Face Interactions, Non-Face-to-Face Interactions
Type of Study: Research |
Subject:
Clinical Psychiatry
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