Volume 6, Issue 1 (March 2024)
IEEPJ 2024, 6(1): 137-152 |
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Bakhtiari G, Naseri N, Ghorbani M. (2024). Designing a Model for Improving the Professional Competencies of Teachers in University of Applied Science and Technology with an Organizational Learning Approach. IEEPJ. 6(1), 137-152. doi:10.22034/6.1.137
URL: http://ieepj.hormozgan.ac.ir/article-1-812-en.html
URL: http://ieepj.hormozgan.ac.ir/article-1-812-en.html
1- Department of Educational Sciences, Mashhad Branch, Islamic Azad University, Mashhad, Iran
2- Department of Educational Sciences, Mashhad branch, Islamic Azad University, Mashhad, Iran ,naseri5586@mshdiau.ac.ir
3- Department of Educational Sciences, Mashhad branch, Islamic Azad University, Mashhad, Iran
2- Department of Educational Sciences, Mashhad branch, Islamic Azad University, Mashhad, Iran ,
3- Department of Educational Sciences, Mashhad branch, Islamic Azad University, Mashhad, Iran
Abstract: (1124 Views)
Objective: The purpose of this research was to design a model for improving the professional qualifications of academic-applied university lecturers with an organizational learning approach.
Methods: This study was a mixed exploratory design that was conducted in two qualitative and quantitative stages. The statistical population of this research in the qualitative part includes managers and vice-presidents of Razavi Khorasan Scientific-Applied University, university professors and experts in the relevant field, who were selected by purposive sampling method (25 people). In the quantitative part, the dimensions and components were extracted in the form of a questionnaire from the interviews. The sample was considered 351 people based on Morgan's table. Structural equations were used to examine the main research question and fit the model to the data.
Results: The findings showed that professional competence has five dimensions (moral competence, knowledge competence, attitudinal competence, perceptual competence and behavioral competence) and 21 components. The highest priority is with the dimension of academic competence. Also, organizational learning has four dimensions (commitment, continuous learning, empowerment, and knowledge management) and 19 components, and the highest priority is the empowerment dimension. The impact of organizational learning on the promotion of professional competence showed that organizational learning has a 63% effect on professional competence in general.
Conclusions: As a result, managers and officials should take steps by holding classes, gatherings, conferences and workshops in order to improve the academic status and practical activity of professors to increase the practical participation of professors in personal and large-scale projects.
Methods: This study was a mixed exploratory design that was conducted in two qualitative and quantitative stages. The statistical population of this research in the qualitative part includes managers and vice-presidents of Razavi Khorasan Scientific-Applied University, university professors and experts in the relevant field, who were selected by purposive sampling method (25 people). In the quantitative part, the dimensions and components were extracted in the form of a questionnaire from the interviews. The sample was considered 351 people based on Morgan's table. Structural equations were used to examine the main research question and fit the model to the data.
Results: The findings showed that professional competence has five dimensions (moral competence, knowledge competence, attitudinal competence, perceptual competence and behavioral competence) and 21 components. The highest priority is with the dimension of academic competence. Also, organizational learning has four dimensions (commitment, continuous learning, empowerment, and knowledge management) and 19 components, and the highest priority is the empowerment dimension. The impact of organizational learning on the promotion of professional competence showed that organizational learning has a 63% effect on professional competence in general.
Conclusions: As a result, managers and officials should take steps by holding classes, gatherings, conferences and workshops in order to improve the academic status and practical activity of professors to increase the practical participation of professors in personal and large-scale projects.
Type of Study: Original |
Subject:
Educational Psychology
Received: 2023/02/11 | Accepted: 2023/09/24 | Published: 2024/03/1
Received: 2023/02/11 | Accepted: 2023/09/24 | Published: 2024/03/1
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