University Pedagogy: A Neglected Phenomenon in the Iranian Higher Education System

Document Type : Scientific - Research


1 PhD Student in Higher Education: Higher Education Development Planning, Faculty of Humanities and Social Sciences, Mazandaran University, Mazandaran, Iran

2 Professor, Department of Educational Sciences, Faculty of Humanities and Social Sciences, Mazandaran University, Mazandaran, Iran

3 Professor, Department of Educational Sciences, Faculty of Educational Sciences and Psychology, Shahid Beheshti University, Tehran, Iran

4 Associate Professor, Department of Educational Sciences, Faculty of Humanities and Social Sciences, Mazandaran University, Mazandaran, Iran


Objectives: The current research has been carried out to identify and describe the dimensions of university pedagogy as a neglected phenomenon in Iran's higher education system.
Materials and Methods: The method of this research is a development-applied one and in terms of performance is phenomenological, and it has a qualitative approach in terms of data collection. By using the literature and research background (ten dimensions of university pedagogy, Yamani, 2012), the dimensions of university pedagogy were identified; then data collection continued through semi-structured interviews with experts and specialists in the field of higher education purposefully from the type of snowball to the stage of reaching theoretical saturation. The data reached theoretical saturation with 16 experts during the data analysis process. The dimensions and components of university pedagogy were identified through the data analysis process using thematic analysis.
Discussion & Conclusion: After analyzing the interviews, 194 basic themes were recognized, and finally 54 organizing themes were found in the form of 11 comprehensive themes as dimensions of university pedagogy. Findings show that academic practitioners in addition to confirming and emphasizing the ten dimensions of university pedagogy proposed in the theoretical framework, namely: theoretical conceptualization of the flow of education and research in learning situations and their organization; the practical framework for faculty members, administrators, and academic experts; creating and strengthening the taste and enthusiasm of students in learning; recognition of university performance (strengths and weaknesses of the university); continuous rethinking and organizing educational research and service activities of the university; theoretical guidance for the management of academic activities; university culture; continuous evaluation of educational research and service activities of the university in learning situations; academic myths and symbols; university campus, they also believed in the influence of the eleventh dimension, namely information and communication technology. In fact, these dimensions are a system of various factors and elements that interact with each other and lead to improved student learning. The findings of the study, by identifying the dimensions of university pedagogy, provide appropriate theoretical and practical achievements for policymakers, planners, and university administrators to improve student learning and it can provide the necessary basis for improving its quality.


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