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

Document Type : Scientific - Research


1 Educational Sciences, Faculty of Humanities and Social Sciences, Mazandaran University, Babolsar, Iran

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

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



Objectives: Learning is a topic that has always been of interest to university activist's numerous studies indicate the complexity of the subject of learning and the multiplicity and variety of factors influencing it. Given the multiplicity and diversity of variables involved in learning and the diversity of relationships between these variables, any knowledge of the concept of learning is relative. In addition, it cannot be recognized based on focusing on several specific factors, (Yamani, 2012, 156) the present study introduces a strategy that considers the learning phenomenon based on its transverse and longitudinal study. In addition, has a holistic view and expresses the factors and elements that are effective in shaping and improving student learning, and that is the strategy of university pedagogy.
Materials and methods:
The method of this research is applied development and in terms of performance is phenomenological, and it has a qualitative approach in terms of data collection. Data collection tools were structured interviews with experts First, using the literature and research background (ten dimensions of university pedagogy, Yemen, 2012). The dimensions of university pedagogy were identified and then data collection has continued through semi-structured interviews with experts and specialists in the field of higher education in a purposeful manner from the type of snowball to the stage of reaching theoretical ghosts. The data has reached theoretical saturation with 16 experts during the data analysis process, using Theme analysis, through three coding steps (Basic, organizing, and inclusive themes), the dimensions and components of university pedagogy were identified.
Discussion & Conclusions:
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 actors 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 -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 environment, 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 this study, by identifying the dimensions of university pedagogy, provide appropriate theoretical and practical achievements for policy makers, planners and university administrators to improve student learning and can provide the necessary basis for improving its quality.


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