Volume 10, Issue 44 (4-2022)
2022, __(44): 146-162 |
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Ghiasi Nodooshan S. Analyzing the factors affecting the prolongation in the years of graduate students’ study and its consequences. Journal title 2022; 10 (44) : 9
URL: http://erj.khu.ac.ir/article-1-1149-en.html
URL: http://erj.khu.ac.ir/article-1-1149-en.html
Allameh Tabataba'i University , ghiasi.saeed@gmail.com
Abstract: (4300 Views)
Objective: The purpose of this study is to identify the factors affecting the prolongation in the years of graduate students’ study and the consequences of this educational phenomenon.
Materials and Methods: The present study was conducted with the aim of identifying the factors affecting the increase in the academic years of postgraduate students and the consequences of this educational phenomenon. In this research, the qualitative method of theme analysis has been used. The statistical population of the study included postgraduate students with additional years of study, their supervisors, department heads and educational assistants of the faculties, from which 33 people were selected using purposive sampling method. In order to collect research data, three tools of interviewing, reviewing documents and reviewing the text of students' applications have been used. In the document review section, the files of the applicants for obtaining years in the Special Cases Commission from 12/15/94 to 3/27/96 were examined in a total number of 3224 cases. In order to analyze the data, after familiarizing with the data, primary codes were created and by searching and recognizing the themes, the network of themes was drawn and analyzed and then its report was compiled and presented in the form of a comprehensive classification. The validity and reliability of the data were checked by the members through the control method. The findings of the interviews identified two categories of extra-systemic and intra-systemic factors, which include a total of 28 causes.
Discussion and Conclusion: Extra-systemic factors in three categories of socio-economic, individual-family factors and extracurricular concerns and intra-systemic factors in four categories of unprofessional behavior of professors, dissertation writing problems, lack of training courses and scientific weakness Students and the weakness of the educational process and system were divided. Also, in reviewing the documents, 18 reasons were identified as the factor of prolonging the years, the most important of which were the executive problems of dissertations and dissertations, their illness and relatives, and the length of the approval process. 19 solutions were identified to improve this phenomenon, which are also presented in three categories: improving the quality of courses and aligning with the dissertation / dissertation, improving the educational and scientific process, and facilitating the dissertation / dissertation process. What is concluded is that the extension of the years of students with disabilities is due to several factors, some of which are at the disposal of the university and some of which are outside the university system and are affected by economic and social issues. From a systemic point of view, by solving these challenges, it is possible to reduce the number of academic years and improve the quality.
Materials and Methods: The present study was conducted with the aim of identifying the factors affecting the increase in the academic years of postgraduate students and the consequences of this educational phenomenon. In this research, the qualitative method of theme analysis has been used. The statistical population of the study included postgraduate students with additional years of study, their supervisors, department heads and educational assistants of the faculties, from which 33 people were selected using purposive sampling method. In order to collect research data, three tools of interviewing, reviewing documents and reviewing the text of students' applications have been used. In the document review section, the files of the applicants for obtaining years in the Special Cases Commission from 12/15/94 to 3/27/96 were examined in a total number of 3224 cases. In order to analyze the data, after familiarizing with the data, primary codes were created and by searching and recognizing the themes, the network of themes was drawn and analyzed and then its report was compiled and presented in the form of a comprehensive classification. The validity and reliability of the data were checked by the members through the control method. The findings of the interviews identified two categories of extra-systemic and intra-systemic factors, which include a total of 28 causes.
Discussion and Conclusion: Extra-systemic factors in three categories of socio-economic, individual-family factors and extracurricular concerns and intra-systemic factors in four categories of unprofessional behavior of professors, dissertation writing problems, lack of training courses and scientific weakness Students and the weakness of the educational process and system were divided. Also, in reviewing the documents, 18 reasons were identified as the factor of prolonging the years, the most important of which were the executive problems of dissertations and dissertations, their illness and relatives, and the length of the approval process. 19 solutions were identified to improve this phenomenon, which are also presented in three categories: improving the quality of courses and aligning with the dissertation / dissertation, improving the educational and scientific process, and facilitating the dissertation / dissertation process. What is concluded is that the extension of the years of students with disabilities is due to several factors, some of which are at the disposal of the university and some of which are outside the university system and are affected by economic and social issues. From a systemic point of view, by solving these challenges, it is possible to reduce the number of academic years and improve the quality.
Article number: 9
Type of Study: Research Paper |
Subject:
Higher Education Management
Received: 2022/03/5 | Revised: 2023/11/21 | Accepted: 2022/07/18 | ePublished: 2022/10/4
Received: 2022/03/5 | Revised: 2023/11/21 | Accepted: 2022/07/18 | ePublished: 2022/10/4
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