درخت حوزه‌های تخصصی

The main purpose of this study is to identify and rank the criteria for evaluating the performance of Azad University faculty members using the Analysis Network Process method. The research method is mixed. The sample size of the qualitative section was 15 managers of departments who were purposefully selected by theoretical sampling strategy. Data collection was a semi-structured interview. The data obtained from the analyzed interviews were coded using the Grounded theory. Its validity and reliability were checked and confirmed using the results of three-way consensus. Data analysis was performed in three stages of open, axial, and selective coding. In open coding, concepts and cues were extracted from the interviews. In the selective coding stage, three categories (training, research, consulting services) were compressed and considered as the main dimensions of performance evaluation, and then four sub-components were conceptualized for each dimension. A total of twelve categories were conceptualized and then the dimensions and components were ranked using super design software. The sample size was a quantitative section of 30 faculty members who were randomly selected and the tool for collecting quantitative findings was a researcher-made questionnaire. It was an Analysis Network Process. Findings showed: The factors of consulting services, research and education are in order of priority. In education, respectively, components of teaching quality, spiritual competence, psychological competence and managerial competence, in research, respectively, components of communication competence, competence of new technologies, competence of innovation and creativity, entrepreneurship and cognitive competence. Intercultural competence, foreign relations competence, and the most and least important in the group that experts can use the above dimensions and components in evaluating the performance of faculty members.

In this study we try to investigate the extent to which Multiple Intelligences Theory (MI),is reflected in the designed ESP textbooks for high school students.For this aim, a Multiple Intelligences checklist developed by Razmjoo and Jozhaghi (2010),was used to calculate the frequencies and percentages of occurrence of each type of intelligences reflected through various activities in these selected ESP textbooks. And also Christison’s (1996,1999) young adults’ questionnaire was chosen for determining MI profile of 12th grade ESP learners who, those textbooks that are going to be studied in this research,were determined for them at school.The results of careful analysis of these textbooks’ tasks revealed that they mostly provided activities in the light of verbal/linguistic and visual/spatial intelligences.The least dominant intelligences were intrapersonal and naturalist intelligence types and no example of the naturalist intelligence was found in these course books’ activities.The results of the study also revealed variation of students’ and course books’ MI profiles. As contrasted with the course books’ MI profile,a balanced distribution of all types of intelligences with varying degrees, were perceived among the students.Verbal intelligence was represented in most activities which is the least preferred by the students,which is followed by logical intelligence.While Bodily/Kinesthetic, Natural and Musical intelligence were neglected that are the most favorable in the MI profiles of students.The findings of the study highlight the fact that, ESP curriculum designers, for high school students, need to consider the necessity of applying all intelligence types, also regarding the field of study, in designing the ESP textbooks.