@2024 Afarand., IRAN
ISSN: 2228-5468 Education Strategies in Medical Sciences 2014;7(4):235-240
ISSN: 2228-5468 Education Strategies in Medical Sciences 2014;7(4):235-240
Teaching Ethics of Faculty Members Situation from the Viewpoints of Nursing Students
ARTICLE INFO
Article Type
Original ResearchAuthors
Amrahi A. (* )Soltanzadeh V. (1 )
Esm Hosseini Gh.R. (2 )
(* ) Educational Sciences Department, Literature & Human Sciences Faculty, Urmia University, Urmia, Iran
(1 ) Educational Sciences Department, Literature & Human Sciences Faculty, Urmia University, Urmia, Iran
(2 ) Islamic Studies Department, Medical Sciences Faculty, Urmia University of Medical Sciences, Urmia, Iran
Correspondence
Address: Literature & Human Sciences Faculty, Urmia University, Across From Seda va Sima, Valfajr 2 Boulevard, Urmia, IranPhone: +984413678162
Fax: +984435623432
amrahi19@gmail.com
Article History
Received: December 21, 2013Accepted: May 4, 2014
ePublished: October 7, 2014
ABSTRACT
Aims
Recognition of the effective factors on policy formulation is effective on the policymaking
and their administration processes, therefore, this study aimed to recognize the
effective factors on educational and technological policies in the uniuversities.
Materials & Methods The present descriptive survey was done in 2012-13 at the University of Tehran as the biggest University of Iran and as a reference and mother university as well. 112 persons who were the deputy of school or dean of faculties in last 10 years to the time of study were selected using simple random sampling. Designing the researcher-made questionnaire was done in three phases. Data were analyzed by factor analysis method using LISERL 8.8 Software and one-sample T test. RMR, CFI, NFI, NNFI, IFI, RMSEA, GFI, RFI and Chi-square were used to assess the fitness of the model.
Findings All components were confirmed regarding factor analysis results. The 6 introduced domains in this study and all of their components had appropriate and acceptable fitness. Based on the appropriate fitness of conceptual model of the study, consistency of the study method was approved with obtained data.
Conclusion Factors affecting the educational and technological policies can be classified in six economic, political, institutional, educational, technological and legal domains.
Materials & Methods The present descriptive survey was done in 2012-13 at the University of Tehran as the biggest University of Iran and as a reference and mother university as well. 112 persons who were the deputy of school or dean of faculties in last 10 years to the time of study were selected using simple random sampling. Designing the researcher-made questionnaire was done in three phases. Data were analyzed by factor analysis method using LISERL 8.8 Software and one-sample T test. RMR, CFI, NFI, NNFI, IFI, RMSEA, GFI, RFI and Chi-square were used to assess the fitness of the model.
Findings All components were confirmed regarding factor analysis results. The 6 introduced domains in this study and all of their components had appropriate and acceptable fitness. Based on the appropriate fitness of conceptual model of the study, consistency of the study method was approved with obtained data.
Conclusion Factors affecting the educational and technological policies can be classified in six economic, political, institutional, educational, technological and legal domains.
CITATION LINKS
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[2]Wines WA. Seven pillars of business ethics: Towards a comprehensive framework. J Bus Ethics. 2008;79(4);483-99.
[3]Farhood D. Academic ethics in education and research. Ethics Sci Technol. 2010;5(3-4):1-4. [Persian]
[4]Saki R. Ethics in educational research and its components. Ethics Sci Technol. 2011;6(2):47-59. [Persian]
[5]Arasteh H, Nave Ibrahim AR, Motlabifar A. Status of Teaching Ethics among the Faculty Members of Public Universities in Tehran. J Strateg Culture. 2010:2(8-9);204-220. [Persian]
[6]Doaei HA, Mohammadzadeh Z. Analyzing the moral doctrines in Iranian organizations with a specific attitudes toward universities. Manag Islam Univ. 2012:1(3);521-41. [Persian]
[7]Kujala J, Lämsä AM, Penttilä K. Managers’ moral decision-making patterns over time: A multidimensional approach. J Bus Ethics. 2011;100(2);191-207.
[8]Perri DF, Callanan GA, Rotenberry PF, Oehlers PF. Education and training in ethical decision making: Comparing context and orientation. Educ Train. 2009;51(1):70-83.
[9]Biedenweg K, Monroe MC, Oxarart A. The importance of teaching ethics of sustainability. Int J Sustainability High Educ. 2013;14(1):6-14.
[10]Mehr Mohamadi M. Rethinking process of teaching-learning and teacher training. Tehran: Borhan School Publications; 2000. [Persian]
[11]Shalbaf O. A view of problems and practical pattern of promotion of ethics in educational organizatons. J Ethics Sci Technol. 2009;4(1-2):93-103. [Persian]
[12]Satava D, Caldwell C, Richards L. Ethics and the auditing culture: Rethinking the foundation of accounting and auditing. J Bus Ethics. 2006;64(3):271-84.
[13]Mirkamali SM. Ethics and social responsibility in management education. J Psychol Educ Sci. 2003;33(1):201-21. [Persian]
[14]Gootak JL. Philosophical schools and educational ideas. Pakseresht J. (Translator). Tehran: Samt Publication; 2011. [Persian]
[15]Mehrmohamadi M. Curriculum, views, approaches and prospects. 2nd ed. Tehran: Beh Nashr; 2008. [Persian]
[16]Jackling B, Cooper BJ, Leung P, Dellaportas S. Professional accounting bodies’ perceptions of ethical issues, causes of ethical failure and ethics education. Manag Audit J. 2007;22(9):928-44.
[17]Sisaye S. The functional‐institutional and consequential‐conflictual sociological approaches to accounting ethics education: Integrations from sustainability and ecological resources management literature. Manag Audit J. 2011;26(3):263-94.
[18]Imanipour M. Ethical principles in education. Iran J Med Ethics History Med. 2012;5(6):27-41. [Persian]
[19]Azizi NA. Professional ethics in higher education: A reflection on strategy of improvement of ethical standards in university education. Strateg Culture. 2011;2(8-9):173-202. [Persian]
[20]Saraee H. An introduction to sampling in research. 1st ed. Tehran: Samt Publication; 2012. [Persian]
[21]Murray H, Gillese E, lennon M, Mercer P, Robinson R. Ethical principles in university teaching. Singapore: National University of Singapore. [Cited: 1 Jan 1997]. Available from: http://www.cdtl.nus.sg/Link/jan1997/teach1.htm.
[22]Sarmad Z, Bazargan A, Hejazi E. Research methods in the behavioral sciences. Tehran: Agah Publication; 2012. [Persian]
[23]Motallebifard AR, Navehebrahim AA, Mohsen Zadeh F. Recognizing professional and ethical indicators in University teaching from the perspectives of postgraduate students: A qualitative approach. Ethics Sci Technol. 2013:6(4);1-9. [Persian]
[24]Armstrong MB, Ketz JE, Owsen D. Ethics education in accounting: Moving toward ethical motivation and ethical behavior. J Account Educ. 2003;21(1):1-16.
[25]Campbell E. The ethics of teaching as a moral profession. Curriculum Inquiry. 2008;38(4):357-85.
[26]Chance P. The teacher's craft: The 10 essential skills of effective teaching. Long Grove: Waveland Pr Inc; 2008.
[27]Boon HJ. Raising the bar: Ethics education for quality teachers. Aust J Teach Educ. 2011;36(7):76-93.