Main category | Subcategory | Codes |
---|---|---|
The general content of the regulations for the promotion of faculty members | Challenges to the general content of the regulations for the promotion of faculty members | • Low emphasis on innovation and creativity and dominance of the quantitative attitude • Failure to pay attention to the differences between universities and disciplines • Weakness in modeling global experiences • The inefficiency of control structures of faculty’s scientific recession • Administrative function instead of focusing on the comprehensive promotion of education, research, and scientific and cultural services • Difficulty in measuring abstract concepts • Failure to respond to the conditions of specific groups (women, general education groups) |
Solutions for the general content of the regulations for the promotion of faculty members | • Changing the University Board of Assessors periodically • Establishment of a consulting and facilitation unit for the preparation of the promotion’s documents • Implementing symposiums to exchanging views between the supervisory boards of different universities • Close monitoring of the assessment committees over the performance of the selected faculty committees • Setting rules governing the executive process of reviewing promotion cases • Supervising the composition of distinguished board members (diversity of fields of study, presence of women in these boards, different academic degrees) • Developing appropriate laws to reduce conflicts of interest | |
The cultural, disciplinary, and social activities | Challenges to cultural, educational and social activities | • Lack of transparency in the indicators of cultural activity and ambiguity in scoring them • Narrowing cultural activities to participation in specific educational courses • Lack of reflection of priorities for changing organizational and social culture • Neglect of some cultural activities related to the Comprehensive Plan and Islamization of Universities Document • Neglect of the development and promotion of the humanities |
Solutions for cultural, disciplinary, and social activities | • Creating the necessary facilities for cultural activities • Setting criteria for awareness of faculty members’ abilities, capabilities and interests • Providing facilities for scientific and professional servicing to the public • Playing a role in programs related to promoting security or environmental protection and convergence of education and research with moral and spiritual education at universities | |
Educational activities | Challenges to educational activities | • Confrontation of educational and research activities instead of reinforcing each other • Limiting educational activities to the number of required teaching units • Homogeneity and use of identical tools and forms of assessment • The inefficiency of teaching quality evaluation systems |
Solutions for educational activities | • Attention to the breadth and variety of educational activities • Emphasis on the use of new educational technologies • Emphasis on education based on up-to-date and valid science • Utilizing a combination of quantitative and qualitative evaluation methods and using multiple resources • Matching a particular share of promotion indicators with the mission, requirements, special conditions, scientific resources and facilities of each university of medical sciences • Assessing the role of the individual in promoting the relevant department • Allocation of points for activities related to social accountability and community education | |
Research-technology activities | Challenges to research-technology activities | • Significant emphasis on research activities compared to other activities • High emphasis on science production in the form of ISI papers • Encouraging faculty members to produce papers regardless of the needs of the society • Paying attention to quantity instead of quality in papers • The complex situation of commercialization and knowledge production • Inequalities in the use of grants and research funds |
Solutions for research-technology activities | • Orientation towards meeting the research needs of the society • Looking at research activities from the perspective of a teacher and not just from the perspective of research as an entity separate from education • Encouraging the absorption of research funding from outside the university • Emphasis on following a specific research line • Evaluating the quality of the articles by an impartial expert team • Emphasis on convergence and interdisciplinary activity • Assigning scores to new ways of disseminating knowledge • Playing a role in advancing and creating change in the relevant scientific field • Introducing scientific fields to the society in the relevant scientific ground | |
Scientific-executive activities | Challenges to scientific-executive activities | • Ease in providing executive privileges and reducing their effectiveness in encouraging faculty members to accept executive responsibility • Ignoring the social status of faculty members • Ignoring the tension and stress caused by executive responsibilities • Ignoring the quality of one’s performance in executive responsibility • Ignoring the lower chances of women in holding executive positions compared with men |
Solutions for scientific-executive activities | • Emphasis on the quality of executive responsibility • Playing a role in facilitating and promoting the functions and achieving the goals of the university |