Volume 11, Issue 4 (Winer 2024)
DSME 2024, 11(4): 347-362 |
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Ethics code: IR.MUMS.REC.1400.294
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Rasoulian Kasrineh M, Khadem-Rezaiyan M, Khadem-Rezaiyan M, Yavari M, Javan Noghabi J, Eslami N. Research in Education from The Perspective of Faculty Members: Drivers and Obstacles. DSME 2024; 11 (4) :347-362
URL: http://dsme.hums.ac.ir/article-1-472-en.html
URL: http://dsme.hums.ac.ir/article-1-472-en.html
Marjan Rasoulian Kasrineh 
, Majid Khadem-Rezaiyan , Majid Khadem-Rezaiyan , Mehri Yavari , Javad Javan Noghabi , Neda Eslami
, Majid Khadem-Rezaiyan , Majid Khadem-Rezaiyan , Mehri Yavari , Javad Javan Noghabi , Neda Eslami
Medical Sciences Education Research Center, Mashhad University of Medical Sciences, Mashhad, Iran
Abstract: (912 Views)
Introduction: Research, a cornerstone of societal advancement, significantly contributes to progress in science, technology, education, and the economy. Universities, as pivotal hubs of scientific inquiry, play a critical role in this process. Despite the proliferation of universities and research centers in Iran, various obstacles hinder research activities within these institutions. This study aims to explore the factors that both drive and impede research projects in the field of education, as perceived by academic staff members.
Methods: This analytical cross-sectional study was conducted in 2021. The study population included academic staff members of Mashhad University of Medical Sciences. To collect data, standard questionnaires of research obstacles and problems (44 questions) and research motivation (14 questions) were used. The data was analyzed using SPSS version 16 software using descriptive measures and inferential statistical tests.
Results: The study sample comprised 51.3% male participants. The average age of the faculty members was 47±10 years. Regarding research obstacles, the participants reported an average total score of 3.5±0.6. Individual, administrative, and managerial challenges, as well as difficulties in implementing research plans, were identified as the most significant obstacle domains. The most prominent obstacle was perceived to be an excessive workload and high expectations from the university. In terms of research motivation, the average total score was 2.7±0.6. The enjoyment of acquiring new knowledge emerged as the primary motivator for research.
Conclusion The findings of this study suggest that a majority of the identified obstacles and motivations are significant factors that warrant attention. By addressing these obstacles and reinforcing the underlying factors that drive research motivation, it is possible to enhance the overall research environment in education. Moreover, from an organizational perspective, such improvements can contribute to increased efficiency and performance within the university.
Methods: This analytical cross-sectional study was conducted in 2021. The study population included academic staff members of Mashhad University of Medical Sciences. To collect data, standard questionnaires of research obstacles and problems (44 questions) and research motivation (14 questions) were used. The data was analyzed using SPSS version 16 software using descriptive measures and inferential statistical tests.
Results: The study sample comprised 51.3% male participants. The average age of the faculty members was 47±10 years. Regarding research obstacles, the participants reported an average total score of 3.5±0.6. Individual, administrative, and managerial challenges, as well as difficulties in implementing research plans, were identified as the most significant obstacle domains. The most prominent obstacle was perceived to be an excessive workload and high expectations from the university. In terms of research motivation, the average total score was 2.7±0.6. The enjoyment of acquiring new knowledge emerged as the primary motivator for research.
Conclusion The findings of this study suggest that a majority of the identified obstacles and motivations are significant factors that warrant attention. By addressing these obstacles and reinforcing the underlying factors that drive research motivation, it is possible to enhance the overall research environment in education. Moreover, from an organizational perspective, such improvements can contribute to increased efficiency and performance within the university.
Type of Study: Orginal |
Subject:
General
Received: 2024/08/14 | Accepted: 2024/11/13 | Published: 2025/03/18
Received: 2024/08/14 | Accepted: 2024/11/13 | Published: 2025/03/18
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