Volume 6, Issue 1 (spring-summer 2019)                   DSME 2019, 6(1): 33-46 | Back to browse issues page

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Abstract:   (2570 Views)
Introduction: The values of individuals that orient their preferences and behaviors are not the same; this can lead to disagreements and be the basis of value conflicts. The present study aimed to analyze the value conflict resolution experiences and how to deal with the value conflicts among the faculty members.
Methods: In this qualitative study, a semi-structured interview was carried out with purposeful and then snowball sampling with 11 teachers from Kashan University of Medical Sciences for data saturation. Then, the content of the interviews were analyzed by Grahamman 2004 content analysis.
Results: The research participants included 6 males and 5 females who were specialists, Ph.D and Masters Degree graduates with a working experience of 3.5 years to 29 years. The final model derived from the value conflict resolution experience was in the form of 5 themes and main categories: 1. Components of the experiences of organizational value conflicts 2. Experiences of value conflicts with learners 3. Ranking of values in the instructors 4. The components of the type of conflict of value 5. Value conflict solving styles.
Conclusion: Based on the results of the study, the components and styles used to solve the value conflicts that were experienced by the teachers of Kashan University of Medical Sciences can serve as a model for teaching and empowering professors as well as adopting effective strategies for dealing with value conflicts and management. Contradictions are used in educational settings.
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Type of Study: Orginal | Subject: Special
Received: 2018/04/25 | Accepted: 2018/05/22 | Published: 2018/11/28

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