Papers by Saeid Safaei Movahhed
International Journal of Qualitative Methods, 2018
Mediterranean Journal of Social Sciences, 2015
Due to the importance of the vocational education in the secondary education system of Iran, the ... more Due to the importance of the vocational education in the secondary education system of Iran, the present study was conducted to investigate the status of the graduated students of vocational schools from their own point of view. This study has been carried out with the qualitative approach using the case study method. The sample of this study was chosen from population of all students of the different disciplines of vocational school who were graduated about 2-5 years ago. Data collecting instruments were semi-structured interviews. Cases were interviewed and six aspects playing substantial role in the effectiveness of vocational education were detected: instruction, educational counseling, laboring, personal attitudes, social
attitude, and self-confidence. Results suggest that the status of graduated students is not satisfying both in their own opinion
and in comparing with the approved goals of education.
M i t t e i l u n g e n S a e c h s i s c h e r E n t o m o l o g e n, 2015
Hidden curriculum in higher education includes indefinite rules which seem to be essential in suc... more Hidden curriculum in higher education includes indefinite rules which seem to be essential in successfully completing formal education. One of the most important dimensions of higher and secondary education which is accompanied by certain dynamism and performs a fundamental role in forming a hidden curriculum is doing a dissertation. In this study, given the special dynamism in the supervision relationship in carrying out projects, great efforts have been made to study the unstated norms which the graduate students of curriculum development in one of the universities in Tehran take into account when choosing a supervisor. This research has been conducted using a qualitative approach and the data was collected through semi-structured interviews. Based on the results of this study obtained by interviewing 6 graduate students of curriculum development who were in the supervisor selection stage, the criteria for choosing a supervisor can be classified into six main categories: the behavioral traits of the professors, professors’ position, academic criteria, non-academic criteria, possible support and the limitations. The results of this research also show the students gain knowledge of these norms by
observing the performance of the professors in class and in the defense sessions as well as through the informal networks such as the alumni network.
Journal of Workplace Learning, 2018
Purpose – The purpose of this paper is to investigate and analyze the dominant discourses of the ... more Purpose – The purpose of this paper is to investigate and analyze the dominant discourses of the workplace curriculum in Iranian organizations.
Design/methodology/approach – The research data were collected through in-depth interviews with 30 professionals working in the field of workplace curriculum in three groups of consultants, managers and
experts who were selected purposefully and with a theoretical sampling strategy. To analyze the data, thematic analysis method was used. The themes are extracted and categorized into three phases, namely,
descriptive coding, interpretive coding and determination of overarching theme. To validate the data, collaborative research technique, member checking and researcher review and, to make sure of findings’ reliability, reliability index between two coders were used.
Findings – Based on the findings, the kind of planner’s look at the workplace curriculum commonplaces will shape the nature of the curriculum and in terms of this look define and redefine the workplace curriculum discourses. Therefore, based on perceptions and attitudes in these areas, 11 different discourses are recognizable from the workplace curriculum. These include suppression discourse, justification discourse, ceremonial/ formality discourse, administrative discourse, engineering discourse, economical discourse, psychological discourse, partnership discourse, research discourse, developmental discourse and, finally, multi-cultural discourse.
Practical implications – The common goal of all learning professionals in the workplace is to play the role of a strategic partner, or at least be a good partner for the organization. One of the main challenges of
learning and development professionals in the workplace is increase in integration and alignment between learning programs and developmental opportunities with business organization strategies. Achieving this important goal is possible when we have a proper understanding of the current situation and condition. Various situations and conditions are identified and described in the form of 11 discourses. If the authors do not look at the context and proper understanding of the main concepts – The main concepts of each discourse are put into a quill – in which any discourse that was created, the authors will not be able to make the appropriate strategies. A good doctor will hear and understand well before the first thing.
Originality/value – To the best of the authors’ knowledge, this study is one of the few studies that offer a variety of discourses for the workplace curriculum
Higher Education Sudies, 2021
During the last couple of decades, many researchers have been trying to explicate "effective teac... more During the last couple of decades, many researchers have been trying to explicate "effective teaching" in higher education. As a result, when one searches the term, a vast amount of papers and research reports pop up in the literature, involving lists of attributes and competencies of effective teachers. But the impressive point is that "effectiveness" has been viewed mostly from a technical vantage point and disciplinary differences have not received proportionate attention. At the same time, some sociologists of science began to view disciplines as
tribes and territories who own their exclusive norms, rituals, and values. Hence, this research aims at investigating effective teaching in higher education within the framework of disciplinary culture.
Methodologically, the research may be deemed as interpretive ethnography as it aims at representing emically how members of disciplinary cultures perceive and interpret effective teaching. Hence, based on Tony Becher classification of disciplines into civil and rural, two postgraduate classes were selected, namely from Pure
Mathematics (involving 15 students to represent civil disciplines) and Education Studies (involving 18 students to represent rural disciplines). To collect data, the researcher deployed non-participant observation for a full semester and informal interviews were also conducted at regular intervals. The field notes and interview protocols were analyzed thematically to produce meaningful categories for results representation. As credibility was of great concern in the research, three strategies were used for this purpose namely member check, peer debriefing and prolonged engagement. Based on the interpretations, members of rural disciplines evaluate teaching as effective when it focuses on classic texts, cares about human and social issues, approaches laymen jargons, emphasizes understanding, appreciates variety of teaching strategies and learning styles, holds a critical
stance towards cultural issues, and takes on a lenient approach in marking. On the other side, members of civil disciplines evaluate teaching as effective when it focuses on updated resources, is content-oriented, approaches professional terminology, emphasizes practicality, and takes on a tough stance on marking.
Conference Presentations by Saeid Safaei Movahhed
EDULEARN11 Proceedings, 2011
Academic disciplines are like tribes, each of which has its own unique terrain, boundaries, norms... more Academic disciplines are like tribes, each of which has its own unique terrain, boundaries, norms and culture. Assuming this, Becher describes the culture of different academic disciplines. He believes that pure sciences are culturally competitive, politically wellorganized, own high rate of publication and are task-oriented. On the other hand, applied social sciences are utilitarian, power-based, scientifically functional, culturally exogenous, situationally vague, aim to promote behaviors, and have low rate of publication. Based on this assumption, this study aims to explore the norms which affect two groups of M.A students in selecting their research supervisor, one group from an interdisciplinary field (Education) and the other from a pure field (Mathematics). The study was conducted within the qualitative framework, using phenomenological method. Semi-structured interviews were the main tools for gathering data. To acquire the needed data, 16 Education M.A students and 9 Mathematics M.A students from a renowned Tehran university were selected using purposeful sampling method. The results show that Education M.A students consider the following criteria when selecting a research supervisor: professors' behavioral traits, professors' status, academic criteria, non-academic criteria, possible support, and limitations. On the other side, Mathematics MA students consider some other different criteria when selecting a research supervisor as follow: research supervision style, professors' scientific qualities, professors' personality characteristics, non-academic criteria, limitations. A comparative exploration of the results within Gestaltian framework indicates that Mathematics MA students are influenced more by figure (academic dimensions of dissertation) when selecting their supervisor, while Education MA students are impacted by ground (expediency and relations) when choosing their supervisor.
EARLI SIG 14 Conference, Barcelona, 2020
Conceptualizing workplace learning curriculum: a rational for practitioners and academicians
World Federation of Associations for Teacher Education (WFATE) Fifth Biennial Conference: Transformative Teacher Education in Local and Global Context, 2018
situated cognition contributes to a growing body of research in human sciences that explores the ... more situated cognition contributes to a growing body of research in human sciences that explores the situated character of human understanding. It takes as its focus the relationship between learning and the social
situations in which it occurs. Although this theory has changed our approach towards how learning happens and how training should be conducted, but its potential for professional development of teachers remains unexplored. Hence, this study aims initially at arguing and justifying the implications of this theory for teachers' development in order to put forward a prescriptive model for that purpose. According to the related literature, situated cognition may denote the following implications for professional development of teachers: workplace
authentic learning, continuous improvement, teachers' empowerment, and gradual competency development. Hence, the following model is prescribed to meet the aforementioned implications: Onboarding (when
self-awareness and context awareness should be fostered among would-be teachers), Gradual Ascension (when amenable PDPs should be adopted to help teachers move from a novice actor to an expert practitioner), and off-boarding (when now expert teachers mainly focus on mentoring the new and developing teachers). This model deems professional development as a continuous improvement process which should cover the whole life cycle of a teacher, so Dryfus continuum of competence development (novice, advanced beginner, competent, professional, expert) underlies the developmental nature of the model as well. Additionally, various learning strategies are suggested at each level which focus mainly on authentic workplace contexts and consider
learning as enculturation. Methodologically, the study may be deemed as theoretical inquiry as it aims at developing a new conceptual model for planning teacher education curricula. To gather data, the researcher
focuses on years of experience in teacher education and receives input from other seasoned teacher educators to modify and develop the final version
MMIRA International Conference 2018, 2018
In the last five decades, Kirkpatrick evaluation model has turned into the invincible dominant tr... more In the last five decades, Kirkpatrick evaluation model has turned into the invincible dominant trend in training profession due to its simplicity and intelligibility. Drawing on this four level model, you can measure and report quantitatively how satisfied learners are with a training program (reaction); how much their knowledge, attitude, and skills have changed (learning); how much of their learning have transferred into performance (behavior); and how much the company has benefited from the training in monetary values (results). Although Kirkpatrick model has been proved practically to be a suitable means to report on training effectiveness quantitatively in terms of reaction, learning, behavior, and results; but it fails to explain quantitatively why a program does not meet effectiveness criteria. Hence, we decided to adopt a concurrent mixed-methods design to measure the HOWs and explore the WHYs of an Oil mini-MBA program effectiveness. To gather quantitative data, we used an attitude scale for level one (reaction), an achievement test for level two (learning), and a performance checklist for level three (behavior). Additionally, in-depth interviews and nonparticipant observations were conducted continuously to gather qualitative data. A nested strategy
was also used for sampling purpose, so 40 participants were selected randomly for the quantitative part and 17 participants purposively for the qualitative part. Finally, the quantitative data were analyzed by descriptive statistic measures (namely mean, standard deviation, and correlation coefficient) to report the percentage of effectiveness at 3 levels, while qualitative data were analyzed thematically to report WHYs of effectiveness and ineffectiveness at the levels. Based on the results,
the program was effective at Reaction Level by 93% (WHY: because participants felt the company had selected them by competency measures and not by implicit nepotistic justifications as usual), at
learning level by 86% (WHY: because those who failed had to face salary cut), and at behavior level by 23% (WHY: because after return to work, colleagues teased mercilessly those who tried to transfer their new learning into performance). Additionally, the qualitative data denote that no training program works in practice while the cultural climate of the company perceives it as an unfair learning opportunity. All in all, the study suggests that when Kirkpatrick model is used with a rigorous
mixed-methods design, evaluators are enabled to explore the typical quantitative data more deeply and provide decision-makers with more informed judgments.
11th International Conference on Researching work and Learning(RWL11), 2019
5th International Curriculum and Instruction Congress, 2017
A discipline maybe accepted by scholars and well-established within academia when it owns necessa... more A discipline maybe accepted by scholars and well-established within academia when it owns necessary conceptual and theoretical structures to explain phenomena around us. Although Curriculum Studies is now
recognized as an academic field due to the various concepts, theories, and models that have been created within the discipline in the last century, but a comparative look into academia may justify us that the number is not overwhelming at all. Hence, this study aims at creating a new concept, coined as “flourished curriculum”, to explain a familiar phenomenon concerning basic education programs: transfer of learning.
Methodologically, this study can be deemed as Conception Development (CD) as it aims at creating a new conceptual structure in Curriculum Studies. To validate the concept, it has been discussed with curriculum
scholars and school practitioners and their feedback have been used in modifying the final version. Within this paper, flourished curriculum is defined as all learning which have been crystalized in learners’
behaviors and performance in real world and can be attributed to schools’ explicit and implicit curricula. These crystalized behaviors may be interpreted positively or negatively based on governing curriculum ideology. Education systems reasonably endeavor to expand the positive part and diminish the negative aspect. Based on my meta-analysis, the following factors result in curriculum positive flourishment: contexts similarity, understanding underlying principles, immediacy, emphasis on practical intelligence (higher order learning), authenticity, and reflection-acceptance. On the contrary, the main factors which culminate in curriculum unflourishment or negative flourishment may be considered as follow: emphasis on school intelligence (lower order learning), indoctrination and imposition, oversimplifying complexities, widow effect, curriculum dethinking, creating space-like curriculum.
It is claimed that Flourished Curriculum may serve as a useful conceptual tool for both curriculum policymakers and field practitioners to take into account factors which contribute to curriculum efficiency and effectiveness. Basic education programs, like most other sorts of curricula, focus on transfer of learning and are not intended to foster just “school intelligence”. Hence policy-makers and practitioners are both required to think in advance how to enrich their programs to maximize positive flourishment of curricula.
Oxford Education Research Symposium, 2019
9th International conference of the EARLI SIG 14 Learning and Professional Development, 2018
In the last couple of decades, workplace has been recognized as a fertile and valuable ground for... more In the last couple of decades, workplace has been recognized as a fertile and valuable ground for learning and development. Hence, "workplace learning" is no longer deemed as a strange and unheard-of concept; conversely, it indicates a vast area of research on various aspects of learning in enterprises. Taking into account this level of importance, this study aims at developing a prescriptive model for workplace curriculum development based on Heutagogy (self-determined learning theory).
Therefore, Heutagogy is initially explained as the theoretical basis of the model. Then, the assumptions and principles underlying the model are explicated. Afterwards, the five dimensions of the prescriptive model, entitled Heutagogy-based Workplace Curriculum Development Model (HWCDM), are outlined as follow: S3M Analysis (or context awareness), SPL Goal Formulation, Self-Awareness, AVST Learning Opportunities, and Empowerment Evaluation. Methodologically, the study may
be deemed as theoretical inquiry because it aims to put forward a new theoretical structure. To develop and validate the model,
12 workplace learning academics and practitioners were selected purposively by criterion sampling and their input analyzed
thematically. Also, other strategies were further applied for credibility, namely member check and peer debriefing. Finally, it is
argued that the proposed model may be used for arranging individualized and team learning in complex organizations.
Oxford Ethnography and Education Conference, 2019
2018 Qualitative Methods Conference, Banff, Canada, 2018
Although five decades ago grounded theory emerged as a theory-building strategy in social science... more Although five decades ago grounded theory emerged as a theory-building strategy in social science, but it gradually permeated other disciplines like management, nursing, cultural studies, political sciences and education. Undoubtedly, GTM has been playing a prominent role in theory-generation in education, but it seemingly may not be deemed as an all-inclusive strategy in this discipline due to essential miscellany of educational theories. Assuming this as an important shortage, I try to put forward a new strategy for theory generation in education. Hence, six types of educational theories are initially introduced, namely chronological, causal(explanatory or scientific), historical, critical, taxonomic and normative. Afterwards, necessary and logical steps are mentioned for building theories based on the proposed strategy
as follow: 1- approaching (what type of theory is probably to be made), 2-data collection, 3- coding/concepts formation, 4- validation and crediblity, 5- theory representation. It is noteworthy to consider that the steps are not linear, data collection and data analyses occur simultaneously, and the resulted theory owns an essential nature. Once an essential theory is formed by this strategy, it ought to be validated against criteria such as clarity, parsimony, structural corroboration, referential adequacy, and procedural validity. If the resulted essential theory is to be promoted into formal level, the studies must be replicated in various contexts and be approved by communities of related scholars. As educational theories are both descriptive and normative in nature, it is believed that this new framework helps educational researchers take a broader view of various types of theories in education and perceive a clear view of how to generate them based on the research questions.
NYPI and ARACD International Conference, Seoul, South Korea, 2017
3rd European Conference on Curriculum Studies Curriculum: Theory, Policy, Practice, 2017
Some people might think that exploitation belongs to centuries ago and is no longer alive, but if... more Some people might think that exploitation belongs to centuries ago and is no longer alive, but if we look deeper into modern social institutions, it turns out as a malicious modern-day phenomenon. While higher education has always been ideally considered as the epitome of lofty intellectual morals, when it comes to reality the sweet dream turns into a bitter thing. This study is based on a grounded theory inquiry to uncover the hidden curriculum in Iran higher education system. To gather the required data, maximum variation strategy has been used for sampling and in- depth interview for delving into the issue. Based on the findings, academic exploitation can be considered as the core phenomenon and hub of hidden curriculum in Iran further education. This malignant
issue can then be categorized into five aspects namely teaching, research, sexual, financial and moral exploitation. Furthermore, findings indicate that the exploitation originates from structural, cultural
and economic factors (causal conditions). This core phenomenon is then encountered by superficial obedience and clandestine protest (strategies) culminating in reproduction of the academic exploitation (consequence). To validate the findings, three strategies have been used namely member check, peer debriefing and prolonged engagement.
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Papers by Saeid Safaei Movahhed
attitude, and self-confidence. Results suggest that the status of graduated students is not satisfying both in their own opinion
and in comparing with the approved goals of education.
observing the performance of the professors in class and in the defense sessions as well as through the informal networks such as the alumni network.
Design/methodology/approach – The research data were collected through in-depth interviews with 30 professionals working in the field of workplace curriculum in three groups of consultants, managers and
experts who were selected purposefully and with a theoretical sampling strategy. To analyze the data, thematic analysis method was used. The themes are extracted and categorized into three phases, namely,
descriptive coding, interpretive coding and determination of overarching theme. To validate the data, collaborative research technique, member checking and researcher review and, to make sure of findings’ reliability, reliability index between two coders were used.
Findings – Based on the findings, the kind of planner’s look at the workplace curriculum commonplaces will shape the nature of the curriculum and in terms of this look define and redefine the workplace curriculum discourses. Therefore, based on perceptions and attitudes in these areas, 11 different discourses are recognizable from the workplace curriculum. These include suppression discourse, justification discourse, ceremonial/ formality discourse, administrative discourse, engineering discourse, economical discourse, psychological discourse, partnership discourse, research discourse, developmental discourse and, finally, multi-cultural discourse.
Practical implications – The common goal of all learning professionals in the workplace is to play the role of a strategic partner, or at least be a good partner for the organization. One of the main challenges of
learning and development professionals in the workplace is increase in integration and alignment between learning programs and developmental opportunities with business organization strategies. Achieving this important goal is possible when we have a proper understanding of the current situation and condition. Various situations and conditions are identified and described in the form of 11 discourses. If the authors do not look at the context and proper understanding of the main concepts – The main concepts of each discourse are put into a quill – in which any discourse that was created, the authors will not be able to make the appropriate strategies. A good doctor will hear and understand well before the first thing.
Originality/value – To the best of the authors’ knowledge, this study is one of the few studies that offer a variety of discourses for the workplace curriculum
tribes and territories who own their exclusive norms, rituals, and values. Hence, this research aims at investigating effective teaching in higher education within the framework of disciplinary culture.
Methodologically, the research may be deemed as interpretive ethnography as it aims at representing emically how members of disciplinary cultures perceive and interpret effective teaching. Hence, based on Tony Becher classification of disciplines into civil and rural, two postgraduate classes were selected, namely from Pure
Mathematics (involving 15 students to represent civil disciplines) and Education Studies (involving 18 students to represent rural disciplines). To collect data, the researcher deployed non-participant observation for a full semester and informal interviews were also conducted at regular intervals. The field notes and interview protocols were analyzed thematically to produce meaningful categories for results representation. As credibility was of great concern in the research, three strategies were used for this purpose namely member check, peer debriefing and prolonged engagement. Based on the interpretations, members of rural disciplines evaluate teaching as effective when it focuses on classic texts, cares about human and social issues, approaches laymen jargons, emphasizes understanding, appreciates variety of teaching strategies and learning styles, holds a critical
stance towards cultural issues, and takes on a lenient approach in marking. On the other side, members of civil disciplines evaluate teaching as effective when it focuses on updated resources, is content-oriented, approaches professional terminology, emphasizes practicality, and takes on a tough stance on marking.
Conference Presentations by Saeid Safaei Movahhed
situations in which it occurs. Although this theory has changed our approach towards how learning happens and how training should be conducted, but its potential for professional development of teachers remains unexplored. Hence, this study aims initially at arguing and justifying the implications of this theory for teachers' development in order to put forward a prescriptive model for that purpose. According to the related literature, situated cognition may denote the following implications for professional development of teachers: workplace
authentic learning, continuous improvement, teachers' empowerment, and gradual competency development. Hence, the following model is prescribed to meet the aforementioned implications: Onboarding (when
self-awareness and context awareness should be fostered among would-be teachers), Gradual Ascension (when amenable PDPs should be adopted to help teachers move from a novice actor to an expert practitioner), and off-boarding (when now expert teachers mainly focus on mentoring the new and developing teachers). This model deems professional development as a continuous improvement process which should cover the whole life cycle of a teacher, so Dryfus continuum of competence development (novice, advanced beginner, competent, professional, expert) underlies the developmental nature of the model as well. Additionally, various learning strategies are suggested at each level which focus mainly on authentic workplace contexts and consider
learning as enculturation. Methodologically, the study may be deemed as theoretical inquiry as it aims at developing a new conceptual model for planning teacher education curricula. To gather data, the researcher
focuses on years of experience in teacher education and receives input from other seasoned teacher educators to modify and develop the final version
was also used for sampling purpose, so 40 participants were selected randomly for the quantitative part and 17 participants purposively for the qualitative part. Finally, the quantitative data were analyzed by descriptive statistic measures (namely mean, standard deviation, and correlation coefficient) to report the percentage of effectiveness at 3 levels, while qualitative data were analyzed thematically to report WHYs of effectiveness and ineffectiveness at the levels. Based on the results,
the program was effective at Reaction Level by 93% (WHY: because participants felt the company had selected them by competency measures and not by implicit nepotistic justifications as usual), at
learning level by 86% (WHY: because those who failed had to face salary cut), and at behavior level by 23% (WHY: because after return to work, colleagues teased mercilessly those who tried to transfer their new learning into performance). Additionally, the qualitative data denote that no training program works in practice while the cultural climate of the company perceives it as an unfair learning opportunity. All in all, the study suggests that when Kirkpatrick model is used with a rigorous
mixed-methods design, evaluators are enabled to explore the typical quantitative data more deeply and provide decision-makers with more informed judgments.
recognized as an academic field due to the various concepts, theories, and models that have been created within the discipline in the last century, but a comparative look into academia may justify us that the number is not overwhelming at all. Hence, this study aims at creating a new concept, coined as “flourished curriculum”, to explain a familiar phenomenon concerning basic education programs: transfer of learning.
Methodologically, this study can be deemed as Conception Development (CD) as it aims at creating a new conceptual structure in Curriculum Studies. To validate the concept, it has been discussed with curriculum
scholars and school practitioners and their feedback have been used in modifying the final version. Within this paper, flourished curriculum is defined as all learning which have been crystalized in learners’
behaviors and performance in real world and can be attributed to schools’ explicit and implicit curricula. These crystalized behaviors may be interpreted positively or negatively based on governing curriculum ideology. Education systems reasonably endeavor to expand the positive part and diminish the negative aspect. Based on my meta-analysis, the following factors result in curriculum positive flourishment: contexts similarity, understanding underlying principles, immediacy, emphasis on practical intelligence (higher order learning), authenticity, and reflection-acceptance. On the contrary, the main factors which culminate in curriculum unflourishment or negative flourishment may be considered as follow: emphasis on school intelligence (lower order learning), indoctrination and imposition, oversimplifying complexities, widow effect, curriculum dethinking, creating space-like curriculum.
It is claimed that Flourished Curriculum may serve as a useful conceptual tool for both curriculum policymakers and field practitioners to take into account factors which contribute to curriculum efficiency and effectiveness. Basic education programs, like most other sorts of curricula, focus on transfer of learning and are not intended to foster just “school intelligence”. Hence policy-makers and practitioners are both required to think in advance how to enrich their programs to maximize positive flourishment of curricula.
Therefore, Heutagogy is initially explained as the theoretical basis of the model. Then, the assumptions and principles underlying the model are explicated. Afterwards, the five dimensions of the prescriptive model, entitled Heutagogy-based Workplace Curriculum Development Model (HWCDM), are outlined as follow: S3M Analysis (or context awareness), SPL Goal Formulation, Self-Awareness, AVST Learning Opportunities, and Empowerment Evaluation. Methodologically, the study may
be deemed as theoretical inquiry because it aims to put forward a new theoretical structure. To develop and validate the model,
12 workplace learning academics and practitioners were selected purposively by criterion sampling and their input analyzed
thematically. Also, other strategies were further applied for credibility, namely member check and peer debriefing. Finally, it is
argued that the proposed model may be used for arranging individualized and team learning in complex organizations.
as follow: 1- approaching (what type of theory is probably to be made), 2-data collection, 3- coding/concepts formation, 4- validation and crediblity, 5- theory representation. It is noteworthy to consider that the steps are not linear, data collection and data analyses occur simultaneously, and the resulted theory owns an essential nature. Once an essential theory is formed by this strategy, it ought to be validated against criteria such as clarity, parsimony, structural corroboration, referential adequacy, and procedural validity. If the resulted essential theory is to be promoted into formal level, the studies must be replicated in various contexts and be approved by communities of related scholars. As educational theories are both descriptive and normative in nature, it is believed that this new framework helps educational researchers take a broader view of various types of theories in education and perceive a clear view of how to generate them based on the research questions.
issue can then be categorized into five aspects namely teaching, research, sexual, financial and moral exploitation. Furthermore, findings indicate that the exploitation originates from structural, cultural
and economic factors (causal conditions). This core phenomenon is then encountered by superficial obedience and clandestine protest (strategies) culminating in reproduction of the academic exploitation (consequence). To validate the findings, three strategies have been used namely member check, peer debriefing and prolonged engagement.
attitude, and self-confidence. Results suggest that the status of graduated students is not satisfying both in their own opinion
and in comparing with the approved goals of education.
observing the performance of the professors in class and in the defense sessions as well as through the informal networks such as the alumni network.
Design/methodology/approach – The research data were collected through in-depth interviews with 30 professionals working in the field of workplace curriculum in three groups of consultants, managers and
experts who were selected purposefully and with a theoretical sampling strategy. To analyze the data, thematic analysis method was used. The themes are extracted and categorized into three phases, namely,
descriptive coding, interpretive coding and determination of overarching theme. To validate the data, collaborative research technique, member checking and researcher review and, to make sure of findings’ reliability, reliability index between two coders were used.
Findings – Based on the findings, the kind of planner’s look at the workplace curriculum commonplaces will shape the nature of the curriculum and in terms of this look define and redefine the workplace curriculum discourses. Therefore, based on perceptions and attitudes in these areas, 11 different discourses are recognizable from the workplace curriculum. These include suppression discourse, justification discourse, ceremonial/ formality discourse, administrative discourse, engineering discourse, economical discourse, psychological discourse, partnership discourse, research discourse, developmental discourse and, finally, multi-cultural discourse.
Practical implications – The common goal of all learning professionals in the workplace is to play the role of a strategic partner, or at least be a good partner for the organization. One of the main challenges of
learning and development professionals in the workplace is increase in integration and alignment between learning programs and developmental opportunities with business organization strategies. Achieving this important goal is possible when we have a proper understanding of the current situation and condition. Various situations and conditions are identified and described in the form of 11 discourses. If the authors do not look at the context and proper understanding of the main concepts – The main concepts of each discourse are put into a quill – in which any discourse that was created, the authors will not be able to make the appropriate strategies. A good doctor will hear and understand well before the first thing.
Originality/value – To the best of the authors’ knowledge, this study is one of the few studies that offer a variety of discourses for the workplace curriculum
tribes and territories who own their exclusive norms, rituals, and values. Hence, this research aims at investigating effective teaching in higher education within the framework of disciplinary culture.
Methodologically, the research may be deemed as interpretive ethnography as it aims at representing emically how members of disciplinary cultures perceive and interpret effective teaching. Hence, based on Tony Becher classification of disciplines into civil and rural, two postgraduate classes were selected, namely from Pure
Mathematics (involving 15 students to represent civil disciplines) and Education Studies (involving 18 students to represent rural disciplines). To collect data, the researcher deployed non-participant observation for a full semester and informal interviews were also conducted at regular intervals. The field notes and interview protocols were analyzed thematically to produce meaningful categories for results representation. As credibility was of great concern in the research, three strategies were used for this purpose namely member check, peer debriefing and prolonged engagement. Based on the interpretations, members of rural disciplines evaluate teaching as effective when it focuses on classic texts, cares about human and social issues, approaches laymen jargons, emphasizes understanding, appreciates variety of teaching strategies and learning styles, holds a critical
stance towards cultural issues, and takes on a lenient approach in marking. On the other side, members of civil disciplines evaluate teaching as effective when it focuses on updated resources, is content-oriented, approaches professional terminology, emphasizes practicality, and takes on a tough stance on marking.
situations in which it occurs. Although this theory has changed our approach towards how learning happens and how training should be conducted, but its potential for professional development of teachers remains unexplored. Hence, this study aims initially at arguing and justifying the implications of this theory for teachers' development in order to put forward a prescriptive model for that purpose. According to the related literature, situated cognition may denote the following implications for professional development of teachers: workplace
authentic learning, continuous improvement, teachers' empowerment, and gradual competency development. Hence, the following model is prescribed to meet the aforementioned implications: Onboarding (when
self-awareness and context awareness should be fostered among would-be teachers), Gradual Ascension (when amenable PDPs should be adopted to help teachers move from a novice actor to an expert practitioner), and off-boarding (when now expert teachers mainly focus on mentoring the new and developing teachers). This model deems professional development as a continuous improvement process which should cover the whole life cycle of a teacher, so Dryfus continuum of competence development (novice, advanced beginner, competent, professional, expert) underlies the developmental nature of the model as well. Additionally, various learning strategies are suggested at each level which focus mainly on authentic workplace contexts and consider
learning as enculturation. Methodologically, the study may be deemed as theoretical inquiry as it aims at developing a new conceptual model for planning teacher education curricula. To gather data, the researcher
focuses on years of experience in teacher education and receives input from other seasoned teacher educators to modify and develop the final version
was also used for sampling purpose, so 40 participants were selected randomly for the quantitative part and 17 participants purposively for the qualitative part. Finally, the quantitative data were analyzed by descriptive statistic measures (namely mean, standard deviation, and correlation coefficient) to report the percentage of effectiveness at 3 levels, while qualitative data were analyzed thematically to report WHYs of effectiveness and ineffectiveness at the levels. Based on the results,
the program was effective at Reaction Level by 93% (WHY: because participants felt the company had selected them by competency measures and not by implicit nepotistic justifications as usual), at
learning level by 86% (WHY: because those who failed had to face salary cut), and at behavior level by 23% (WHY: because after return to work, colleagues teased mercilessly those who tried to transfer their new learning into performance). Additionally, the qualitative data denote that no training program works in practice while the cultural climate of the company perceives it as an unfair learning opportunity. All in all, the study suggests that when Kirkpatrick model is used with a rigorous
mixed-methods design, evaluators are enabled to explore the typical quantitative data more deeply and provide decision-makers with more informed judgments.
recognized as an academic field due to the various concepts, theories, and models that have been created within the discipline in the last century, but a comparative look into academia may justify us that the number is not overwhelming at all. Hence, this study aims at creating a new concept, coined as “flourished curriculum”, to explain a familiar phenomenon concerning basic education programs: transfer of learning.
Methodologically, this study can be deemed as Conception Development (CD) as it aims at creating a new conceptual structure in Curriculum Studies. To validate the concept, it has been discussed with curriculum
scholars and school practitioners and their feedback have been used in modifying the final version. Within this paper, flourished curriculum is defined as all learning which have been crystalized in learners’
behaviors and performance in real world and can be attributed to schools’ explicit and implicit curricula. These crystalized behaviors may be interpreted positively or negatively based on governing curriculum ideology. Education systems reasonably endeavor to expand the positive part and diminish the negative aspect. Based on my meta-analysis, the following factors result in curriculum positive flourishment: contexts similarity, understanding underlying principles, immediacy, emphasis on practical intelligence (higher order learning), authenticity, and reflection-acceptance. On the contrary, the main factors which culminate in curriculum unflourishment or negative flourishment may be considered as follow: emphasis on school intelligence (lower order learning), indoctrination and imposition, oversimplifying complexities, widow effect, curriculum dethinking, creating space-like curriculum.
It is claimed that Flourished Curriculum may serve as a useful conceptual tool for both curriculum policymakers and field practitioners to take into account factors which contribute to curriculum efficiency and effectiveness. Basic education programs, like most other sorts of curricula, focus on transfer of learning and are not intended to foster just “school intelligence”. Hence policy-makers and practitioners are both required to think in advance how to enrich their programs to maximize positive flourishment of curricula.
Therefore, Heutagogy is initially explained as the theoretical basis of the model. Then, the assumptions and principles underlying the model are explicated. Afterwards, the five dimensions of the prescriptive model, entitled Heutagogy-based Workplace Curriculum Development Model (HWCDM), are outlined as follow: S3M Analysis (or context awareness), SPL Goal Formulation, Self-Awareness, AVST Learning Opportunities, and Empowerment Evaluation. Methodologically, the study may
be deemed as theoretical inquiry because it aims to put forward a new theoretical structure. To develop and validate the model,
12 workplace learning academics and practitioners were selected purposively by criterion sampling and their input analyzed
thematically. Also, other strategies were further applied for credibility, namely member check and peer debriefing. Finally, it is
argued that the proposed model may be used for arranging individualized and team learning in complex organizations.
as follow: 1- approaching (what type of theory is probably to be made), 2-data collection, 3- coding/concepts formation, 4- validation and crediblity, 5- theory representation. It is noteworthy to consider that the steps are not linear, data collection and data analyses occur simultaneously, and the resulted theory owns an essential nature. Once an essential theory is formed by this strategy, it ought to be validated against criteria such as clarity, parsimony, structural corroboration, referential adequacy, and procedural validity. If the resulted essential theory is to be promoted into formal level, the studies must be replicated in various contexts and be approved by communities of related scholars. As educational theories are both descriptive and normative in nature, it is believed that this new framework helps educational researchers take a broader view of various types of theories in education and perceive a clear view of how to generate them based on the research questions.
issue can then be categorized into five aspects namely teaching, research, sexual, financial and moral exploitation. Furthermore, findings indicate that the exploitation originates from structural, cultural
and economic factors (causal conditions). This core phenomenon is then encountered by superficial obedience and clandestine protest (strategies) culminating in reproduction of the academic exploitation (consequence). To validate the findings, three strategies have been used namely member check, peer debriefing and prolonged engagement.