The model for the development of faculty members of Payame Noor University based on informal learning using the foundation data theory.(Payame Noor University of Hormozgan)

Subject Areas : Education

najme soltani pereshkafti ¹ (Ph.D Student in Educational Management, Islamic Azad University, Bandar Abbas Branch)
پریوش جعفری ² (دانشیار گروه مدیریت آموزشی، دانشگاه آزاد اسلامی، واحد علوم و تحقیقات)
نادرقلی GH ³ (استاد گروه مدیریت آموزشی، دانشگاه آزاد اسلامی، واحد علوم و تحقیقات)
مهدی باقری ⁴ (دانشیار گروه مدیریت آموزشی، دانشگاه آزاد اسلامی، واحد بندر عباس)

Received: 2019-01-02 Accepted : 2020-01-13 Published : 2020-02-20

Keywords: learning, Informal learning, faculty members'development,

Abstract :

The development of faculty members during the learning process, learning is the result of explicit and implicit knowledge through education, research, interaction, and experience. This qualitative research was designed with the aim of The model for the development of faculty members of Payame Noor University based on informal learning using the foundation data theory in the grounded theory framework. Initially, the factors were extracted by reviewing the research history. Finally, data were collected through semi-structured interviews with 30 faculty members at Payame Noor University of Hormozgan. By defining the concept of data, the faculty members' meanings and facial features are extracted through informal learning in three stages of coding, and, finally, a research model is presented. The reliability and reliability of the interviews are confirmed by the reliability of the retest and inter-subject agreement. The results of data analysis indicate that the phenomenon of development through informal learning consists of two categories: the implicit learning areas including: educational, ethical, organizational categories; and 2) the domain of learning including individual, academic and meta-class. Interest and morale, challenge and ability to communicate, the condition of wisdom, and promotion and promotion policies are the great conditions. Intervener conditions refer to the students' academic level, university policies and regulations, technology infrastructure, and livelihood status. Social capital, organizational communication, workload and ... ground conditions. Strategies include collaborative, collaborative, and independent methods based on technology and cooperative and relational methods. The implications of enhancing lifelong learning, higher self-efficacy and promoting individual competencies with limited potential impact domains and creating learning communities, increasing social confidence, are implications for a broad range of possible impacts.

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