چکیده:
Purpose: In this research, we investigated the factors that affect the productivity of academic staff members in educational, research and administrative scopes. Methodology: For this purpose, a questionnaire was designed and then was distributed among 167 academic staff members of five national universities in Tehran. Based on the data obtained from the questionnaires, we identified the factors that affect the productivity of the academic staff members by using the exploratory factor analysis method. Subsequently, by applying the linear regression method, we estimated the impact rate of each factor. Findings: According to the result, the six key factors affecting the productivity of the academic staff members are education and the educational system, accountability and professional ethics, political behavior, motivational factors, the availability of facilities and opportunities for growth, and the university presidents’ high expectations.
خلاصه ماشینی:
Based on the information obtained from the questionnaire, the factors affecting the productivity (in three domains: educational, research, and executive) of faculty members were identified using the exploratory factor analysis method, and then the impact of each of them was estimated using the linear regression method.
Therefore, it is essential that the factors affecting human resource productivity, especially university faculty members who are the main axis of science production through education and research, be identified so that by strengthening improvable factors, the possibility of realizing economic and social growth and ultimately increasing employment and enhancing the level of national welfare and achieving sustainable development is provided.
Exact Sciences can be summarized as follows: 1- Poverty in the field of scientific theories and science production and lack of self-belief, especially in the humanities; 2- Little attention to the livelihood and status of professors and researchers and the emergence of a tendency to teach outside the university, even in non-specialized fields, and the lack of desire to write and publish even one article per year (Norouzzadeh, 2012); 3- Lack of familiarity of some professors with the principles and methods of conducting research and their inability to use quantitative research methods or having mastery over quantitative research methods, but a lack of writing activity for composing books or scientific reports; 4- Lack of proficiency of some professors, especially domestic graduates, in using one of the world's scientific languages for authoring and publishing works and research findings in domestic and foreign scientific-research journals; 5- Lack of encouragement and support for faculty members, especially in the humanities; 6- Appointment of university managers and leaders based on their political and ideological inclinations; 7- Lack of job security for professors; 8- Absence of an optimal and comprehensive performance evaluation system for professors; 9- Absence of programs for pre-service and in-service empowerment and strengthening the professional foundation of professors (Shams, 2016); 10- Lack of dominant scientific authority of faculty members, especially in the field of humanities, for presenting theories (Taban, 2012); 11- Low motivation of faculty members; 12- Lack of independence of opinion for theory processing; and 13- Short-term appointments of managers (low managerial stability in implementing programs).
(
, 
, 
)
