چکیده:
This research was designed and implemented with the aim of identifying and prioritizing the components of faculty members' flourishing at the University of Tehran in order to provide a conceptual framework. The research method is an exploratory mixed-method, conducted sequentially in two qualitative and quantitative parts. First, in the qualitative stage, through semi-structured interviews with 15 experts and specialists selected via purposive sampling, the components of faculty members' flourishing were identified and categorized. Then, in the quantitative stage, using a descriptive-survey research method and a researcher-made questionnaire tool, the opinions and views of 283 faculty members of the University of Tehran, selected via stratified proportional sampling, were collected. Subsequently, the obtained data were analyzed using the Analytic Hierarchy Process (AHP), and the components of faculty members' flourishing were prioritized. The results of the research show that among the identified components, educational flourishing with a relative weight of 0.342 has the highest importance. Following that, the components of research flourishing with a relative weight of 0.24, individual flourishing with a relative weight of 0.195, service flourishing with a relative weight of 0.126, and organizational flourishing with a relative weight of 0.097 follow in subsequent ranks.
خلاصه ماشینی:
1 - Transmission 2 - Caraccio 3 - Paradigm Shift 4 - Gaff 5 - Bergquist Phillips 6- Murray 7 - Professional and Organizational Development Network Experiences of this kind have driven many universities and higher education institutions toward taking steps in the path of formulating or implementing faculty flourishing programs through the creation of teaching-learning centers, providing specific services to faculty members, and introducing new educational innovations in higher education (Chism 1, 2004).
In another definition, "the term faculty flourishing refers to programs or activities 5 that are carried out with the aim of improving the skills, attitudes, and/or knowledge of academic staff in universities and other higher education institutions through their professional growth" (Lycke 6, 1999).
The reasons for choosing the exploratory mixed-methods research approach for the present study are: 1) obtaining more evidence for a better understanding of the concept of faculty flourishing, 2) the absence of a comprehensive model of faculty flourishing that encompasses its multiple aspects in accordance with the conditions and requirements of the country's higher education system, and 3) the necessity of using the perspectives of specialists and academic experts to identify the components of faculty flourishing.
Table 3: Categories identified for the research flourishing of faculty members resulting from semi-structured interviews (Refer to the page image) 1- Research Development Based on the analyses performed and the results summarized in Table 3, using the analysis of semi-structured interview results and the open coding process, a total of 7 indicators were identified as the main elements of research flourishing for faculty members at the University of Tehran, which include: problem identification skills, research design formulation, research implementation skills, mastery of research methods, mastery of research tools, scientific publications, and theorizing and conceptualization.
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