چکیده:
The aim of the present research is to assess the quality of graduate curricula at Allameh Tabataba'i University, with an emphasis on: curriculum goals, curriculum content, teaching-learning strategies, and curriculum evaluation strategies. The statistical population of the research includes all graduate students and faculty members of the Faculty of Psychology and Educational Sciences, totaling 165 students and 53 faculty members in the academic year 2013-2014; using Morgan's table, a sample size of 114 students and 46 faculty members was estimated. A proportional stratified sampling method was used within the scope of students in three specializations—Educational Management, Curriculum Planning, and Educational Planning—at both Master's and Doctoral levels, consisting of 40, 35, and 39 samples respectively. The research method was descriptive-survey. The research tool was a researcher-made questionnaire consisting of 68 items, whose validity was established using content and face validity, and reliability was calculated via Cronbach's alpha coefficient of 0.94. For the analysis of information obtained from the questionnaire, one-sample t-tests and independent t-tests were used. The findings from the student domain indicate that: curriculum goals, curriculum content, teaching-learning strategies, and curriculum evaluation strategies have not been able to meet the needs and expectations of students; and in the faculty domain, the elements of implementation strategy and evaluation strategy were able to some extent meet the needs and expectations of faculty members, while the goal and content elements could not meet the needs and expectations.
خلاصه ماشینی:
Higher education, curriculum, quality assessment, graduate studies Keywords: Introduction Higher education can be considered the most effective method of investing in human resources which, through education, knowledge enhancement, and the improvement of attitudes and skills, plays an essential and pivotal role in the process of national development and creating a balance between different dimensions of the country's development.
Furthermore, considering the goals of the twenty-year vision program of the Islamic Republic of Iran, the existing capacities in graduate studies are not being utilized sufficiently in line with the country's scientific development goals; and if we examine the subject with a logical and deep perspective, we realize that the actions taken, although commendable in their own right, are considered a type of patching and repair, and therefore cannot play a significant role in the dynamism of the higher education system and consequently its accountability (Gassabi Chorsi et al.
The research questions are as follows: 1) To what extent have the goals, content, implementation strategies, and evaluation strategies of graduate curricula been able to meet the needs and expectations of students?
Research Findings Question 1) To what extent have the goals, content, implementation strategies, and evaluation strategies of graduate curricula been able to meet the needs and expectations of students?
Of course, these results are only predictive; to reach more accurate results, according to Table No. 2, a one-sample t-test was used, the result of which indicates the students' perspective regarding the elements of curriculum goals, curriculum content, curriculum implementation strategies, and curriculum evaluation strategies (less than "to a certain extent" - more than "little") meaning it does not meet the needs and expectations of students to an acceptable extent.
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