چکیده:
The primary objective of this article is to determine the constituent factors of faculty member improvement in a scientific research environment (case study of Jihad Daneshgahi). To this end, due to the specific characteristics of Jihad Daneshgahi, qualitative research methods, grounded theory, and interviews with 17 faculty members were used to examine the components of faculty member improvement in the form of an improvement model. The research findings show that to improve faculty members, attention must be paid to at least three essential components. These components are: professional improvement, organizational improvement, and individual improvement. Furthermore, certain factors influence the improvement of faculty members, and contextual conditions also affect the creation of existing conditions—which is characterized by less institutional improvement. If the improvement program is implemented, individual, organizational, and social consequences will follow for the faculty members; which are mentioned in this article.
خلاصه ماشینی:
In knowledge-based organizations (in general) and scientific and research centers (in particular), where faculty members constitute the primary human resource, this position is much higher; because in such organizations, the main and specialized activities are performed by faculty members; and paying attention to them is equivalent to emphasizing human capital in universities and higher education centers (Dawgle and Yarmon, 1997).
Research Background Some experts believe that faculty member development is a part of staff development - Development is considered, and is regarded as a subset of human resource management in universities and higher education centers (Laler & King, 2000).
Scott 3 (1990) believes that faculty member development - both theoretically and practically - is considered a facilitator for improving the performance of faculty members in various rational, organizational (institutional), individual, social, and educational domains.
To achieve this important goal, universities and scientific-research centers design more development programs and implement them for their faculty members in various dimensions (which will be mentioned in the next section).
The perception of all studied individuals is that the existing laws and regulations in Academic Center for Education, Research and Technology (ACERT) do not pay serious attention to investing in the field of specialized human resources, especially faculty members.
Based on the interviews conducted and their analysis, the intervening conditions considered in this research consist of managers' attitudes toward faculty improvement programs and the lack of member participation in planning.
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