Abstract
The following research tries to study the Relationship between key factors of academic innovations and faculties’ teaching goals with the mediatory role of their pedagogical, technological and content knowledge. The statistical population in this research included faculty members of Shiraz University. By simple random sampling, 127 faculty members were selected. The research instruments included of Academic Innovation Factors scale, Knowledge scale and Teaching Goals inventory. The data was analyzed, by structural equation model. Results showed Academic innovation key factors are positive predictor of various faculty members’ teaching goals. Academic innovation key factors are positive predictor of faculty members’ knowledge. Academic innovation key factors with the mediatory role of faculty members is positive predictor of faculty members’ teaching goals.
Highlights
In today’s world, university professors have three main duties of researching, teachings and offering services and any of these duties helps them in science production and dissemination of knowledge to the learners. (Boyer, 1990) Various factors, such as teaching strategies, work experience, academic environment, emotional intelligence, self-efficacy, self-reliance and extroversion, could impact the professors’ performance
Academic innovation is the higher education’s answer and reaction and analysis towards innovative forces and meeting these needs based on change in the future. (Christensen & Eyring, 2011) Innovative university is a university which is capable of reacting to innovative forces, accurate analysis and answering changing needs in the future. (Christensen & Eyring, 2011) Among the main factors in forming innovation in university, the external communication, structure, stakeholders, and regulations and rules could be referred to (Barluenga, 2010)
Ies.ccsenet. org Acceding to Figure 1, results suggest that academic innovation key factors are significant predictors of various teaching goals of higher-order thinking skills, basic academic success skills, discipline-specific knowledge, liberal arts and academic values, work and career preparation and personal development
Summary
In today’s world, university professors have three main duties of researching, teachings and offering services and any of these duties helps them in science production and dissemination of knowledge to the learners. (Boyer, 1990) Various factors, such as teaching strategies, work experience, academic environment, emotional intelligence, self-efficacy, self-reliance and extroversion, could impact the professors’ performance. Teaching goals plays the most significant role among all these factors. (Shank, 2006) Goals impact the way thought, behavior and emotional reactions processes are organized. Academic innovation is the higher education’s answer and reaction and analysis towards innovative forces and meeting these needs based on change in the future. (Christensen & Eyring, 2011) Innovative university is a university which is capable of reacting to innovative forces, accurate analysis and answering changing needs in the future. (Christensen & Eyring, 2011) Among the main factors in forming innovation in university, the external communication, structure, stakeholders, and regulations and rules could be referred to (Barluenga, 2010). Academic innovation is the higher education’s answer and reaction and analysis towards innovative forces and meeting these needs based on change in the future. (Christensen & Eyring, 2011) Innovative university is a university which is capable of reacting to innovative forces, accurate analysis and answering changing needs in the future. (Christensen & Eyring, 2011) Among the main factors in forming innovation in university, the external communication, structure, stakeholders, and regulations and rules could be referred to (Barluenga, 2010). 1) Structure: Organizational structure is the expectation of the role and the relation between them, in which individuals’ duties are divided and coordinated and divided into two types of enabling structure (flexible procedures and roles and problems as learning opportunities) and preventive structure (the roles and procedures are obligatory and problems as pressure). (Hoy & Miskel, 2008) 2) External communication: Volujevica (2012) defines external communication as the relation between organization managers and internal stakeholders of the organization and he believes that the external communications focus on the external audiences of the organization. 3) Stakeholders: Stakeholders are often identified by stakeholder groups, an individual or a group of individuals who are influential in decision makings, policies, methods, techniques, measures and goals of the organization. (Goodpastor, 1991) 4) Regulations and Rules: students as the members of the ies.ccsenet.org
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