Document Type : Research Paper
Author
Assistant Professor in Higher Education Management, Allameh Tabataba'i University (ATU), Tehran, Iran.
Abstract
The present study was conducted to design a model for internationalizing the Iranian higher education curriculum in the Iranian ecosystem, using a qualitative method of grounded theory and a systematic approach. The participants of the present study were professors and researchers from public universities, 15 of whom were purposefully selected for in-depth interviews, and the interviews continued until the data reached theoretical saturation. Open, axial, and selective coding were used to analyze the qualitative data. The results led to the identification of 863 initial conceptual propositions with 38 subcategories and 29 main categorical propositions in the form of six dimensions of the paradigm model, including causal causes (4 categories: 1) the necessity of preserving local culture against globalization, 2) the necessity of preserving and promoting the university's position in the field of internationalization, 3) the effects of regional and international changes and developments, and 4) changes in student preferences); main phenomenon (capacity building for the effective presence of the university in the changing international environment); strategies (8 categories: 1) competencies and competencies of international curriculum planners, 3) international curriculum goals, 4) international curriculum content, 5) interdisciplinary organization, 6) international curriculum teaching, 7) international curriculum evaluation, and 8) facilitators); Contextual characteristics (3 categories: 1) financial constraints, 2) human resource constraints, 3) administrative-organizational constraints); environmental conditions (5 categories: 1) value issues and problems, 2) issues and problems related to university administrative and management matters, 3) issues and problems related to professors, 4) issues and problems related to students, 5) issues and problems related to international curriculum development); outcome (8 categories: 1) post-university achievements, 2) management achievements, 3) technological achievements, 4) research achievements, 5) educational achievements, 6) professional development of professors, 7) development of student competencies, and 8) cultural achievements), were identified and the relationships between them were drawn and presented in the form of a paradigm model.
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