Iranian Higher Education
Volume 16, Issue 4 (2025)
ihej 2025, 16(4): 92-112 |
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Ghorbanian M, Alami F, Tamadoni A, Hesari M. Investigating the Performance of the Technology Assistant Project with a Phenomenological Approach from the Perspective of Students and Managers of Technology Units at Shahid Beheshti University. ihej 2025; 16 (4) :92-112
URL: http://ihej.ir/article-1-2084-en.html
URL: http://ihej.ir/article-1-2084-en.html
1- Ph.D. in Educational Management, Shahid Beheshti University, Tehran, Iran.
2- Assistant Professor, Educational Management Dept., Shahid Beheshti University, Tehran, Iran. ,farnoosh.alami@gmail.com
3- Ph.D. Student in Educational Management, Shahid Beheshti University, Tehran, Iran
4- M.Sc of Chemical Engineering in Iran University of Science & Technology Sanat University.Tehran. Iran
2- Assistant Professor, Educational Management Dept., Shahid Beheshti University, Tehran, Iran. ,
3- Ph.D. Student in Educational Management, Shahid Beheshti University, Tehran, Iran
4- M.Sc of Chemical Engineering in Iran University of Science & Technology Sanat University.Tehran. Iran
Abstract: (121 Views)
Objective: The purpose of this study was to examine the performance of the Technology Assistant project from the perspectives of students and managers of technology units at Shahid Beheshti University.
Method: This research was conducted using a qualitative phenomenological method. The participants of this research were managers of technology units and students of Shahid Beheshti University who successfully completed the project in 2023. For this purpose, semi-structured interviews were used to collect information and thematic analysis method was used.
Results: The data were analyzed using thematic analysis and coding approach. In the section of “challenges and shortcomings of the technology assistant project” 3 main categories were extracted including issues related to students financial issues and weak control and supervision, and 9 subcategories; in the section of “opportunities of the technology assistant project” 3 main categories were extracted including attitudinal, knowledge, and skill dimensions, with 13 subcategories; in the section of “solutions for improving the implementation of the technology assistant project” 3 main categories were extracted including organizational, laws and regulations, legal, and financial, with 15 subcategories; and finally, in the section of “achievements of the implementation of the technology assistant project” 3 main categories were extracted, namely, university achievements, company achievements, and student achievements, with 13 subcategories.
Conclusion: In general, it can be stated that the implementation of the Technology Assistant program in universities plays an important role in the recruitment, selection, training, control and retention of human capital. Since this resource is the most important asset for any organization, policies should be created to ensure that this can be achieved by integrating and addressing the challenges and shortcomings of the Technology Assistant program.
Method: This research was conducted using a qualitative phenomenological method. The participants of this research were managers of technology units and students of Shahid Beheshti University who successfully completed the project in 2023. For this purpose, semi-structured interviews were used to collect information and thematic analysis method was used.
Results: The data were analyzed using thematic analysis and coding approach. In the section of “challenges and shortcomings of the technology assistant project” 3 main categories were extracted including issues related to students financial issues and weak control and supervision, and 9 subcategories; in the section of “opportunities of the technology assistant project” 3 main categories were extracted including attitudinal, knowledge, and skill dimensions, with 13 subcategories; in the section of “solutions for improving the implementation of the technology assistant project” 3 main categories were extracted including organizational, laws and regulations, legal, and financial, with 15 subcategories; and finally, in the section of “achievements of the implementation of the technology assistant project” 3 main categories were extracted, namely, university achievements, company achievements, and student achievements, with 13 subcategories.
Conclusion: In general, it can be stated that the implementation of the Technology Assistant program in universities plays an important role in the recruitment, selection, training, control and retention of human capital. Since this resource is the most important asset for any organization, policies should be created to ensure that this can be achieved by integrating and addressing the challenges and shortcomings of the Technology Assistant program.
Type of article: Research |
Subject:
Special
Received: 2025/01/19 | Accepted: 2026/03/19 | ePublished ahead of print: 2025/07/2
Received: 2025/01/19 | Accepted: 2026/03/19 | ePublished ahead of print: 2025/07/2
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