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Reflections on the Diversity of Duties and Academic Identity of Faculties in Iranian Public Universities
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Sepideh Hassani1   , Hamid Farhadi Rad 2, ُSeyed Esmaeil Hashemi Sheykhshabani3 |
1- Graduate Student(M.A) in Educational Administration, Faculty of Education & Psychology, Department of Educational Sciences, Shahid Chamran University of Ahvaz,
2- Associate Professor, Faculty of Education & Psychology, Department of Educational Sciences, Shahid Chamran University of Ahvaz , h.farhadirad@scu.ac.ir
3- Professor of Psychology, Faculty of Education & Psychology, Department of Psychology, Shahid Chamran University of Ahvaz, |
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Abstract: (448 Views) |
Objective: The faculty members develop their academic identity through scientific work and living in the university environment. The engagement of professors in diverse responsibilities can lead to confusion and tension regarding their academic identity. This study aimed to investigate the impact of task diversity on the identity tension of faculty members at public universities in Iran.
Method: The research employed a multi-methods approach, consisting of quantitative and qualitative sections. The statistical population included all faculties of public universities in Iran, with 373 participants from 45 universities selected through stratified random sampling for the quantitative segment. In the qualitative part, in-depth interviews were conducted with 12 faculty members and university administrators whom identified through purposive sampling.
Results: The findings indicate that faculty members believe that it is essential to undertake various responsibilities to better fulfill their academic mission. The results show that, in general, the identity tension of faculty members at public universities in Iran is above average. Based on the results derived from regression analysis, the component of professional research has a stronger predictive power regarding academic identity tension, followed by the components of social activism and exclusive income sources. Additionally, the impact of lifelong learning and excellence in teaching on identity tension was found to be insignificant. The results also indicate that faculty members tend to retain their positions and show no inclination to leave their university, with the reasons for their desire to stay. These reasons could be categorized into two groups: optimistic and concerning factors.
Conclusion: Academic identity is a crucial aspect of the university system. It is essential to create an environment that nurtures academic identity and prevents it from being compromised by various responsibilities, involvement of non-academic individuals, or any other factors that may cause identity tension.
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| Keywords: Academic Identity, Tension, Diversity of Duties |
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Full-Text [PDF 1567 kb]
(76 Downloads)
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Type of Study: Research |
Subject:
Special
Received: 2024/08/17 | Accepted: 2024/05/30 | ePublished ahead of print: 2024/10/15
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