Iranian Higher Education
Volume 16, Issue 3 (2024)
ihej 2024, 16(3): 45-65 |
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alizadeh R, mazlom M. Analysis of Student Needs: Examining Priorities in the Cultural
Vice-Chancellery Programs at the University of Guilan. ihej 2024; 16 (3) :45-65
URL: http://ihej.ir/article-1-2071-en.html
URL: http://ihej.ir/article-1-2071-en.html
1- Assistant Professor, Guilan Research Institute, University of Guilan, Rasht, Iran. , : rezaalizadeh@guilan.ac.ir
2- Sociology graduate, University of guilan Rasht, Iran
2- Sociology graduate, University of guilan Rasht, Iran
Abstract: (256 Views)
Objective: Needs assessment is often conducted to allocate or redistribute resources, design programs, policies, and services. It can also be considered a form of program evaluation. needs assessment in universities is not merely about identifying the cultural demands and desires of students but also about understanding the shifts in the attitudes of the target community compared to the past. In other words, it provides a realistic picture of the cultural identity and needs of the student community. This study aimed to conduct needs assessment and prioritize the needs of students at the University of Guilan. The article is framed using Parsons' cultural approach.
Method: This research is quantitative in nature. Data were collected from a sample of 384 students using cluster random sampling and a questionnaire.
Results: According to the findings, the primary need of students is for skill-based programs, followed by sports, artistic, recreational, social, and religious programs, respectively. The level of need for educational, sports, artistic, recreational, and religious programs varies significantly across different faculties. The need for artistic programs varies significantly across different academic levels, with undergraduate students showing a higher need compared to other levels. The need for sports, artistic, and recreational programs differs significantly between male and female students, with male students showing a greater need for sports programs and female students showing a greater need for artistic and recreational programs. The need for religious programs varies significantly based on living arrangements, with students living with their families showing a greater need compared to those living in dormitories or student housing in the city.
Conclusion: The results of needs assessment reveal the extent to which culturally ritualistic programs diverge from the desires and demands of students. When students are supported in defining their needs through a needs assessment process, it can empower them and, in turn, help universities preserve and develop culture. University cultural programs should align with the academic human ideal and foster a culture of dialogue, tolerance, and critique. Prescriptive cultural programs that do not emerge from the core demands of students are not well-received. Universities must have the necessary autonomy to implement cultural programs, enabling them to design group, dialogue-based, and debate-oriented programs tailored to the specific requirements of each province.
Method: This research is quantitative in nature. Data were collected from a sample of 384 students using cluster random sampling and a questionnaire.
Results: According to the findings, the primary need of students is for skill-based programs, followed by sports, artistic, recreational, social, and religious programs, respectively. The level of need for educational, sports, artistic, recreational, and religious programs varies significantly across different faculties. The need for artistic programs varies significantly across different academic levels, with undergraduate students showing a higher need compared to other levels. The need for sports, artistic, and recreational programs differs significantly between male and female students, with male students showing a greater need for sports programs and female students showing a greater need for artistic and recreational programs. The need for religious programs varies significantly based on living arrangements, with students living with their families showing a greater need compared to those living in dormitories or student housing in the city.
Conclusion: The results of needs assessment reveal the extent to which culturally ritualistic programs diverge from the desires and demands of students. When students are supported in defining their needs through a needs assessment process, it can empower them and, in turn, help universities preserve and develop culture. University cultural programs should align with the academic human ideal and foster a culture of dialogue, tolerance, and critique. Prescriptive cultural programs that do not emerge from the core demands of students are not well-received. Universities must have the necessary autonomy to implement cultural programs, enabling them to design group, dialogue-based, and debate-oriented programs tailored to the specific requirements of each province.
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