The aim of this research was to examine the barriers to science production from the viewpoint of Shahid Beheshti University staff in the academic year 1389-90. The research method was descriptive (survey) and statistical population) 546 professors (included all faculty members at Shahid Beheshti University. A sample of 226 professors was selected through stratified random sampling to participate in the study. Data in this study was collected using a researcher designed questionnaire with 29 items in four components) obstacles( with a reliability of 0.92/6 based on a five rated Likert scale. One-sample T-test and Friedman test results showed that obstacles including cultural-social, communication, educational and personal ones have great impact on the production of science from the faculty viewpoint. Among factors involve, rhetoric without action for attraction and keeping the elite, a lack of coherent and structured relationship between universities and research centers, mere transmission of knowledge rather than promoting creativity, innovation and entrepreneurship, predominance of quantity-oriented and lack of sufficient attention to the quality of research activities were located at the top barriers mentioned respectively.
N, A., A, M., & GH, M. (2015). Exploring Barriers to Science Production from the Viewpoint of Shahid Beheshti University Faculty Members. Journal of New Approaches in Educational Administration, 6(22), 77-108.
MLA
A. N; M. A; M. GH. "Exploring Barriers to Science Production from the Viewpoint of Shahid Beheshti University Faculty Members". Journal of New Approaches in Educational Administration, 6, 22, 2015, 77-108.
HARVARD
N, A., A, M., GH, M. (2015). 'Exploring Barriers to Science Production from the Viewpoint of Shahid Beheshti University Faculty Members', Journal of New Approaches in Educational Administration, 6(22), pp. 77-108.
VANCOUVER
N, A., A, M., GH, M. Exploring Barriers to Science Production from the Viewpoint of Shahid Beheshti University Faculty Members. Journal of New Approaches in Educational Administration, 2015; 6(22): 77-108.
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