Social Prerequisites and Outcomes of Accountable Curriculum in Higher

• Main Authors: Mohammadreza Nili, Ahmadreza Nasr, Mostafa Sharif, Mahmoud Merhrmohammadi
• Format: Article
• Language: fas
• Published: University of Isfahan 2010-07-01
• Series: جامعه شناسی کاربردی
• Subjects: Keywords: Higher education; Social services mission; Curriculum; Prerequisites; Outcomes; Accountable
• Online Access: http://uijs.ui.ac.ir/jas/browse.php?a_code=A-10-1-13&slc_lang=en&sid=1
• ISSN: 2008-5745; 2322-343X

AbstractHigher education system(HES) is a social institution that has long been set up to accomplish threemissions education, research and service, but during recent years entrepreneurship has been added to itsmissions. Curriculum is the most important component and subsystem of HES and has been thought of as theheart of higher education (HE), because it is the most fundamental means that provides students withknowledge, experience and skills to supply services to the society. The curriculum which can accomplishideals and missions of universities, organizational (of the university) and social (of the employers and thesociety) is called accountable curriculum (AC). The main goal of this research was explanation ofprerequisites and social outcomes of higher education accountable curriculum (HEAC). To do the researchdescriptive survey method was used and in order to collect the needed data interview and questionnaireinstruments were utilized.The sample of the study which the questionnaire was distributed in, included faculty members and graduatestudents of university of Isfahan, Technical University of Isfahan, and Medical University of Isfahan andalso employers and administrators of the companies of Isfahan city. The participants of the sample wereal1ocated using stratified random sampling. The questionnaire surveyed the sample's viewpoints aboutprerequisites and outcomes of the AC in the field of social services. The collected data were analyzed atdescriptive and inferential levels using SPSS. The findings of T-test revealed that the mean of the sample'sviewpoints about the explained prerequisites and outcomes had been more than the hypothetical (theoretical)mean of the population (p≤0/001). The multivariate variance analysis( MANOVA) of the data showed thatthere hadn't been significant difference among viewpoints of faculties, and employers in respect ofprerequisites of HEAC, but there had been significant difference between their views about expected socialoutcomes of HEAC (P ≤0/005).