Factors Effect Development of Professional Competencies of Lecturers at
Iran’s University of Applied Science and Technology
Factores que afectan el desarrollo de las competencias profesionales de los profesores de
la Universidad de Ciencia y Tecnología Aplicadas de Irán
Noureddin Kazemi,
1a
Esmaiel Kavousy,
2
Mojtaba Moazemi
3
Islamic Azad University, Tehran Iran
123
ORCID: https://orcid.org/0000-0001-7697-8150
1
ORCID: https://orcid.org/0000-0001-7234-5380
2
ORCID: https://orcid.org/0000-0002-6937-4612
3
Recibido: 15 de abril de 2020 Aceptado: 12 de noviembre de 2020
Abstract
This study proposes different approaches and models to analyze the factors affecting the
development of professional competencies of lecturers at the University of Applied Science and
Technology (UAST) in Tehran Province by using the lecturers’ viewpoints. This is an applied-
quantitative descriptive-correlational study. The statistical population included all the 14000
lecturers of the UAST in Tehran. The sampling standards were employed to select 384
participants as the research sample. Based on the conceptual model, the research questions and
hypotheses were then addressed through a researcher-made questionnaire and the items
extracted from the statistical sample. In the descriptive statistics, data description was presented
through both contextual and primary variables; however, Pearson’s product-moment
correlation coefficient, structural equation modeling, and factor analysis were employed in the
inferential statistics to analyze the research hypotheses. According to the research data,
effective teaching and skill training improvement of lecturers had the greatest and smallest
impacts, respectively, on the development of their professional competencies at the UAST. The
standardized beta coefficients of these two variables were reported to be 0.591 and 0.368,
respectively.
Keywords: skill training improvement of lecturers, effective teaching, virtual education,
education, Iran.
Resumen
Este estudio propone diferentes enfoques y modelos para analizar los factores que afectan el
desarrollo de las competencias profesionales de los profesores de la Universidad de Ciencia y
Tecnología Aplicadas (UAST) en la provincia de Teherán utilizando los puntos de vista de los
a
Correspondencia al autor:
E-mail: ekavousy@gmail.com
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Apuntes Universitarios, 2021: 11(1), enero-marzo
ISSN: 2304-0335 DOI: https://doi.org/10.17162/au.v11i1.597
apuntesuniversitarios.upeu.edu.pe
profesores. Este es un estudio descriptivo correlacional cuantitativo aplicado. La población
estadística incluyó a todos los 14000 profesores de la UAST en Teherán. Los estándares de
muestreo se emplearon para seleccionar 384 participantes como muestra de investigación. Con
base en el modelo conceptual, las preguntas e hipótesis de investigación se abordaron a través
de un cuestionario elaborado por un investigador y los ítems extraídos de la muestra estadística.
En las estadísticas descriptivas, la descripción de los datos se presentó a través de variables
contextuales y primarias; sin embargo, el coeficiente de correlación producto-momento de
Pearson, el modelado de ecuaciones estructurales y el análisis factorial se emplearon en las
estadísticas inferenciales para analizar las hipótesis de investigación. Según los datos de la
investigación, la mejora efectiva de la enseñanza y la capacitación de los profesores tuvo el
mayor y menor impacto, respectivamente, en el desarrollo de sus competencias profesionales
en la UAST. Se informó que los coeficientes beta estandarizados de estas dos variables eran
0.591 y 0.368, respectivamente.
Palabras clave: Mejora de la formación profesional de los profesores, enseñanza eficaz,
educación virtual, educación, Irán
Introduction
In any country, the higher education system is considered an important institution
playing an undeniable role in the development of communities, whereas universities are known
as thoughtful, informed. and innovative institutions expected to take effective steps in realizing
the community ideals and constantly guide the country toward development by performing their
duties and accomplishing their missions in education, research, and presentation of scientific
and social services (Bazargan, 2007). Generally, the development and improvement of learning
and teaching should be at the top of the agenda in higher education systems (UNESCO,
2013:14). In this regard, faculty members are among the most important elements of higher
education systems and universities, playing an undeniable role in realizing both qualitative and
quantitative goals of higher education in any country. It is therefore essential to appraise
lecturers’ competencies in various aspects, especially in education, as well as their impacts on
the improved learning quality of students and their academic achievements. The teaching
competency refers to the minimum information, skills, and creative capacities as well as
professional tendencies and utility that should be acquired by faculty members to perform their
duties and provide services more effectively (Aldini, Olya, & Jamali, 2009).
According to Rodriguez et al. (2002), competencies are behavioral patterns. They
regarded competencies as measurable patterns of knowledge, skills, attitudes, behavior, and
other personal characteristics required to perform occupational roles or job functions
successfully (Rodriguez, Patel, Bright, Gregory, & Gowing, 2002).
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To define and select the indicators for assessing the quality of professional education
and training, three priorities have been considered in the EU countries: providing employment
capacity, matching demand and supply for competencies, and providing comprehensive access
to professional training and education (Blom & Meyers, 2003).
In recent years, the quantitative growth of the higher education system has resulted in
insufficient attention paid to quality in universities, and the development of the higher education
system has intensified the sensitivity of stakeholders to the quality of this system. According to
Marofi et al. (2007), universities have faced many challenges and problems in the past two
decades. Some of these issues include the inability to produce theoretical knowledge,
consumption of fundamental and theoretical sciences produced in other countries, the
inapplicability of academic training, lack of proper communications between universities and
other social sectors, inattention to research functions and services in universities, multiple
decision-making centers and authorities, the ever-increasing growth of students and applicants,
the qualitative development of the higher education system neglecting existing capacities and
economic, social and cultural potentials of the community for accepting university graduates,
reduced financial resources, and pressure from the community for responsibility. To deal with
these challenges, universities should pay special attention to maintain, improve, and promote
the quality of higher education systems.
Despite high public and private expenditures on formal skill training, there are still
criticisms regarding the functions and achievements of this system for training professional
human resources in the national economy. Regarding the macro-pathology of the current
education status, especially formal skill training in Iran, the challenges include the island nature
and the presence of parallel organizations, the lack of coherence and coordination among skill
training in Iran, and the lack of a national policy-making system for planning and evaluating
skill training to develop professional competencies. They also include the lack of policy-making
for attracting efficient instructors and curriculum, the incompliance of the existing structure
with the missions of the skill training system in the Ministry of Education, and the Technical
and Vocational Training Organization, and the University of Applied Science and Technology
(UAST). Other challenges include the willingness of students, families, suppliers, and the
community to theoretical education for success in various higher education levels, the unknown
authority of skill training and incorrect organizational borders and biases among ministries
involved, and the lack of a continuous path for promoting knowledge and skill of audience due
to the lack of longitudinal and transverse communication of educational policymakers and
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learning and educational standards and regulations. These challenges have caused the policies
and regulations of the higher education system to face criticisms (Attarnia, 2014). Therefore,
this study aims to explain the roles of the factors affecting the development of professional
competencies of lecturers at the UAST.
Theoretical framework and research model
Factors Affecting the Development of Professional Competencies of Lecturers at the
University of Applied Science and Technology including:
Skill training improvement of lecturers
In the industrial and service sectors, all employees need some skills to have effective
performance. These skills differ in significance depending on the types of jobs and
organizational levels. Skills refer generally to those improvable capabilities leading to the
effective performance of business owners. In the Public Skill Training Conference held by
UNESCO and Labor Organization in 2011, skill training was defined by UNESCO as “various
aspects of the education process in addition to public education, education of technologies,
technology-related sciences, acquisition of practical skills, and occupation-related knowledge
in various sectors of social and economic life” (UNESCO, 164:2013).
According to the consortium’s competency model, a skill is the ability to implement a
science in practice. A skill is obtained and developed through repeated applications of
knowledge in the real environment. Skill development improves the quality of performance.
Without skills, information will not be effective in most cases. For instance, managers are
unable to acquire the teamwork skill only by doing a great deal of reading without applying and
experiencing teamwork principles in practice (Vajargah, 2013).
According to the Terminology of European Education and Training Policy, a skill is the
ability to perform duties and solve problems. In other words, skill training is a kind of education
providing the required practical skills and knowledge for a certain business, employment, or
being skillful and expert in the existing business. This education type refers to those aspects of
training leading to applied and practical skills and basic scientific knowledge about a job
(Abayomi Olumade, 2016: 1842).
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Effective teaching by lecturers
Effective teaching is a controversial concept in higher education systems with multiple
definitions (Carner, 2007). By a broad definition, effective teaching means purposeful teaching
focused on students and their learning process (Devlin, 2010). There is a basic hypothesis
beyond this definition consisting of two fully-accepted components regarding academic
teaching. First, teaching needs a set of skills and certain principles identified through the
relevant studies. Second, effective academic teaching meets all related contextual requirements
(Wiers-Jenssen, Stensaker, & Grogaard, 2016). In higher education systems, effective teaching
is defined as promoting effective learning opportunities for students (Gruber et al., 2018).
Faculty members and academicians are among the most important educational players in
universities. There is no doubt about the importance and role of expert human resources in
educational systems, for the skillful human resources required in the community are trained by
academicians. Therefore, it is vital to study various qualitative and quantitative aspects of
faculty members to identify related issues. Teaching methods adopted by faculty members are
of great importance. Accordingly, they should be aware of the effectiveness of these methods
in addition to an outstanding personality, interest, and faith in work (Caresly quoted by Seraji,
2007: 74).
Development of virtual education
The tremendous and rapid growth of information and communication technologies and
their impacts on all aspects of the human life have caused a great revolution in educational
systems and their missions in learning environments so that effort should be made to train
capable and efficient individuals having key roles in developed communities in the age of
knowledge and knowledge development in line with technological development. The high-level
learning skills of individuals should be strengthened to become more consistent with rapid
technological, industrial, and social changes (Cheryl quoted by Seraji, 2004:92).
The use of ICT technologies has led to the development of a novel kind of learning
called e-learning. At the same time, the history of the advent of educational technologies shows
that these technologies do not solely affect the learning quality and that the effective use of
technologies needs regular and purposeful education planning. Interactive capabilities and
features of e-learning environments such as flexibility as well as the removal of time, location,
and age constraints have caused the development of e-learning and a proper attitude toward this
kind of education (Caresly quoted by Seraji, 2007: 74). E-learning provides numerous learning
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opportunities that used to be impossible. E-learning provides the chance for learning in an
accredited university without the need for the lifestyle change, or turnover, and migration of
learners or their families. Learning in an “invisible class” provides unlimited access to
information (Cheryl quoted by Seraji, 2004: 92).
Figure 1: The conceptual research model
Fig. 1. Conceptual Model.
Research Hypotheses
Primary Hypothesis.
Skill training improvement, effective teaching, and development of virtual
education affect the development of professional competencies of lecturers at the UAST.
Secondary Hypotheses.
1. Skill training improvement affects the development of professional competencies of
lecturers at the UAST.
Factors affecting development of professional competencies of
lecturers at the UAST
skill training
improvement of
lecturers
development of professional competencies
of lecturers at the UAST
Development of
virtual educations
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2. Effective teaching affects the development of professional competencies of lecturers
at the UAST.
3. The development of virtual education affects the development of professional
competencies of lecturers at the UAST.
Methodology
This is an applied-descriptive fundamental survey, in which the research literature was
reviewed to develop the theoretical framework through the desk method. The indices and
research variables of the researcher-made model were presented. The statistical population
consisted of all 14000 lecturers at the UAST in Tehran. The Cochran formula was employed to
select 384 participants as the research sample, and a research-made questionnaire was then used
in three dimensions and 25 items, scored on a five-point Likert scale, for data analysis.
Results
After the content validity was confirmed by experts, the structural validity was
measured, and the interplay of questions and components was confirmed. In the descriptive
statistics, data were divided into contextual and basic variables, whereas the Pearson’s product-
moment correlation coefficient, structural equation modeling, and factor analysis were used for
hypothesis testing in the inferential statistics.
First Hypothesis
Skill training improvement affects the development of professional competencies of lecturers
at the UAST.
Table 1
Descriptive results of the regression model for the first hypothesis
Correlation
coefficient
Coefficient of
determination
Adjusted coefficient of
determination
Durbin–Watson
statistic
0.485
0.235
0.231
1.922
According to Table 1, the Durbin–Watson statistic (1.992) ranges within the 1.5-2.5
period; therefore, the lack of correlation between the residuals is not rejected, and the regression
analysis can be used. A coefficient of determination of 0.235 indicates that 23.5% of changes
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in the dependent variable (development of professional competencies of lecturers at the UAST)
are explained by the independent variable (skill training improvement of lecturers). According
to the F statistic and a significance level of above 95%, the regression equation is valid, and the
results can be analyzed. Figure 2 shows the normal distribution of regression residuals.
Fig. 2. The normal distribution of regression residuals for the first hypothesis
Table 2
Linearity testing of the ANOVA equation for the first hypothesis
Sum of
squares
Degree of
freedom (DOF)
Mean
squares
F
statistic
Significance
level (sig)
Source of
variation
23.929
1
23.929
63.973
0.000
Regression
137.653
368
0.374
Error
(residual)
161.582
3699
Total
According to Table 2, the significance level (0.000) for skill training improvement of
lecturers is lower than α=0.05. Therefore, it can be concluded at a confidence level of 95% that
skill training improvement affects the development of professional competencies of lecturers at
the USAT. The positive sign of the correlation coefficient indicates a positive, direct
relationship between these two variables. In other words, skill training improvement causes the
development of professional competencies of lecturers at the UAST. The first hypothesis is
confirmed consequently.
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Second hypothesis
Effective teaching affects the development of professional competencies of lecturers at the
UAST.
Table 3
The regression analysis and regression coefficients for the first hypothesis
Non-standardized
coefficients
Standardized
beta coefficient
t
statistic
Significance
level
Variable
Beta
Standard error
1.897
0.163
-
11.606
0.000
Constant
0.382
0.048
0.385
7.998
0.000
skill training
improvement of
lecturers
According to Table 3, the Durbin–Watson statistic (1.757) ranges within the 1.5-2.5
interval. Therefore, the lack of correlation between the residuals is not rejected, and the
regression analysis can be used. A coefficient of determination of 0.419 indicates that 41.9%
of changes in the dependent variable (development of professional competencies of lecturers at
the UAST) are explained by the independent variable (effective teaching by lecturers).
According to the F statistic and a significance level of above 95%, the regression equation is
valid, and the results can be analyzed. Figure 3 shows the normal distribution of regression
residuals.
Fig. 3. The normal distribution of regression residuals for the second hypothesis.
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Table 4
The regression analysis and regression coefficients for the second hypothesis
Non-standardized
coefficients
Standardized
beta coefficient
t
statistic
Significance
level
Variable
Beta
Standard error
1.173
0.268
-
4.372
0.000
Constant
1.228
0.075
0.647
16.295
0.000
Effective
teaching by
lecturers
According to Table 4, the significance level (0.000) for effective teaching by lecturers
is lower than α=0.05 (sig<0.05). Therefore, it can be concluded at a confidence level of 95%
that effective teaching affects the development of professional competencies of lecturers at the
UAST. The positive sign of the correlation coefficient indicates a positive direct relationship
between these two variables. In other words, effective teaching causes the development of
professional competencies of lecturers at the UAST. The second hypothesis is, therefore,
confirmed.
Third Hypothesis
The development of virtual education affects the development of professional competencies of
lecturers in the UAST.
Table 5
Descriptive results of the regression model for the second hypothesis
Correlation
coefficient
Coefficient of
determination
Adjusted coefficient of
determination
Durbin–Watson
statistic
0.588
0.345
0.341
2.01
According to Table 5, the Durbin–Watson statistic (2.01) ranges within the 1.5-2.5
interval. Therefore, the lack of correlation between the residuals is not rejected, and the
regression analysis can be used. A coefficient of determination of 0.345 indicates that 34.5%
of changes in the dependent variable (development of professional competencies of lecturers in
the UAST) are explained by the independent variable (development of virtual education).
According to the F statistic and a significance level of above 95%, the regression equation is
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valid, and the results can be analyzed. Figure 4 shows the normal distribution of regression
residuals.
Fig. 4. The normal distribution of regression residuals for the third hypothesis
Table 6
The regression analysis and regression coefficients for the third hypothesis
Non-standardized
coefficients
Standardized
beta coefficient
t
statistic
Significance
level
Variable
Beta
Standard error
1.758
0.179
-
9.843
0.000
Constant
0.547
0.068
0.588
8.082
0.000
Development of
virtual education
According to Table 6, the significance level (0.000) for the development of virtual
education is lower than α=0.05 (sig<0.05). Therefore, it can be concluded at a confidence level
of 95% that the development of virtual education affects the development of professional
competencies of lecturers at the UAST. The positive sign of the correlation coefficient indicates
a positive direct relationship between these two variables. In other words, the development of
virtual education causes the development of professional competencies of lecturers at the
UAST. The third hypothesis is confirmed consequently.
Regression Model Fitting
The hypothesis testing indicated the impacts of skill training improvement, effective
teaching, and the development of virtual education on the development of the professional
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competencies of lecturers at the UAST. The multi-linear regression was employed in this
section to determine the variable with the highest impact on the development of professional
competencies of lecturers at the UAST.
Table 7
Descriptive results of the regression model
Correlation
coefficient
Coefficient of
determination
Adjusted coefficient of
determination
Durbin–Watson
statistic
0.662
0.439
0.434
1.725
According to Table 7, the Durbin–Watson statistic (1.725) ranges within the 1.5-2.5
interval. Therefore, the lack of correlation between the residuals is not rejected, and the
regression analysis can be used. A coefficient of determination of 0.439 indicates that 43.9%
of changes in the dependent variable (development of professional competencies of lecturers in
the UAST) are explained by the independent variables. According to the F statistic and a
significance level of above 95%, the regression equation is valid, and the results can be
analyzed. Figure 5 shows the normal distribution of regression residuals.
Fig. 5. The normal distribution of regression residuals
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Table 8
The regression analysis and regression coefficients for the third hypothesis
Non-standardized
coefficients
Standardized
beta
coefficient
t
statistic
Significance
level
Collinearity statistics
Variable
Beta
Standard
error
Tolerance
Collinearity
coefficient
1.327
0.269
-
4.924
0.000
-
-
Constant
0.511
0.079
0.368
6.486
0.000
0.52
2.613
Skill training
improvement
0.729
0.071
0.591
10.267
0.000
0.581
1.486
Effective
teaching
0.632
0.064
0.471
9.875
0.000
0.436
1.358
Development of
virtual training
According to Table 8, the tolerance ranges within the 0.4-0.6 interval, and the
collinearity coefficient for all variables is lower than 10. Therefore, there is no problem
regarding collinearity between the independent variables. The significance level for skill
training improvement, effective teaching, and development of virtual education is 0, which is
lower than α=0.05 (sig<0.05). Therefore, all these variables are considered in the regression
model, and it can be concluded at a confidence level of 95% that skill training improvement,
effective teaching, and development of virtual education affect the development of professional
competencies of lecturers at the UAST.
Besides, the findings According to the absolute value of the standardized beta
coefficient, effective teaching and skill training improvement of lecturers with a standardized
beta coefficient of 0.591 and 0.368, respectively, have the greatest and smallest impacts on the
development of professional competencies of lecturers at the UAST.
The results show that the three dimensions of developing the professional competencies
of the teachers of the University of Applied Sciences and Technology have a significant
relationship with social responsibility. The results show that the promotion of skills training of
lecturers is effective in developing the professional competencies of teachers in the University
of Applied Sciences and Technology. Given the positive sign of the regression coefficient, we
can say that the relationship between the two variables is positive and direct. In other words,
increasing the promotion of skills training of teachers leads to the development of professional
competencies of teachers in the University of Applied Sciences and Technology. Therefore, the
above hypothesis is confirmed. The results show that effective teaching of teachers is effective
in developing the professional competencies of teachers in the University of Applied Sciences.
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Given the positive sign of the regression coefficient, we can say that the relationship between
the two variables is positive and direct. In other words, increasing the effective teaching of
teachers leads to the development of professional competencies of teachers in the University of
Applied Sciences. So, the above hypothesis is confirmed.
Also, the results show that the expansion of virtual education is also effective in
developing the professional competencies of the lecturers of the University of Applied Sciences
and Technology. Given the positive sign of the regression coefficient, we can say that the
relationship between the two variables is positive and direct. In other words, the expansion of
virtual education leads to the development of professional competencies of the teachers of
University of Applied Science and Technology in the country. Therefore, the above hypothesis
is confirmed. Also, the findings of stepwise regression analysis showed that the variable of
effective teaching of teachers with standard beta coefficient (0.591) has the most impact and
the variable of improving the training of teachers with standard beta coefficient (0.368) has the
least impact on development of qualifications of the lecturers in the country's University of
Applied Science and Technology. The results of this study are consistent with the studies of
Rodriguez et al. (2002), Kruber et al. (2018), Abiomi Alomad (2017) and other studies.
Conclusion
In the age of information explosion, Iran will not be able to compete in the “global
science market” by using traditional methods and attitudes and will fall behind the development
and progress caravan. Knowledge production and training productive, creative, and capable
human resources require novel approaches to higher education in the context of the present
“globalized world”. This approach should take into account the integration of novel
communication and educational technologies, facilities, and novel institutional and structural
requirements worldwide. Advances in information technology have caused significant changes
in the methods of accessing information and educational systems, especially open and distance
education systems. E-learning, e-economics, e-books, e-libraries, and e-cities have turned into
undeniable topics in most developed and developing countries.
Paying attention to the importance of education and efforts made to achieve national
development objectives through the distance education system with its unique capacities will
pave the way to achieve such goals as in-service training or retraining of teachers and staff
empowerment as well as helping governments to achieve national development. In general, the
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performance of national development plans in the higher education sectors, after the Islamic
revolution of Iran, show the quantitative and not the qualitative success of these plans, and a
logical relationship is not observed between macro-objectives and the implemented policies. In
other words, there is a significant difference between the development and implementation of
plans in the Ministry of Science, Research and Technology. The failure of this plan has been
attributed to the realization of ambitious goals in the short run.
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Revista de Investigación Apuntes Universitarios
2021: 11(1),461 - 476
ISSN 2312-4253(impresa)
ISSN 2078-4015(en línea)
476