Identification of Academic Pedagogy Dimensions with a Fourth-Generation University Approach in the Universities of Babol
Keywords:
Academic Pedagogy, Fourth-Generation Universities, Thinking Dispositions, Faculty Members, Universities of BabolAbstract
This study aimed to identify the dimensions and components of academic pedagogy based on the fourth-generation university approach in the universities of Babol and to develop a comprehensive conceptual model for higher education settings. This applied study employed an exploratory mixed-method design. In the qualitative phase, grounded theory methodology was used, and data were collected through semi-structured interviews with 12 university faculty members and administrators possessing at least ten years of relevant experience. In the quantitative phase, 277 faculty members were selected from a population of 987 academic staff using stratified random sampling. Data collection instruments included a researcher-developed Academic Pedagogy Questionnaire and Yazdanpanah’s Thinking Dispositions Questionnaire. Data were analyzed using MAXQDA 2024, SPSS 27, and LISREL 8.5. Confirmatory factor analysis supported a two-dimensional structure of academic pedagogy consisting of educational and individual dimensions with seven components: pedagogical knowledge, scholarship, academic culture, information and technology literacy, educational management, professional ethics, and student relationship management. All factor loadings were statistically significant. Educational management demonstrated the highest standardized coefficient (β = 0.93), whereas student relationship management showed the lowest coefficient (β = 0.73). All t-values exceeded the critical threshold at the 99% confidence level, confirming the construct validity of the proposed model. The findings indicate that academic pedagogy within fourth-generation universities is a multidimensional construct encompassing both educational and individual dimensions. The interaction of these dimensions can enhance teaching effectiveness, learning quality, educational innovation, and faculty professional development. Strengthening both pedagogical and personal competencies among faculty members is essential for fulfilling the mission and social responsibilities of fourth-generation universities.
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