Volume 9, Issue 4 (Autumn 2020)                   J Occup Health Epidemiol 2020, 9(4): 213-218 | Back to browse issues page

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Jafari M, Laei S, Kavyani E, Jalali R. Exploring Components, Barriers, and Solutions for Faculty Members’ Research Empowerment Programs Based on the CIPP Model: A Qualitative Study. J Occup Health Epidemiol 2020; 9 (4) :213-218
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1- PhD Student in Educational Management, Dept. of Educational Sciences, Kermanshah Branch, Islamic Azad University, Kermanshah, Iran.
2- Assistant Prof., Dept. of Educational Sciences, Kermanshah Branch, Islamic Azad University, Kermanshah, Iran. , susanlaei100@gmail.com
3- Assistant Prof., Dept. of Educational Sciences, Kermanshah Branch, Islamic Azad University, Kermanshah, Iran.
4- Associate Prof., Dept. of Nursing, Kermanshah University of Medical Sciences, Kermanshah, Iran.
Article history
Received: 2020/12/8
Accepted: 2021/01/18
ePublished: 2021/06/21
Subject: Epidemiology
Abstract:   (1242 Views)

Background: Accurate knowledge of barriers and solutions for faculty members' research empowerment programs will lead to the promotion and development of universities. This study aimed to explore components, barriers, and solutions for faculty members’ research empowerment programs in Kermanshah University of Medical Sciences based on the context, input, process, and product (CIPP) model.
Materials and Methods: In this qualitative study, 15 faculty members, who had participated in research empowerment programs as participants and lecturers, were recruited using the purposive sampling method in 2020 based on semi-structured interviews. Analysis was performed using the content analysis method with MAXQDA software V.20.
Results: The results of the interviews were extracted in eight main categories, including four barriers and four solutions. The barriers included learners' problems, resource constraints, planning weaknesses, and performance weaknesses. The solutions included structural improvement, human resource improvement, workshop improvement, and performance improvement.
Conclusions: The results showed that there are barriers and solutions for improving research empowerment programs, which could be used for further improvement. It is recommended that this study be conducted in other universities to accurately identify barriers to executing research empowerment programs.

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