A study on some factors affecting faculty member research ...

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A study on some factors affecting faculty member s

research in Islamic Azad University, Rudehen branch,

faculties of education

Maryam Babaei Master of Educational Planning, Faculty member of

Payame Noor University, Garmsar, Iran

Mohammad Kiyanifar Master of Educational Management,

Payame Noor University, Garmsar, Iran

Abstract: The purpose of this study was to find some main factors affecting faculty member s

research. Using a questionnaire of 33 milti – choice items, 98 faculty member s views were

investigated though 79 questionnaire were completed to analyze and gain the following

results:(1)There is a meaningful correlation between managerial-organizational, educational,

financial, cultural-social, and political factors and the faculty member s research. (2)Managerial-

organizational factors stood the first while political factors stood the last according to the gained

views.

Keyword: research activities, managerial-organizational, educational, financial, cultural-social, and

political factors.

1- Introduction

According to National 20-year Development Vision “Iran should become a developed state

with a top rank of economics, sciences and technology across the region, under Islamic,

revolutionary identity, impressing state in Islamic world, with constructive, effective role in

international relations, possessing modern sciences, capable in sciences and technology

with special focus on software movements, to produce knowledge in continuous process, to

improve earnings and achieve full employment, to enhance ethical standards, to achieve

thinking dynamicity etc. (National 20-year Development Vision, 2005, p.1)

Although these all may impress every Iranian individual, achieving them requires

hardworking in scientific, cultural areas and community believes. Lives of nations lie in

discovering unknowns and nature’s secrets. Due to their intellectual status, universities

and higher education foundations play the role of centers for introducing and flourishing

new ideas for any given community. Scientifically independence and self-reliance may be

achieved only when universities serve national excellence and development. Research is a

mission by which a university can guarantee national development and excellence.

Although the rate of faculty members research has increased significantly, it is evident that

A study on some factors affecting faculty member s research in …

Babaei and Kiyanifar / Argos Special Issue 2016/pp.288-301

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we have a long way to obtain our deserved capabilities, reputation and proud (the same, p.

3).

There is no doubt that knowledge is the most important and valuable human capital which

guarantees human societies and civilization, such that it has come to be a main objective of

our modern age to develop knowledge boundaries in order to gain more power (Mohseni

2004, p.8). Today the main gap between developed and underdeveloped countries is not

caused by capital/financial resources/manpower/ population, but is due, among other things,

to scientific gaps. After trained manpower, research ranks top in cultural/social/economical

development, without which no development may be achieved (Bazari, 1984, p.9).

Research is a main criterion to evaluate scientific production. A comparative study between

Iran and other countries during the recent decades reveals that our research strength is not

strong enough. US has produced 260.000 scientific papers in 1997 which corresponds to 1

paper in lieu of every 1000 to 1500 typical American person, while at the same year, Iran

had produced only 483 registered papers which corresponds to 1 paper to every 120.000

typical Iranian person, and South Korea with smaller population than Iran had produced

7700 papers which meant 1 paper in lieu of every 60.000 Koran person (Paryad 1996,

p.235). according to the latest report by Iranian Scientific Data & Records Center, US

produced 450287 papers with a ratio of 47 papers to 100 researcher and ranked first among

other countries, while at the same year, Iran had produced 3852 papers almost 8 paper for

every 100 researcher. South Korea produced 24924 papers which meant 18 papers for every

100 researchers (Ostadzadeh 2005, p. 47). Turkey is the first scientific paper producer

among its Islamic counterparts, ranking first in Islamic world (Sabouri 2002, p. 88).

World estimations suggest that ratio of research budget to national gross production is 2.5

to 3 percent in advanced countries, while this ratio for Iran has ranged from 0.2 to 0.4

percent for the recent ten years (Fereydoun 2004, p. 592-594). Further, Iranian position

among other countries in terms of scientific productions is noticeable as well. At the current

time, Iranian mean scientific production in the world is 0.2 percent (Ensafi and Gharibi

2007). However, we need to boost our scientific productions in proportion with our

population to the world population in order to make sure our scientific position is

maintained worldwide. Iran possesses one percent of world manpower, so its share in world

scientific production must reasonably not be less than 1 percent. Our current share of 0.2

percent implies that we need to increase our efforts up to at least five times to make sure

we achieve National 20-year Development Vision (Ostadzadeh, 2005, p.50).

Although research is not limited to certain organizations or entities, universities have

reasonably taken much portion of mission and responsibility to engage in research. Thanks

to enjoying the best resources and the most knowledgeable manpower and sufficient

research/laboratory equipments, universities and higher education institutes have become

ideal places to research, to produce knowledge, to discover facts and to guarantee



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development of the whole community (Toroghi 2004, p. 180). Near 32000 faculty members

are working for Ministry of Sciences, Research and Technology and Ministry of Health,

Treatment and Medical Education, and 25000 faculty members work for non-profit

education sector which sums 57000 academic force altogether. Assuming that each faculty

member releases only one paper each year we can improve our scientific position to the top

10 countries in the world, which is quite achievable (Sabouri 2006, p. 44). However, in spite

of recent advancements in the bulk of scientific-research papers in our country, it seems we

are far away from a deserved position in the world, while we possess all requirements for a

sustainable development including diverse resources, energy, economical/financial sources

as well as manpower. We host the most valuable human capabilities and talents. A nation

believing in “Knowledge is power”; an idea that has been passed down from its intellectuals

over one thousand years ago, must have a stronger passion for discovery and exploration,

and it is definitely not deserved to the current scientific position. Indeed, universities

turned into centers of directing and guiding intellectual matters in communities from the

second half of twentieth century to serve nation better(selected articles from higher

education encyclopedia , 1992, vol. 1, translated in 1997, p.4).

On the other hand, at least advanced countries have accepted the pioneer role of

universities in scientific production and advancement that “all things universities require

from resources, knowledgeable faculty members, technical equipments, classrooms,

conference halls, rich libraries etc. must be provided”, but universities’ success to perform

their social responsibility in discovery and promotion of science lies in their ability to

attract and maintain … individuals (the same, p. 152) and their optimal utilization of

learned individuals to reach a point that it could be claimed :“ higher education did well not

only in promotion of knowledge but in research/technological/ scientific advancements as

well” because “fundamental- applied researches can bring huge value-added for total

production of the whole community (practical ways to enhance manpower productivity,

1996, p. 598).

Ministry of Sciences Establishment Law-1977- prescribes a number of basic duties for the

Ministry which the following four ones are linked to our discussion:

1. To set objectives with respect of scientific, research and educational affairs and to

make plans for ministries of sciences and higher education with focus on national

needs.

2. To push forward national scientific development process and to direct communal

researches

3. To expand and coordinate research projects of ministries, governmental agencies

and research institutions



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4. To coordinate research projects of ministries, governmental agencies and research

institutions in academic settings, and to prescribe which research projects must be

carried out by government (Bayani, 1998, p. 10)

For better understanding such goals and prescription of universities duties, the above-

mentioned author (Bayani) writes:

Production of thoughts and understanding in universities and research institutes

help us influence and be influenced by industries and engage in importing and

exporting information (the same, p. 17).

In spite of stresses and recommendations, academic researchers have always been

questioned from a variety of perspectives. For example, Dr. Bayani writes:

Academic researches have become trivial, discontinuous and lost their relevance to research

community, and there is no route for our universities for cooperation with world academic

settings specifically those of advanced countries (pp.94 & 95).

In researches presented to Iranian Higher Education Seminar (1997, p. 48) it has been

declared that for enhance their capabilities, faculty members should involve in such

academic activities that benefit both themselves and others and improve their learning-

teaching skills and research capabilities.

Since it has always been stressed that universities must be research –oriented in line with

being education- oriented, there are some impediments to it:

In higher education encyclopedia selected papers- vol. 1- it has been said:”according to

different experimental studies, professors even tend to resist to educational-research

reformations” which has both abstract and concrete aspects (p. 51).

In other point of the said papers, it has been said that “sometimes universities finance

makes some talented individuals unwilling to joint academic circles” (p. 169).

Whereas from functionalist point of view, a change for better in higher education system

can benefit the community and the public socially and economically.

Second volume of the said work elaborates on the reasons for universities to be research –

oriented and the obstacles to fulfillment of such a responsibility as follows:

All countries have essentially defined missions for their higher education systems. Soviet

Union, for instance, had prescribed that “faculty members ought to be free in their

educational-research activities” (p. 8), while setting the goal that “higher educational

system must back effective exploitation of all higher educational facilities to foster national

scientific-technological advancement” (p. 24). Italian National Council for Researches works

on theoretical and practical research projects in academic settings both in domestic and



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international levels (p. 121). In line with the Council, Italian universities had long engaged

in research activities because they recognized an essential link between research and

education (p. 122). In this country, educational professors and research professors are paid

equally (p. 131). In Ireland: “research forms an integral and fundamental part of

universities missions” (p. 148). In Britain, research finance may seldom be reduced (p. 190).

From 1990, Pakistan has defined researches as a main pre-requisites for improvement (p.

223). In Chile, when higher education finance is declined, research budget is decreased as

well (p. 359). Canadians base academic improvement upon excellence in education and

research (p. 434). In Cuba, scientific research has been defined as a major building block of

higher education (p. 467).

Papers presented to the 1st conference on Iranian higher reduction system determined the

obstacles preventing faculty members from engaging in research activities as follows:

Research has not been institutionalize in Iran and that Iran has already not stepped into

production, distribution and public consumption cycle of its economical-social process (p. 83)

Above – mentioned conference recommendations:

Most of the scholars and speeches in the conference stressed that research must be

institutionalized in universities and fundamental, practical researches must be developed.

Its central role on sciences and technology development as well a establishment of research

culture over academic settings with the focus to cater for society’s needs have been

prescribed (p. 217)

Ahmad Bayani takes a look a different look at the matter:

Universities appeared in industrial countries as a result of their appreciation for necessity

for research to cater for community’s needs, while it was to the contrary in developing

countries (p. 24). While universities in former ones work to produce innovative ideas,

universities in the latter ones suffice to transfer ideas (p. 25).

Research titled “academic research limitations and impediments from faculty members’

perspective” conducted by Seyed Mahmoud Hosseini and Ebrahim Shamsaei was another

paper submitted to the Conference, which tells:

- Research task has always been affected by education task

- Economic, financial, organizational, managerial, facility, equipments, private, social,

professional factors form the main obstacles to academic research.

Other obstacles from faculty members views are:

In his Master’s dissertation, Sadeghi (1991) focused on research obstacles in humanities

from a number of Esfahan University professors opinion. He found that: main impediments

to academic research in the realm of humanities are caused by financial and money



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limitations, shortage of research resources, information concealing, lack of research spirit

and delay in payment of authors fee for service.

Fazilatkhah (1992) studied main social inhibitors in Iranian community from researchers’

perspective finding that: financial/money limitations, shortage of research resources,

information concealing, lack of research spirit and delay in payment of authors fee for

service are the main social factors inhibiting research activities.

Sadeghi (1995) concentrated on effective factors for improvement of student research in

postgraduate studies from students’ viewpoint. He found that such factors include: not

being efficient in research task, lack of knowledgeable faculty members to guide students in

their research, poor performance of higher education system to back students from

education and research perspectives, lack of due cooperation by organizations and

companies.

During his survey study titled “main factors affecting willingness of medical students of

Tabriz University of Medicine to engage in research” Doroudi (1998) found that

unavailability of financial sources is the most important factor affecting such engagement.

Farmanbar and Askari (2004) studied main factors affecting research activities from faculty

members of Gilan University of Medicine, finding that administrative- organizational

bureaucracy and long delays in finalization of research projects as well as education-

orientation mentality of university professors are the main impediments which prevent

research activities.

Creamer and Perry (1989) conducted a national study on academic research in the United

States and identified four important factors that are required to develop and strengthen

research activities in academic settings: organizational support, faculty members’ abilities,

research resources and organizational dynamicity.

Kyvik (1995) studied the impact of “size” of a university on”productivity” of faculty

members in research activities. His findings suggested that faculty members’ productivity

is higher in large universities than small ones. I –author of this paper- think it can be

attributed to facilities and equipments as well as efficient professionals that may be

profound in a large university than a small one.

Kajermo et al (1983) studied inhibitors and facilitators of research by nurses in Sweden.

According to his findings, the main factors that inhibit research outcomes to be put into

operation in nursing field of study are: inaccessibility of research findings, shortage of

facilities, research weaknesses, lack of sufficient authority by nurses to put research

findings into practice, heavy burden of medical treatment, lack of sufficient time.



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Shanklin (2001) launched a study aiming to focus on the effective factors on research

motivations in faculty members of postgraduate studies in Kansas University. The main

factors were identified to be: in addition to effect of university’s management,

organizational factors, occupational habits and field of study, there are some other factors

that can motivate faculty members to engage in research activities which include: having

research-oriented students, professor-student links in postgraduate studies, witness of

student’s progress in research process. This is particularly true when a faculty member is

guiding the first doctorate level.

Shamai and Kfir (2002) conducted a study titled “research activities and research culture in

instructor education universities” in Haifa – Israeli (occupied Palestine) to focus on the

factors that affect research activities of faculty members in the said universities. They

found that such factors include cultural barriers, financial/funding limitations, nonexistent

research skills, organizational obstacles (lack of a long-term plan, lack of a research-

oriented vision in managers to stimulate research culture, lack of sufficient resources to be

allocated to research). It was further found that size of a college is an effective factor on

research activities by it. A small college may enjoy limited facilities and professionals.

Jane Hemsley Brown (2004) focused on the factors that facilitate research outcomes to be

practicable in Britain. Her findings suggested that researcher – consumer gap,

organizational barriers, nonexistence of link between research settings and industries,

unavailability of researches and lack of confidence in research designs and processes.

Furthermore, there are some other factors that can facilitate research activity including

supportive managers, continued education to researchers, fostering participations by both

researchers and managers and stimulating links between them, establishing

communication network and databank available to researchers.

Yonghong & Meyer (2007) reviewed the relationship between faculty members productivity

and educational technology applications (website and email), suggesting that faculty

members productivity has a direct link with the extent of their use of above-said

technologies. In doing so, faculty members who are older may tend less to use such

technologies than their younger counterparts. Women use email more than do men and

men use website more than women do.

Previous findings suggest that education is not essentially a lonely way to achieve

knowledge and technology, what which has built up our modern civilization, has been

nothing but knowledge production. Thanks to their intellectual capabilities, universities

have come to be the main centers of knowledge production and launching research

activities. Therefore, identifying the limitations and barriers inhibiting researchers to

engage in researches is a major task which can bring about an insightful vision in academic

managers and planners and help them solve them one-by-one.



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For this purpose, we devise the following questions:

1. To what extent may managerial-organizational barriers affect research activities in

faculty members views?

2. To what extent may educational barriers affect research activities in faculty

members’ views?

3. To what extent may financial barriers affect research activities in faculty members

views?

4. To what extent may cultural-social barriers affect research activities in faculty

members views?

5. To what extent may political barriers affect research activities in faculty members

views?

2- Methodology

The present research is applied one which uses descriptive- survey method. Its statistical

population is formed by all faculty members of “Educational Sciences Faculty” and

“Psychology Faculty” of Islamic Azad University – branch of Roudehen- 95 individuals in

number who were instructing in 2998-09 academic year. From the questionnaires that had

been distributed among them, 79 questionnaires were received sound and perfect. Such

questionnaires were devised as an instrument to gather data. Questions had been

organized in two demographic sections and 33 questions of five options each. For the

purpose of validity and ensuring that all questions are proper for our objective, a number of

students and professionals were asked for comment. For the purpose of reliability the

questionnaire was first implemented on 30 professors in pilot. Then Cranach alpha was

estimated to be 0.82 which is acceptable. Descriptive data were used for analysis:

frequency, percentage, inductive statistics. Also Chi 2 test was used to avoid spending long

times.

1. To what extent may managerial-organizational barriers affect research activities in

faculty members’ views?

Table 1- chi 2 test for the first question

items

Index

Option

Observed frequency

Anticipated frequency

Average Freedom degree

Calculated Chi

Chi 2 table (0.02)

significance

man

ageri

a

l-

org

an

izati

on

al

barr

iers

Very low 0 15.8

4.37 4 92.20 13.28 0.000

Low 0 15.8

Average 6 15.8

large 38 15.8

Very large 35 15.8



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Since the chi2 (92.20) is larger than the table’s critical chi2 (13.28) with alpha 0.01 and

freedom of 4 degree, it is most likely –99%- that faculty members selection of “high” and

“very high” is meaningful. The average (4.37) suggests that faculty member identified

organizational-managerial factors as highly important.

2. To what extent may educational barriers affect research activities in faculty

members’ views?

Table 2- chi 2 test for the second question

ite

ms

Index

Option

Observed

frequency

Anticipated

frequency Average

Freedom

degree

Calculated

Chi

Chi 2 table

(0.02) significance

Ed

uca

tion

al

barr

iers

Very low 0 15.8

4.00 4 93.85 13.28 0.000

Low 1 15.8

Average 11 15.8

large 47 15.8

Very large 20 15.8


freedom of 4 degree, it is most likely –99%- that faculty members selection of “high” and

“very high” is meaningful. The average (4.00) suggests that faculty member identified

educational factors as highly important.

3. To what extent may financial barriers affect research activities in faculty members

views?

Table 3- chi 2 test for the third question

item

s

Index

Option

Observe

d frequency

Anticip

ated

frequency

Aver

age

Freedom

degree

Calcula

ted Chi

Chi 2

table (0.02)

signific

ance

Fin

an

cial

barr

iers

Very low 0 15.8

4.09 4 73.72 13.28 0.000

Low 0 15.8

Average 12 15.8

large 37 15.8

Very large 30 15.8


freedom of 4 degree, it is most likely –99%- that faculty member identified financial factors

as highly important.



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4. To what extent may cultural-social barriers affect research activities in faculty members

views?

Table 4- chi 2 test for the fourth question

items

Index

Option

Observed

frequency

Anticip

ated

frequency

Avera

ge

Freedo

m degree

Calculat

ed Chi

Chi 2 table

(0.02)

significa

nce

Cu

ltu

ral

barr

iers

Very low 0 15.8

4.37 4 96.63 13.28 0.000

Low 1 15.8

Average 22 15.8

large 47 15.8

Very large 9 15.8


freedom of 4 degree, it is most likely –99%- that faculty member identified social-cultural

factors as highly important.

5. To what extent may political barriers affect research activities in faculty members views?

Table 5- chi 2 test for the fifth question

items

Index

Option

Observed

frequency

Anticipated

frequency Average

Freedom

degree

Calculated

Chi

Chi 2 table

(0.02) significance

Poli

tica

l

barr

iers

Very low 0 15.8

3.47 4 72.96 13.28 0.000

Low 6 15.8

Average 27 15.8

large 40 15.8

Very large 6 15.8


freedom of 4 degree, so zero hypothesis can be rejected. it is most likely –99%- that faculty

member identified political factors as highly important.



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Table 6- a summary of statistical indices of the five barriers to research activities

Index

Barrier Nu

mber

of

an

swers

Avera

ge

Sta

nd

ard

devia

tion

Com

pari

son

mean

lim

it

Avera

ge

Exp

on

en

t

Sta

nd

ard

devia

toin

Vari

an

ce

Sk

ew

ness

Exte

nti

on

Sco

pe

Managerial-

organiazational 79 4.38 0.60 3 4.45 5 0.53 0.29 -1.08 1.45 2.45

Educational 79 4.00 0.73 3 4.00 3.71 0.65 0.42 -0.63 0.70 3.00

Financial 79 4.09 0.73 3 4.17 4.00 0.65 0.42 -0.49 -0.5 2.50

Cultural 70 3.80 0.70 3 4.00 4.00 0.62 0.39 -0.36 0.40 2.80

Political 79 3.46 0.76 3 3.50 3.50 0.68 0.46 -0.04 0.18 2.00

With comparison between the calculated averages and the standard value (3), it can be

found that all the five above-mentioned factors (managerial-organizational, educational,

cultural-social, political) were commented as important by faculty members. The first factor

had highest significance (4.38) and the last one had smallest significance (3.46).

3- Discussion & Conclusion

Results of this research indicate that faculty members chose managerial-organizational

factors as the most important inhibitors of research activities. They further commented

that none practicing research outcomes for the correction of community has come to be one

of the most important aspects of managerial-organizational weakness. Farmanbar and

Askari (2004) and Craemer and Perry (1989) findings were line with our findings by this

research. Educational factors were also identified as important inhibitors which has 7

subsections: non-efficient faculty members in foreign language and their unfamiliarity with

research methodologies have the highest impact on research activities. Craemer and Perry

(1989) findings were in line with our findings with respect of educational factors. Financial

inhibitors were also other bundle of factors that faculty members commented on. Among its

subsections, university’s low earnings from research activities in proportionate with its

other earnings are the most important financial factors.

Doroudi et al (1998), Farmanbar and Askari (2004) from Iranian authors and Craemer and

Perry (1989) and Kyvik (1995) and Kajermo et al. (1998) from non-Iranian authors support

our findings.

Cultural-social factors had also impacts on research activities from faculty members’

perspective. Lack of research-oriented spirit was identified the top cultural-social inhibitor.

Sadeghi (1991) and Shamai and Kfir (2002) support this finding. Political factors are other



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bundles of factors that affect research activities. Although it has remained untouched by

previous researches, Fazilatkhah (1992) implied that lack of scientific independence by

researchers and research institutions are the top political factors affecting research

activities, which supports our finding.

4- Recommendations

It is now clear that faculty members believe that managerial-organizational factors

significantly affect research activities. Therefore, it is recommended for managers to adopt

relevant actions to remove such barriers. For more transparency, we can make the

following recommendations:

- To evaluate/stimulate/support research activities in academic settings and research

institutions and then in the whole community

- To set transparent standards for research and to clarify the authority in charge of

making the decision as to approving research projects, to determine who is best

qualified to meet the possible problems with respect of research, if necessary.

- To establish continuous communication between various research institutes and to

provide for current and potential means for communication with each other.

- To provide occupational security as well as necessary facilities for the purpose of

recruitments and promotions for faculty members.

- To arrange conferences inside the country and abroad with the intention to create

research opportunities and improved facilities for faculty members regarding the

proper recognition of qualified research projects.

- To eliminate troublesome rules relating to finalization of plans and books.

According to the research findings and perspectives of faculty members who

recognized educational factors as inhibitors of research following recommendations

can be made in order to reduce or remove these barriers:

- To hold trainings and during service courses for strengthening faculty members

scientific level.

- To establish a time compatibility between research and educational activities and to

moderate education duration of faculty members.

- To create professional database and libraries.

- To arrange workshops for faculty members to get them familiar with the new

techniques of research, statistical tools and computer software as well as Internet.

Based on the results, financial barriers also affect the bulk of research. Therefore,

the following suggestions are offered:

- To increase research funding and proper distribution of funds between the research

institutions’ and agencies.

- To reform financial regulations with regards to allocation and disbursement of funds

for researches conducted.



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- To balance research pay and instruction pay and to balance research earnings in

proportionate to non-research university earnings.

- To arrange for improved welfare of university professors.

- Considering the influence of cultural barriers the following recommendations are

made:

- To foster a spirit of teamwork and partnership in research and interdisciplinary

activities among students and faculty members.

- To foster self-esteem and confidence.

- To grow future-looking approach in research and to avoid the risk of boredom.

- To foster attitude of academic research in the management of academic settings and

bodies

- To strengthen cultural character motivations in research and scientific activities.

Political obstacles are also inhibitors from the perspective of faculty members. As a

result, it is proposed academic leaders keep away from political conflicts in favor of a

neutral space for scientific productions and innovations beyond political inclinations.

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