Document Type : Original Article
Authors
1 Department of Educational Sciences, Farhangian University, Tehran, Iran.
2 Master's student in psychology and education of exceptional children, Faculty of Psychology and Educational Sciences, Allameh Tabatabai University, Tehran, Iran
Abstract
Purpose: The purpose of the present study was to identify the research challenges of Farhangian University professors in the field of humanities.
Methodology: To achieve this goal, a critical paradigm, qualitative approach, and phenomenological strategy of the multi-stage type of Paul Collaizi were used. The research participants included 12 male and female Farhangian University of Kurdistan Province professors in the academic year of 2023-2024. The selection of professors was based on criteria based on purposeful sampling. That is, from heterogeneity or maximum diversity sampling The data collection tool was a researcher-made semi-structured interview. The method of hidden qualitative content analysis was used to analyze the data, as well as the analogical-inductive tactic.
Findings: The research findings were presented in two parts: 1. The part of the researcher's challenges in the individual field (mentality-ethical and knowledge-skills) and the work environment (supportive, attitude of the organization, publications, social), 2. The part of solutions to overcome the mentioned challenges.
Conclusion: The analysis of the findings showed that the research process is facing multi-dimensional and multi-level obstacles on its way, so its continuation will also challenge the future of research in the field of humanities. ; Therefore, it is necessary to review the research process in the field of humanities.
Value: This article provides useful points of view regarding the challenges and solutions of conducting research in the field of humanities to the planners and policymakers of this field.
Keywords
- Identifying
- Farhangian University professors
- research challenges
- The field of humanities
- a phenomenological study
Main Subjects
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