نویسندگان
1 عضو هیأت علمی، دانشگاه آزاد اسلامی واحد ساری، ساری، ایران.
2 گروه حسابداری و مدیریت واحد علی آباد کتول، دانشگاه آزاد اسلامی، علی آباد کتول، ایران.
3 عضو هیأت علمی، دانشگاه آزاد اسلامی واحد گرگان، گلستان، ایران.
4 دانشجوی کارشناس ارشد آموزش زبان انگلیسی، دانشگاه مازندران، بابلسر، ایران.
5 معاونت تحقیقات و فنآوری، دانشگاه علوم پزشکی گلستان و دانشجوی دکترای تخصصی مدیریت آموزشی دانشگاه آزاد اسلامی واحد گرگان، گلستان، ایران.
چکیده
کلیدواژه‌ها
عنوان مقاله [English]
نویسندگان [English]
Research is a representative of developed countries; todays, it is one of the most important developmental factors. Moreover, research leadership is one of the main principles of higher education system. Emphasizing the research leads to progress as well as real autonomy, while ignoring it leads to considerable costs. The present study aimed to determine the students' views concerning the barriers of research. The research methodology was descriptive-analytic one; of 2263 participants, 332 students were selected by stratified random sampling. The data collection tool was questionnaire of Arak Medical University, and it contained 29 questions to be answered by students with research experience (Cronbach’s alpha 84%) and 18 questions without research experience (Cronbach’s alpha 89%). Regarding the research activities in both general and individual aspects, analyzed results by the Mann Whitney and T-test showed that there was no significant difference between students with research experience and students without research experience (Pvalue <0/001). However, there was a significant difference among two groups in organizational field in responding to the question "The lack of research components". Students with experience said the most barriers in organizational field were the Internet accessibility weakness and electronic banks; while in individual field, barriers were mentioned as intensity of curriculum. Besides, students without experience mentioned that the most barriers in organizational field were weakness in encouragement system; and in individual aspect, barriers were the intensity of weakness in encouragement system; whereas, barriers were intensity of curriculum. However, toward gender segregation, degree and level of study no significant relationship was observed. According to the importance of research, considering the prioritization of research barriers seems necessary
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