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首页> 外文期刊>The Journal of Agricultural Education and Extension >What Can a Borich Needs Assessment Model Tell us about In-Service Training Needs of Faculty in a College of Agriculture? The Case of Iran
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What Can a Borich Needs Assessment Model Tell us about In-Service Training Needs of Faculty in a College of Agriculture? The Case of Iran

机译：Borich需求评估模型可以告诉我们有关农业学院教师在职培训需求的哪些信息？伊朗案

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The purpose of this exploratory case study was to determine current in-service needs of agricultural faculties at Razi University in Kermanshah province in Iran. A descriptive research methodology design was used to conduct the study. The target population of the study consisted of all agricultural faculties in College of Agriculture at Razi University. Based on the Borich Need Assessment Model, a Delphi technique was used to develop 19 competencies needed to assess needs of faculty members (N = 108). Using a census population, the perceived level of importance and perceived level of competence of the 19 competencies of the faculty members were measured. Overall in-service needs were analyzed and ranked using Mean Weighted Discrepancy Scores (MWDS).The top five competencies in need by agricultural faculties included integrating sustainability issues into agricultural curriculum (7.75); teaching students problem-solving and decision-making skills (7.22); teaching students to think critically and creatively (6.54); understanding learning styles (5.86); managing student behavior problems (5.23). The result of this study has practical implications for the Human Resource Development (HRD) programs in Razi University. HRD programs should study how thetop in-service areas can be addressed in training workshops. Further needs assessment studies need to be implemented using the Borich model across agricultural colleges in Iran in order to build a baseline of research data when designing training worksho
机译：该探索性案例研究的目的是确定伊朗克尔曼沙赫省拉齐大学农业学院当前的在职需求。描述性研究方法设计用于进行研究。研究的目标人群包括拉兹大学农业学院的所有农业系。在Borich需求评估模型的基础上，使用Delphi技术开发了评估教师需求所需的19种能力（N = 108）。使用人口普查人口，衡量了教师的19个能力的重要性的感知水平和能力的感知水平。使用平均加权差异评分（MWDS）对服务中的总体需求进行分析和排名。农业部门最需要的五项能力包括将可持续性问题纳入农业课程（7.75）;教学生解决问题和决策的能力（7.22）;教导学生批判性和创造性思维（6.54）;了解学习风格（5.86）;处理学生的行为问题（5.23）。这项研究的结果对拉齐大学的人力资源开发（HRD）计划具有实际意义。人力资源开发计划应研究如何在培训讲习班中解决最重要的服务区域。需要在伊朗的各农业学院中使用Borich模型进行进一步的需求评估研究，以便在设计培训工作时建立研究数据的基准。

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