Presenting a Model to Develop the Professional Competencies of Instructors of the University of Applied Science and Technology

Abstract
Extended abstract                                                                       
Abstract
The researcher conducted this research with the aim of "presenting a model to develop the professional competencies of the instructors of UAST". This applied research is conducted with exploratory method. Inferential analysis method, data description and factor analysis were used to analyze the data and present the results. The statistical population of the study included 54,000 instructors of the University of Applied Science and Technology in different provinces of Iran, among them 391 instructors were selected as sample size, using Cochran formula. Cronbach's alpha coefficient of the instructors’ professional competence questionnaire was 98% and the instrument used had the desired reliability. Data analysis was performed using SPSS 16 and Smart PLS software. The studied factors include planning, leadership, organization, classroom management, motivation, creativity and innovation, self-management, adaptability, communication and interactive coordination. Then, the researcher evaluated these factors, dimensions and components in the questionnaire and analyzed their factor loadings using factor analysis. Since the factor loading of “interactive coordination” was less than 0.3, this component was excluded from the analysis. The remaining components were accepted as the dimensions and components of the professional competency model of instructors of UAST. Finally, the goodness of fit of the model was determined through using Smart PLS, X2 output.
Introduction
In today's world, competency-based education as a skill and innovation for better performance is highly regarded to overcome the existing barriers between the worlds of education and occupation and to align the needs of professional, vocational and higher education programs with the needs of labor market and social progress (Mulder, 2017). Therefore, Future university developments depend on the competencies, initiatives, policies, and programs of today's professional development of faculty members (Salimi, Heydari & Keshavarzi, 2015). Thus, the University of Applied Science and technology, as a leading university in the field of skill-based education, needs some initiatives to be taken. One of the most important initiatives is to develop the professional competencies of instructors. Instructors are considered as a significant and main part of education in UAST, and the goals of the country's higher education system cannot be achieved without having competent professors and instructors. Regarding the role of instructors as key factors in education, promoting the quality of students’ learning, research and skills, highly depends on professional competencies of instructors. Therefore, the researcher aims to "present a model to develop the professional competencies of UAST instructors." The secondary objectives of the research include identifying components and indicators of professional competency index; Prioritization and weighting the components and, finally, determining the goodness of fit of the model of professional competence of UAST instructors.
Methodology
This applied research is conducted with exploratory method. Factor analysis was used to analyze the data and present the results. The statistical population of this study included all instructors of the University of Applied Science and Technology. 391 instructors among 54000 were selected as sample size using Cochran formula. Library method and a researcher-made questionnaire were used for data collection. Cronbach's alpha coefficient of teachers' professional competency questionnaire was 98% which had the desired reliability. Descriptive and inferential analysis of the collected data was done using SPSS 16 and Smart PLS software.
Research findings
Factors, dimensions, and components of the model of professional competence of instructors of the University of Applied Science and Technology were obtained through reviewing the previously conducted studies. These factors include planning, leadership, organization, classroom management, motivation, creativity and innovation, self-management, adaptability, communication and interactive coordination. Then, the researcher evaluated these factors, dimensions and components and analyzed their factor loadings using factor analysis. Since the factor loading of "interactive coordination" was less than 0.3, this component was excluded from the analysis process. But other components had factor loadings above 0.3 and were not eliminated. The remaining components, with their indices, were accepted as the dimensions and components of the professional competency model of the instructors of UAST.
Discussion and conclusion
In this study, through identifying key dimensions, components and indicators, a desirable model of professional competence of UAST instructors was presented which can solve most of the stated challenges. It should be acknowledged that the results of the present research are aligned with the study of Zhang and Xiaohu, cited in Qin and Qiuyan (2009) "The competencies of faculty members in professional colleges”; a research conducted in United States, cited by Thorndike, Miner and Gusic (2011); a study by Pefianco (2009) in which he sought to achieve the competency standards of the 21st century; a study by  Thorndike, Miner and Gusic (2011) in which they provided a model of organizational competencies for faculty members at the American University of Medical Sciences; a research by Blaskova and Ikovaa (2014) which analyzed the personal-professional characteristics of the faculty members of Zilina University; and a research by Blaskova, Blask, Matuskab and Szyrockac which investigated the competencies of the faculty members of the Czech and Polish universities. Also the other studies include the study of Robert et al., Wichitaam and Chavez cited in Hashemi et al. (2016); Zachari Smith cited in Hashemi et al. (2016); Salimi et al. (2015), Jafari et al.; cited in Sangari (2017); Farzaneh et al. (2015); Jalili and Niknam (2014); Nasiri and Abdolmaleki (2014), Hashemi et al. (2016), Chitsaz cited in Nazarzadeh Zare (2016). The results of the study conducted by Salimi, Heidari and Keshavarzi (2015) are in alignment with the results of the present research, however, the researcher has conducted a more comprehensive and precise study.