The Role of Leading Professors and Responsive Teaching on Development of Third Generation University and Presenting a Model in Mazandaran University of Medical Sciences

Abstract

Background and purpose: Educating capable, committed and responsive graduates to the needs of patients and the health system can be considered as the most important mission of medical universities in the country. The aim of this study was to examine the role of leading professors and responsive education on development of Third Generation University in order to present a model in Mazandaran University of Medical Sciences. Materials and methods: An applied descriptive study was performed and research population included university directors and faculty members (n=465). Based on Cochran formula, 242 people were selected by random sampling. Data were collected using two researcher made questionnaires; Leading Professors and Responsive Teaching, and the University Entrepreneurial Scorecard Gibb (2012). The validity of the instruments was confirmed and their reliability was calculated using Cronbach's alpha (0.94, 0.85 and, 0.91, respectively). Structural equation modeling was used for data analysis. Results: The roles of leading professors (P= 0.0001) and responsive teaching (P= 0.0001) on Third Generation University development were significantly positive and leading professors with a standard coefficient of 0.462 were found to have greater impact on Third Generation University development. The proposed model also demonstrated a good fit. Conclusion: This research can provide a new perspective for changing the overall policies of university administrators to review faculty empowerment programs.

Keywords

• leading professors
• responsive teaching
• third generation university