مقالات رزومه دکتر مهدی باقری هشی

The present study was conducted with the aim of investigating the methods of strategic education in national defense universities of Iran and the world. In terms of purpose, it is practical and in terms of data collection, the qualitative approach, synthesis research method and semi-systematic method have been used. The population and statistical sample of the research included the national defense universities of Iran and the world, and in order to confirm the validity and reliability of the research, the strategies of Peaty, Thomson and Steve (2012), Charms (2010) and Lincoln and Gaba (1985) were used. These strategies include reliability, trustworthiness, verifiability, and transferability.  All together, it increased the credibility of the research and provided the possibility of transferability of the findings to other similar contexts. The results of the research led to the identification of themes and elements of strategic education methods in national defense universities, these themes in the form of goals and objectives, course content, teaching methods, evaluation methods, space, activity and learning time appropriate to strategic courses. It was organized in national defense universities.

Intelligence organizations have several assets to advance their missions. Some of these strategic resources to realize offensive approach; is intelligence knowledge, in such a way that the experts of the intelligence society consider knowledge-based organization as the source of its dynamism; Therefore, the main goal of this research is to explain and measure the dimensions and components of a knowledge-based intelligence organization.

The current research is one of the quantitative researches and it is practical in terms of its purpose and descriptive-survey in terms of its nature and method, which was done with the researcher-made questionnaire tool. In this way, two separate questionnaires were designed. After its reliability and validity were checked and confirmed, it was distributed among 100 managers of an intelligence organization as a statistical population of the research. The findings obtained from the questionnaire were analyzed with SPSS software. In order to analyze the statistical data, descriptive and inferential methods were used and the percentage was determined and prioritized through the Friedman test.

The findings show that in order to become a knowledge-based organization, intelligence organizations must strengthen their dimensions and components in the fields of knowledge management, education, knowledge networking, and move towards the development of creativity and innovation in order to break out of their traditional shell while modernizing the processes. The findings of dimensional analysis using the Friedman test show; The average workload is knowledge management (92.46 percent), education (91.26 percent), knowledge networking (91.06 percent), and creativity and innovation (88.82 percent). the implementation rate of the indicators; Using intangible assets and tacit knowledge of employees, creating endogenous knowledge in mission areas, designing a comprehensive education system using the capacity of the intelligence society, focusing on cyber education, creating a knowledge base in the network platform and innovation in offensive programs have the greatest effect for knowledge-based intelligence organization.

The purpose of this study is to analyze the international experiences regarding the curriculum of the military thought course and also to present the model of the desired curriculum in this field. This research is a qualitative survey that has been done by meta-analysis method. Based on this method, the required studies on military thought courses of universities in selected countries are collected, interpreted and classified from reliable sources and based on the frequency of extracted concepts, the main categories are determined and the research questionnaire is based on categories according to the curriculum planning process. Took.The study population was selected from twelve independent US universities and colleges, as well as the Finnish National Defense University, the University of Pedagogy in New Zealand, the National Defense University of China, and the NATO Vocational Training Center for their military intelligence training. Finally, the questionnaire was approved by 12 experts in military thought.The validity of the questionnaire results was calculated by calculating the CVR and CVI of the items and then the results were summarized and confirmed through a significant level with an error of 5% and a confidence level of 95%. Selected universities can be summarized in several components. These components are: curriculum objectives with 9 indicators, curriculum content with 21 indicators, curriculum implementation method with 6 indicators and graduate competency with 4 indicators.

This research aims to investigate the studies conducted in order to identify the dimensions and components of the systematic model of education in universities of the I.R. of Iran armed forces. In this qualitative (meta-synthesis) study, 87 sources related to the field of education during 2003 to 2021 were selected based on abstract; then 31 sources were selected based on the content, and finally 24 sources were examined as completely related sources in a meta-synthesis method. Based on the coding and combination of articles, the systematic model of military universities’ education was classified into 3 dimensions, 8 components and 24 indicators. the first dimension is “education inputs” with 5 components: characteristic of learners (skill, knowledge and attitude characteristics), characteristic of professors (teaching skills, strategic knowledge and value attitude), need analysis (organization analysis, job analysis, individual analysis, environment analysis, need determination), educational goals (cognitive goals, ideal emotional goals, functional goals), curriculum (general, specialized, knowledge and insight) the second dimension is “educational process” with 2 components: implementation process (learning-teaching process, implementation method, implementation requirements), evaluation (learner, teacher) and the third dimension is competence with the components of ability and capability. The validity of the model was confirmed based on the opinion of the 5-person focal group of experts in the field of education and the reliability was also confirmed using the Kappa calculation formula (0.864).

One of the most important pillars of educational systems, especially postgraduate courses, is educational needs assessment in order to develop curriculum content. This study was conducted with the aim of developing a curriculum for the doctoral course in military thought of the University and the Higher Research Institute of National Defense and Strategic Research. The method of the present study is qualitative and uses the tools of interviewing and snowball sampling. After analyzing the content of the interviews with experts who are 12 professors of military thought, key concepts have been extracted and the main categories have been enumerated by combining the key concepts. Then, the main categories were determined based on the model of Chong educational needs assessment process in three components: determining needs, setting goals and curriculum. Then a closed questionnaire was distributed to confirm the opinions of experts and specialists. To determine the reliability of the research quantitative instrument, the validity of the questionnaire was confirmed by Cronbach's alpha using Content Validity Ratio (CVR) and Content Validity Index (CVI) . Finally, the component of determining educational needs with 8 indicators, the component of educational goals with 9 indicators and the component of curriculum with 21 indicators were determined .

In the last three decades, especially in the last few years, the Supreme Leader has addressed the officials of the Islamic Republic of Iran in many meetings and statements and tried to explain the expectations and characteristics of the country's officials in order to achieve the desired responsibility. To depict the progress and excellence of the country, in this regard, perhaps the most important and comprehensive document is the statement of the second step of the Islamic Revolution. The aim of this study is to extract the components of responsibility in the system c. AA is based on the idea of the Supreme Leader and is formed using the data-based research method. The statistical population is dedicated to the full text of the second step of the Islamic Revolution of Iran and the sample size includes parts of the statement in which the Supreme Leader recommends or demands the officials or the youth in order to be held accountable. The method of data collection, library and research tools is filing. 254 attributes (data) were extracted for accountability. The results of three-stage open, axial and selective coding led to the extraction of 63 concepts, 27 components and 4 dimensions, respectively. Findings show that in order to be responsible at the level of the Islamic Revolution, one must focus on the four basic components of "individual needs of officials", "responsibility demands of officials", "individual needs of youth" and "responsibility demands of Youth" was focused. Also, the Supreme Leader's view in delegating responsibility is to emphasize the use of the youth and a function of the degree of adherence to religious, revolutionary and national rituals and values, moving on the basis of central justice and striving to ensure the security of the people and the country.

 the present research death with reviewing the aspects of knowledge sharing in an intelligence organization with a focus on statements and orders of supreme leader and its purpose is to review the significance and position of the knowledge sharing in intelligence organizations and to access the level of orders being operationalized in this trend and its prioritizing in organization.

this research is based on survey method with a descriptive approach and in terms of data collection, it is a documentary based research and in terms of statistics collection, it is a field research. The population of the study include 100 elite personnel of one of the intelligence organizations of Iran. Questionnaires whose reliability have been previously verified by elites were used to collect data. Reliability and validity of the research have been specified by Cronbakhs alpha and the perioritization has been specified by Friedman test.

findings indicate that in terms of effectiveness of indexes for intelligence organizations to be able to use one another's services in knowledge domains, it is necessary to share what they own in a knowledge platform. Results show that the level of operationalization of indexes and fitting the structural equation about 73% and the level of operationalization of propositions of ideation and supporting the inventive plans and its expansions in organization and creating fair competitive atmosphere in scientific research have been less paid attention to in comparison to other options.in prioritizing the indexes, implementing the strategies of reform document, using the youth, managing and maintaining the expert and experienced human capital and prevention from occupational burnout of personnel have been among the priorities of respondents and need to receive more attention

Today, designing the educational system is considered as an important and widely used field in educational technology. Educational design is a teaching and training tool and makes the educational system more effective and efficient. The method of the present study was qualitative and meta-combined. The research population included all resources related to the design of the educational system during the years 2000 to 2020 to 119 sources, of which 87 sources were selected based on the abstract. Then 53 sources were selected based on content, and finally 25 sources as fully relevant resources were examined by theme analysis. Using coding and combining articles, the design of the educational system is classified into 8 dimensions and 24 components, which are: after the characteristics of learners with components (skill, knowledge and attitude characteristics); After the characteristics of professors with components (teaching skills, strategic knowledge and value attitude); Needs assessment dimension with components (organization analysis, job analysis, individual analysis, environment analysis, needs determination); Dimensions of component goals (cognitive goals, ideal emotional goals, functional goals); Curriculum dimension with components (general, specialized, knowledge and insight); Process dimension with components (learning-teaching process, implementation method, implementation requirements); Competency dimension with components (abilities and capabilities); Next evaluation with components (all-inclusive, master).

The purpose of this paper is to design and validate the reengineering model of university educational processes based on lean organization requirements using a mixed exploratory research approach. In the qualitative section, the statistical population consisted of experts and educational process executives of the university in which 18 persons were purposefully selected and interviewed in a semi-structured manner. Following, Thematic (Theme) Analysis Technique has been applied to analyze the data. To ensure the validity of the research, the interviewers' inquiry approach has been used through a multidimensional perspective of the data sources; to calculate the reliability of the performed coding, the "test-retest" and "intrasubject validity"(Agreement between two coders) methods have been exploited. Qualitative data analysis showed that 47 descriptive codes (organizer themes) were identified that eventually led to 7 major themes (inclusive themes) including university macro curriculum development processes, university qualitative and quantitative curriculum development, recognition, assimilation, selection, recruitment, enrollment of students, teaching and learning, supervision and ensuring the quality of teaching/learning, and the alumni process and communicating alumni. In the quantitative part of the study, content validity (CVR) and (CVI) methods were used to validate the model. To verify the validity of the construct test (confirmatory factor analysis), path analysis and LISREL statistical software has been used. The results showed that each one of the dimensions and components that constitute the reengineering model of university educational processes based on the requirements of the lean organization is well validated.

The Lean Approach is a system of Respect for people and continuous improvement of processes that, through a scientific approach to all stakeholders, eliminates waste of work, fluctuations and irrational affairs. The main purpose of this study is to present a conceptual model for reengineering the educational processes of universities and higher education institutions based on the requirements of the Lean Organization. This research is conducted in the framework of a qualitative approach. For this purpose, 18 experts and academics and executives who were informed about the reengineering of university educational processes and lean approach were selected by purposeful sampling and interviewed in a semi-structured manner. Themes were used to analyze the data. To assure the validity of the research, the members' survey and multi-bias method of data sources were used and to calculate the reliability of the coding performed, test-retest reliability and inter-subject reliability were used. After implementing the content of the interviews and their preliminary analysis, the basic concepts were identified and categorized in order to reach the main categories of similar codes. As a result of this study, seven (7) main processes and forty-three (43) subunits of educational processes at the university were identified by prioritizing reengineering with a lean organizational approach. According to experts, the reengineering of identified learning processes and sub-processes based on a lean organizational approach improves the quality of university outputs by continually improving processes and satisfying university stakeholders.