فصلنامه مطالعات میان رشته ای در علوم انسانی
سال یازدهم شماره 2 (پیاپی 42، بهار 1398)

In this paper, we try to examine the relationship between the three concepts of institutional trust, university, and political socialization. Institutional trust is one of the most important assets and needs of each institution to advance its functions. On the other hand, one of the most important functions of written and non-written of public universities in the Islamic Republic of Iran is to influence the process of political socialization of their main audience, students. The main issue of this article is that institutional trust as the most important indicator of social capital has a significant effect on the political socialization of undergraduate students at Tehran's public universities as a statistical society of this research. Postulating the theory of Robert Putnam on the concept of social capital, this article propounds this hypothesis that political socialization in every society carried out mainly through state institutions and the amount of citizen's trust to state institutions, which is called institutional trust and is one of the most important elements of social capital, is very important in the implementation process and the effectiveness of political socialization. Study of statistical findings in the case study of this study showed that with increasing institutional trust in public universities in Tehran, their effectiveness in increasing the political socialization of undergraduate students increase.

This article attempts to explain the extent to which social actors in the field of education have the size and composition of cultural and economic capital? How can the structure of the training field be drawn based on the size and composition of capital under the ownership of social actors? And finally, what is the structure of the field of education in terms of coherence and heterogeneity? Consequently, the conceptual framework of the research was developed based on Bourdieu's ideas. Data gathering and analysis was done by survey method and questionnaire tool. The statistical population of the study was a survey of the teachers and students of Mashhad who were selected by using cluster sampling method and Cochran formula from 360 teachers and 390 students. The results of the research indicate that, in general, the amount of cultural and economic capital of teachers and students is lower than the average level. Structural analysis results also indicate that the training field structure consists of five different classes, which are: upper, medium to high, medium to medium, medium to low, and low. The descriptive results of these classes indicate that more than 70% of the population is in the middle class. This result shows that there is a kind of relative homogeneity between classes in the field of education, and this relative homogeneity indicates the weak competitive relationship in the structure of the training field.

Professional identity refers to a process that answers the question "who am I" during One has been studying for years at university. The PhD is the latest stage in the development of this kind of identity that has a great bearing on the career path of individuals. The present article attempts to test the theoretical model of the PhD students' professional identity development in Iran's social sciences. The Grounded Theory of Vedadhir and Others (2017) have been operationalized and the questionnaire has been tested with participation of 191 PhD students of social sciences. Quantitative findings confirm the theatrical propositions obtained from the basic theory model. As can be seen in the above equation, Regression results show that in general, the structure of higher education, the external conditions of the social sciences, the psychological traits of PhD students of social sciences, as well as financial conditions and scientific socialization can change the dependent variable of the professional identity of the PhD degree of social sciences among respondents Better than the rest of the independent variables. The statistical results indicate that the role of external and structural factors is important.

This research attempts to study how the discourse of education became problematic in Iran. Apart from investigating the conflicts over such a problem, we will face a consequent question: when the educational system came to be a problem and an object of though? Such a question is the result of a different view toward the history of Iranian education. Up to now, such a history has been impacted by traditional historiography in which the researcher focuses on the role of fundamental structures, development-driven conception, and originality of the role of specific subjects. In this article we move from that traditional approach and rely on Foucaultian historiographical approach to the appearance of the discourse of new education and its related conflicts. Findings of this research show that the break in traditional educational system is neither the result of any specific subject nor it can be explained in any metahistorical framework. The main cause was the coincidence and co-occurrence of some events in history of Iran. Such a Coincidence of events and the inability of the old discourse to explain the new conditions led to the formation a new discourse that went on to be based on new western sciences, technology and rationality instead of following the old discursive order. All these conditions made the education a problematic object in Iran and led to considerable changes and conflicts around the sciences and educational institutes.

Using descriptive survey method. The population of the study was 204 faculty members of humanities, the 78 members among them selected as sample population using the aim of this study is exploratory factor analysis of the knowledge management implementation challenges from the perspective of the humanities, social and behavioral sciences faculty members of Tabriz University. The present study performed random sampling, and a questionnaire the data collection. Cronbach's alpha was used to determine the reliability. In order to determine the validity of measurement tools, questions were performed using Factor analysis technic based on Principal Component Analysis. The finding showed that six factors (psychological barriers, interpersonal, communication, process, organizational, and technological and innovation) are the most important effective obstacles involved in the implementation of knowledge management in the colleges. The result of Friedman test result showed that there is a significant difference between the mean of 6 factors. The findings also showed that identify and prioritize of the barriers of implementing knowledge management can lead to the identification of key aspects of knowledge management and various universities can be able to use from these findings before spending money for the implement of knowledge management.

Artificial space and environment play important roles in the formation of identity, intellectual and cultural structure and the lifestyle of the individuals and can influence the creation, intensification and/or reduction of their psychological and social problems. The present study has been prepared and produced with the objective of attaining solutions to the facilitation of identification process and reduction of intellectual, social and cultural stresses of the university students in academic educational space(s). The study is originally drawn on a field research. The research has been conducted herein on five selected state universities in Tehran based on a mixed survey method and the data have been collected using interviews and questionnaires. The findings of the interviews with the university professors, officials and cultural experts of the ministry of sciences, research and technology have been obtained based on snowball Delphi method and the findings of the questionnaires and interviews for performing students’ need assessment have been obtained based on cluster sampling method and this section’s findings have been analyzed using SPSS software. To analyze the current social-spatial status of the studied universities, as well, interviews were made with the academic cultural activists. The study results are indicative of the idea that two scales, namely creation of a sense of attachment and sociability, are of a greater importance as viewed by the academic experts, in contrast to the other factors. The university students, as well, were found believing that the cultural and social as well as the contextual spaces existent in the universities do not respond to their needs and such problems as shortage of sufficient space, facilities and appropriate equipment, inflexibility, inadequate lighting in these spaces were pointed out. In the end, suggestions will be presented in a classified manner based on the study findings.