حمید موحد محمدی

The entrepreneurial ecosystem within universities is crucial for entrepreneurial activities as it not only acts as a lubricant to accelerate the commercialization of knowledge but also provides a framework for maintaining sustainable development in university entrepreneurship and contributes to its dynamism. This research aims to investigate the importance of networking within the university entrepreneurial ecosystem. Our perspective is applied, focusing on identifying and analyzing the relationships between educational groups and other related educational groups/organizations, both intra-group and inter-group, as well as external to the university, to facilitate the transition from idea to market. In this context, eight expert faculty members with technology or innovation ownership or relevant experience (key academic informants) were selected based on their expertise in entrepreneurship and innovation. The research tools included a semi-structured questionnaire and interviews. The interviews were designed around six main axes covering topics such as communication networks, challenges in technology commercialization, and intra-group and inter-group transactions. The analysis of the social networks of educational groups, using UCINET software, led to the examination of the primary communication networks within educational groups to achieve technology/innovation. According to the findings from the network analysis, the structure of the university entrepreneurial ecosystem follows a distinctive relational pattern, where key network indicators highlight the vital roles of specific educational groups and intermediary institutions. At the institutional level, the Entrepreneurship Faculty and the Science and Technology Park have effectively acted as knowledge brokers, creating a significant bridge between academic actors and market sectors. From the perspective of internal cohesion, network density indicates the existence of strong collaborative infrastructures within the ecosystem, although this indicator simultaneously reveals a structural challenge due to weak connections with the fields of humanities (especially economics and agricultural promotion). Therefore, the effectiveness of this ecosystem is based on a triangular synergy: specialized academic cores as engines for technology production, interdisciplinary collaborations as lubricants for developing integrated solutions, and institutional-industrial support (including the Ministry of Agriculture, the Science and Technology Park, and the Iranian Plant Pathology Society) facilitating the transition from laboratory to market, enabling the sustainable transformation of innovative ideas into commercialized products in the agricultural sector.

This study aimed to conduct a comparative analysis of the impact of environmental literacy on sustainable and pro-environmental behaviors among students in agricultural vocational schools and green schools in Tehran Province. The research employed a correlational-causal design, with data collected from a statistical population of 998 students from green schools and 435 students from agricultural vocational schools across 4 green schools and 5 agricultural vocational schools. Using Morgan's table, a sample of 298 participants was selected, with 269 questionnaires ultimately included in the analysis. Convenience sampling was used, and data were gathered through a questionnaire validated by faculty members of Agricultural Extension and Education at the University of Tehran. Reliability was confirmed via a pilot study (Cronbach's α = 0.559–0.908). Data were analyzed in SPSS25 using descriptive and inferential statistics, including the Mann-Whitney U test. The results revealed significant differences (p < 0.01) between the two groups: Agricultural students exhibited significantly more favorable environmental behaviors; They demonstrated higher levels of environmental performance; They displayed stronger pro-environmental behavioral intentions; They held more pronounced environmental attitudes; However, green school students possessed greater subjective environmental knowledge. These findings suggest that while agricultural vocational education may more effectively foster practical pro-environmental actions, green schools excel in developing environmental awareness. The study highlights the need for balanced educational approaches that integrate both knowledge and behavioral components in sustainability education.

Nowadays, the significance of launching startups in the field of agriculture is more evident than ever. In order to achieve this important purpose, it is essential to provide an entrepreneurial ecosystem. Therefore, given the lack of experience in Iran’s agriculture sector of Iran for creating such ecosystems, it is necessary to build on the experiences of pioneering entrepreneurial sectors and identify the components of agricultural startup ecosystems. The present research was conducted with the purpose of designing a model for entrepreneurial ecosystem growth for Iran’s agricultural higher education system.

This study is considered a field research in terms of data collection, non-experimental research in terms of variable control, applied research in terms of purpose, and exploratory sequential mixed method research (in-depth interviews along with surveys) in terms of methodology. In the qualitative part of the study, we identified the constructs of the six components of Isenberg’s entrepreneurial ecosystem model, utilizing semi-structured interviews with 15 startup activists in Iran. In the quantitative part, these constructs were monitored. The statistical population of the quantitative part of the study consisted of 1800 startup experts in Iran. Using the Cochran formula, the sample size was determined to comprise 286 individuals. In order to assess the validity of the research tool (questionnaire), the divergent validity method was used, the value of which for the research constructs was above 0.5 ≤ AVE and acceptable. To determine reliability, the composite reliability method was utilized, the value of which for the research constructs was above 0.6 ≤ CR and acceptable. In order to process the data, we used the principal component analysis method and hierarchical component models, utilizing the Smart-PLS software.

According to the findings, five factors were identified for the policy component which are: strengthening the private sector, appointing a trustee for the ecosystem, supporting productive entrepreneurship, balanced development in the country, and government investment in the ecosystem. For the culture component, the factors of attention to entrepreneurial success stories, developing entrepreneurial culture and promoting entrepreneurial thinking were identified. For the component of support, the factors of attention to the role of advisors, providing the physical space, providing the legal infrastructure, and the role of professional organizations supporting entrepreneurship were identified. For the market component, the factors of networking, providing a competitive platform, and attention to the political status of the country’s market were identified. For the human capital component, the factors of business skills training ecosystem, reviewing the higher education structure, manpower training, encouraging the professors to become entrepreneurs, and target-based budgeting in universities were identified. For the financial capital component, the factors of access to financial resources and timely financial injections were identified. Moreover, the ranking of entrepreneurial ecosystem growth components in the context of agricultural higher education system in Iran were as follows: the component of human capital was in the first place, followed by the components of culture, support, market, policy, and financial capital.

  From the perspective of startup activists in Iran, the human capital factor has the highest level of importance in entrepreneurial ecosystem growth in agricultural higher education system of the country; therefore, it is recommended that Iran’s agricultural higher education system should fulfill this essential role through development of a strategic planning committee responsible for creating and revising the syllabi for university courses and adopting practice-based learning techniques in higher education institutions to further promote the human capital factor.

Technology Transfer from university to industry with the nature of commercialization of academic research findings is considered as an economic development strategy and it is based on the synergistic connection of science, technology and their exploitation. Proper use of technology and its effective transfer from university to industry in the context of university entrepreneurial ecosystem, can increase productivity, efficient use of resources, increase product diversity, reduce production costs by increasing innovation and creativity in doing things and increase capacity be competitive and provide more facilities and financial resources to academic researchers and improve the technology transfer process. In this study, the coding process was performed using MAXQDA10 software and the main and sub-categories were extracted. Then, common and more important tasks and functions were selected from among the researches. In total, 24 tasks and functions were identified for offices and Technology Transfer centers in the form of five main tasks including: registration and management of intellectual property, empowerment of researchers, networking and communication with the community, promotion and sociability and feasibility and financial services. This interaction leads to recognizing the needs of industry, adapting courses and research to the needs of industry, creating internships for students, identifying superior abilities and ideas, finally, increasing the motivation and ability to create new business in students and their independence to government affairs.

Today, higher education institutions around the world are beginning to change their missions, goals, and prospects to address and integrate issues related to biodiversity conservation in their functions. The human component of the agricultural higher education system is one of the pillars of this system that plays a central role in advancing the objectives of the system in a dynamic and harmonious connection with other components. However, so far no effective efforts have been made in the country to identify effective factors in improving the professional competence of faculty members. Therefore, this study was conducted to identify the components of faculty members' professional competencies for biodiversity education. This study was conducted using qualitative approach and inductive content analysis method. Required information was collected through semi-structured interviews with 24 experts in the field of environmental education and biodiversity selected by snowball sampling. We began the inductive content analysis by identifying the meanings and then tagging them in the form of qualitative codes, and continued by codifying the codes and linking them to categories. This process was implemented with the help of MAXQDA software. To validate the qualitative findings, participant review and expert review strategies have been used. The findings showed that faculty members' professional competencies for biodiversity education included skills competencies, knowledge competencies, value competencies and ethical competencies, each of which has indicators

Today, innovation is essential for organizations and the secret to their survival. The application of innovations, especially in the field of agricultural production and distribution methods, helps agricultural cooperatives to be flexible in dynamic markets against environmental fluctuations and achieve their goals. The main purpose of this study is to investigate the effect of group learning on training courses provided by the Ministry of Cooperatives, Labor and Social Welfare on the use of innovations and whether group learning components can play an effective role in increasing the use of innovations in agricultural cooperatives. The causal-comparative research method and the statistical population included members of agricultural cooperatives in Tehran province in the fields of agriculture and horticulture (= 10180N). The sample size was 335 according to the Cochran's formula. In this study, a researcher-made questionnaire consisting of several sections, with a Likert spectrum, was used. These questionnaires were distributed by stratified method with appropriate attribution among 335 members of agricultural cooperatives. The content validity of the questionnaires was confirmed by a panel of experts from the Board of Directors of Agricultural Cooperatives and Cooperative Experts from the Ministry of Cooperatives, Labor and Social Welfare. Its reliability was also confirmed by sequential theta and hybrid reliability. The results of research using structural equation method showed that from the perspective of agricultural cooperative members, group learning has a positive, direct and significant effect on the use of innovation and can play an effective role in increasing the use of innovation in agricultural cooperatives.

Interpersonal Communication Skills are one of the most effective factors on Faculty members’ Educational performance. Appropriate Communication context, provides better transfer of concepts and information. The  statistical population  of  the  study  consisted  all faculty members in Sari Agricultural Sciences and Natural Resources University (N=120), Out  of  which  98  Faculty members has been selected through Convenient Sampling technique. The Research instrument was a questionnaire and its Validity was assessed by a  group of Faculty Members and Experts  judgment from the University of Tehran  and  the  Reliability  was  confirmed  by  Cronbach's  alpha  coefficient. The correlation coefficient between Interpersonal Communication Skills with the respondents’ Educational Performance was 0.313, showed a high correlation between positive Interpersonal Communication Skills of faculty members and their Educational performance. Finally, based on the results of the study, recommendations and guidelines for Agricultural higher Education planners presented.

The importance of startups in the field of agriculture is more evident than ever. Nevertheless, in order for this important matter to be realized, providing the environment and conditions or ecosystem for startups is essential. Considering the lack of experience of the agriculture sector of Iran for creating such ecosystems, it is necessary to build on the experiences of pioneering entrepreneurial sectors and identify the components of agricultural startup ecosystems. This paper aims to present the accelerating model for academic entrepreneurial ecosystem growth based on Isenberg’s model, with an emphasis on the agricultural higher education from the viewpoints of startups experts. This applied research was carried out using survey method. The statistical population of the study consisted of 1800 startup experts in Iran. Using the Cochran formula, a sample comprising 286 individuals was selected by simple random sampling. To assess the validity of the research tool a divergent validity method was utilized, the amount of which for the constructs under study was above AVE ≥ 0.5 and acceptable. In order to determine the reliability, the combined reliability method was used, the amount of which for the constructs under study was above CR ≥ 0.6 and acceptable. The amount of the ordinal theta coefficient for the constructs was calculated to be above θ ≥ 0.7. In order to analyze the data, exploratory factor analysis and confirmatory factor analysis were used. Then according to the measurement model, the factors of the accelerating model for academic entrepreneurial ecosystem growth include enhancing the private sector, supporting productive entrepreneurship, developing entrepreneurship culture, entrepreneurial thinking, paying attention the role of consultants, providing the physical space, the ecosystem of training agricultural business skills, network building, the political image of the country’s market, and access to financial resources.

In a situation, where conflicts and contradictions on transgenic products are increasing day by day. Under such conditions, it appears that supplying documentation on the lack of side effects of these products and improving scientific knowledge will lead to a debate about the transgenic products in a rational way, and the only way to eliminate these contradictions is to investigate further on transgenic crops Is. In this regard, the present study was conducted on the basis of qualitative paradigm and using qualitative content analysis to analyze the researchers' views on the application of technology of genetically modified crops in Iranian agricultural research centers. In order to collect the data, a semi-structured interview method with 23 researchers was used with purposeful sampling and snowball sampling. According to the findings of this research, researchers' viewpoints on the use of transgenic technology around three themes, "The individual capability of activity in two institutions of the university and research center", "The impact of technology of transgenic products on occupational development and economic development of the country" And "the impact of political and social flows on the individual".

In recent years, a number of biodiversity in Iran have become extinct and many of them are on the verge of extinction, while biodiversity plays an important role in environmental life and health. This includes a large number of cultivated and horticultural species. Universities can play an important role in preserving and improving biodiversity. On this basis, Higher education institutions around the world have begun to change their missions, goals, and perspectives to address and integrate the challenges of biodiversity conservation. Creating such an educational structure will not simply happen and will require research, re-thinking and revising the components of the university. The human component of the system of higher education in agriculture and natural resources is one of the pillars of the system that plays a central role in advancing the system's objectives in a dynamic and harmonious connection with other components. Therefore, this study was conducted to identify the components of faculty members' professional competencies for biodiversity education. This study was conducted with qualitative approach and inductive content analysis method. Required data were collected by semi-structured interviews with 24 experts in the field of environmental education and biodiversity selected by snowball sampling. He began the inductive content analysis by identifying the meaningful aspects and then labeling them in the form of qualitative identities and continued by categorizing the identities and linking them to categories. This process was implemented with the help of MAXQDA software. To validate qualitative findings, participant review and expert review strategies have been used. The findings showed that faculty members' professional competencies for biodiversity education included skills competencies, knowledge competencies, value competencies, and ethical competencies that each had indicators

Providing a Balanced Growth Context The competencies of learners in the Teaching-learning process are realized in entrepreneurial education formation. The number of proposed strategies for implementing entrepreneurial education requires a strategy that is most consistent with the educational system. With this approach, the aim of the current applied research was to prioritize strategies for the establishment of entrepreneurial education in the agricultural education system. A panel of 21 experts was selected to address the priority network of entrepreneurial education strategies. Based on the analytical network process, which is the general theory of relative measurement, for the inference of the relative importance of composite priority, the elements of the network of relationships between the criteria and the strategies that form the basis of entrepreneurial education in a decision space were measured. Solving the Super Matrix with Super Decision software showed that the university-industry collaboration (UIC) in a network structure plays a role as the most appropriate strategy for realizing agricultural entrepreneurial education criteria. The result of the sensitivity analysis showed that the proposed structure could be repeatable.

  A green university is a university that considers health, safety and environmental matters in all its activities, including education, research, and all existing services (e.g., administrative, financial, laboratories, workshops). This kind of university can efficiently use resources and consumables to achieve the goals of sustainable development of the community. To prevent environmental crises and move to a healthy environment, the role of higher education institutions is very important. The present study was conducted with the main purpose of analyzing the barriers and strategies for developing the green university from the viewpoint of faculty members of the College of Agriculture and Natural Resources of the University of Tehran. Material and This research is a research based on Structural Equation Modeling which was performed by confirmatory factor analysis. The statistical population of the study consisted of faculty members of the College of Agriculture and Natural Resources of the University of Tehran (N=230). Based on the Cochran formula, 140 people were selected by simple random sampling method, from which 123 questionnaires were selected for the analysis. A researcher-made questionnaire was used to collect data. Validity of the questionnaire was confirmed by the opinion of some faculty members of the University of Tehran. To determine the reliability of the research tools, a pre-test was used. The calculated Cronbach's alpha for the barriers and strategies for the development of the Green University were 0.87 and 0.89, respectively. The results of the confirmatory factor analysis showed that among the five factors of the green building development barriers, the green education component (factor loading = 0.98), and among the five components of the green campus development strategies, the green research component (factor loading coefficient = 0.88) had the most important role in explaining the barriers and development strategies of green campus from the viewpoint of the faculty members of the College of Agriculture and Natural Resources of the University of Tehran. Overall, the results of this study showed that there are many effective barriers and strategies for the development of the green university. Based on the findings of the factor analysis, for barriers, green education, green university management system, green human resources system, green research, and environmental management system were the most important factors, respectively. Also, for the strategies, the green research, green university management system, environmental management system, green human resources system, and green education were the most important factors, respectively.

The aim of this research was to analyze the components agricultural extension and education major according to interdisciplinary curriculum elements. The statistical population of the study included 302 students (1393-1396 for Master and 1391-391 for PhD) at universities of Tehran, Shiraz, Ramin, Kermanshah, and Zanjan. Using Krejcie and Morgan tables, a sample of 170 students was selected by stratified sampling method. The research instrument was a questionnaire. Its validity was confirmed by the faculty members and PhD students and graduates of Agricultural Extension and Education. Cronbach's alpha coefficient used to determine the reliability. Data were analyzed using SPSS software. The results of factor analysis showed that aim element had three component including acquiring cognitive skills, problem solving skills, and acquiring the skills of the real world of engineering. Content element had four components including: content cohesion, comprehensiveness of the content, the proper utilization of the content of the related disciplines, and the provision of complementary and relevant courses in terms of study. The element of teaching and learning strategies had three components including: problem-based teaching methods, the interaction of faculty members, and the use of cooperation of different disciplines in the teaching process. The element of learning experiences and activities had three components including: matching the experiences with the needs of the field and the interests of the students, setting out the activities and experiences of learning based on the internal and external workgroup, and designing challenging experiences and learning activities. T

In the pathway of the evolution of higher education, there are footprint of different approaches and models of educational planning and curriculum that analytic perspective on approaches and fields reveals that each one is based on conditions, needs and constraints, and this is why continuous thinking about Curriculum is essential. The curriculum is not separate from the discipline, and in its broadest meanings it is what is learned to the learner. Content of curriculum contains of organized and stored knowledge, terminology, information, reality, facts, principles, methods, concepts, generalizations, phenomena and issues related to the subject. Agriculture is a systematic science that is described by social and ecological systems, while the content of agricultural education programs focuses on separate disciplines (insectology, botany, etc.), which does not prepare students to deal with complex systems of Agriculture. Therefore, there is an urgent need in the agricultural education system and agricultural education and extension in order to change the orientation of the curriculum based on the interdisciplinary education approach. In this regard, the purpose of this paper is rethinking about the curriculum content of the undergraduate in the field of agricultural education and extension based on the principles governing the interdisciplinary approach. Which is Used the methodology of qualitative and quantitative content analysis and the technique of semi-structured interviews,to survey and identify the subjects and central signage; Topics, educational orientations and skills; and complementary disciplines and collaborative organizations from the perspective of faculty members and experts in the field of agricultural education and extension.

Experiential learning is a fundamental model of teaching and learning in agricultural education. Accordingly, the purpose of this survey research was to analysis the elements of experiential learning in Iranian higher agricultural education system. The statistical population of the study consisted of 20518 graduate students of Iranian agricultural colleges out of which 380 students selected as sample, using Cochran formula and proportionate stratified random sampling technique. Data were collected by applying a questionnaire developed for the study and were analyzed using SPSSwin/v.19 and LISREL/v8.5. Validity of the questionnaire was approved by a panel of experts and construct validity using AVE Index (AVE= 0.84-0.96). In order to measure the reliability of the questionnaire, ordinal Alpha coefficient and composite reliability (CR) were calculated (α= 0.83-0.93; CR= 0.96-0.98). Results of prioritizing dimensions of four elements of experiential learning in higher agricultural education system indicated that in the element of curriculum, educational evaluation held the highest and educational needs and goals held the lowest ranks; in the element of teacher’s characteristics, skill dimension held the highest and motivational – interactive dimensions held the lowest ranks; in the element of student’s characteristics, motivational dimension held the highest and interactive dimension held the lowest ranks and in the element of organizational factors, infrastructure dimension held the highest and financial dimension held the lowest ranks. Confirmatory factor analysis revealed that indicators used for measuring curriculum, instructors' characteristics, learners' characteristics and organizational factors were appropriate and models fitness indexes were at desirable level.

The purpose of this survey research was to design entrepreneurial self-efficacy development model based on experiential learning in Iranian Agricultural Higher Education System. The statistical population of the study consisted of 20518 graduate students of Iranian agricultural colleges out of which 380 students selected as sample, using Cochran formula and proportionate stratified random sampling technique. Data were collected by applying a questionnaire developed for the study and were analyzed using SPSSwin/v.19 and LISREL/v8.5. Validity of the questionnaire was approved by a panel of experts and construct validity using AVE Index. In order to measure the reliability of the questionnaire, Cronbach Alpha coefficient and composite reliability (CR) were calculated. The results showed that, in Iranian higher agricultural education system, teachers characteristics influences students practical and experiential skills and personal and interpersonal skills; students characteristics influences their technical skills related to career success and organizational factors influences students practical and experiential skills, technical skills related to career success, personal and interpersonal skill and analytical skills. Also, practical and experiential skills and technical skills related to career success influences entrepreneurial self-efficacy.

The aim of present study was investigating the role of social capital components on environmental Non Governmental Organizations performance. The statistical population of this research consisted of all members in environmental Non-Governmental Organizations of Khuzestan province (N=359). Using Cochran formula, 90 members were chosen and studied as the proportional stratified random sampling method (N=90). This research was a descriptive- correlation survey that has been conducted by using survey technique. The main instrument in this study was questionnaire which its validity confirmed by professor of Department of Agricultural Extension and Education of Tehran University. Its reliability was also measured by Cronbach's Alpha coefficient which have been determined the for organizational performance scale 0.89 and social capital 0.86. Data were analyzed by spss win 11/5 in two parts of descriptive and inferential statistics. Research findings showed that value of performance of environmental Non-Government Organization has been low and moderate. The results of the correlation coefficient indicated that the positive and significant relationship were among social capital components, consist of trust social, solidarity social, participation social, awareness social and organizational performance . Regression analysis also shows the explanation ability of 35.5 percent of the variance by social participation and social solidarity variables.

This research has been done for aim assessing of structural factors and environmental non-governmental organizations performance is descriptive surveying. Statistical Population is consisted of all members of environmental non- governmental organizations in Khuzestan province(N=359) that using Cochran formula, 90 members were chosen and examined through the proportional stratified random sampling method research validity confirmed by faculty members of university of Tehran. its reliability was also measured by Cronbach's Alpha coefficient . Research findings showed that all components including organizational structure, organizational culture, financial resources, organizational learning and leadership had significant positive correlation with organizational performance. Results of regression analysis indicate that variables of organizational culture and financial resources explain 64/2 percent of variance in organizational performance.

The general aim of this research was the investigation of central curriculum components in enhancement of Tehran University agriscience student employability which was implemented based on the survey methodology. The statistical sample in question was Tehran University agriscience postgraduate Students that were in total 1491 cases. The sample size was determined as 310 persons through Morgan table and among them randomly and through use of proportional allocation sampling methodology was used to choose the sample. Questionnaires that were compiled and distributed to gather data and the related information, was employed to measure constructs. Having acquired the views of the Tehran University agricultural extension and education experts, the face validity of the questionnaire was confirmed. The reliability coefficient of the questionnaire was based on the alpha coefficients and calculated above 0.81. Dominant statistical method was canonical correlation (CCA). For data processing SPSS17 package was employed. The results showed that, current curriculum only fostering academic skills and business development and personal development skills are absent and have a decreasing stream. End of article some of suggestions and implications are forwarded.

The purpose of this study was to clarify the impacts of educational extension delivery in agricultural cooperatives in Tehran and Alborz Provinces. Methodologically، this research is casual-relationship survey and in terms of purpose is applied research. The statistical population study consisted of 498 managers of agricultural cooperatives in Tehran and Alborz provinces (N=498)، among them 72 were randomaly selected based on Cochran Formula (n=72). Validity of the questionnaire used for collecting data was approved by a panel of faculty members of Economic and Agricultural Development of the Tehran University and applying experts from ministry of cooperatives. To determine the reliability، ordinal alpha coefficient was calculated using the R software as %90. The correlation test indicated a significant correlation between awareness of cooperation sector، motivation of membership in cooperatives، and litracy with the variable of using educational extension services. In addition، applying Mann–Whitney test showed that participation in agricultural educational extension course has a statistically significant effect on awareness of the cooperation sector and motivation of membership in cooperatives.

The purpose of this research is to investigate the effects of intelligence beliefs and achievement motivation on learning strategies and academic performance of agricultural students. This research was descriptive - correlation with data collected using questionnaire. The statistical population included students in Colleges of agriculture at Universities of Tehran, BouAli Sina, Ilam, Shahid Bahonar Kerman, and Shiraz (N=6958). A sample of 273 students was randomly selected by using proportional random sampling method. Reliability and face validity of instrument were determined through opinions of faculty members and application of Cronbach's Alpha. The findings revealed that there were significant differences between achievement motivation and also, learning strategies of male and female students. But there was not any difference between intelligence beliefs of male and female students. According to the results, intrinsic achievement motivation and incremental intelligence belief had negative effects on surface learning and positive effects on deep learning. In contrast, extrinsic achievement motivation and entity intelligence belief had positive effects on surface learning and negative effects on deep learning. Furthermore, intrinsic achievement motivation, incremental intelligence belief and deep learning had positive effect on academic performance of agricultural students.

The purpose of this study was to study factors influencing the quality of secondary agricultural education from the viewpoints of teachers and students. The research method used was a descriptive and correlation design. Data was collected using questionnaire. The statistical population of this study included all agricultural teachers (N=21) and students (N= 86) at secondary agricultural school in Hajiabad County- which is located in the province of Hormozgan. Content validity of the questionnaire was tested by a panel of experts. A pilot study was conducted for testing the reliability and improving the questionnaire. Reliability of the instrument determined by Cronbach’s Alpha (>0. 7). SPSS version 11. 5 was used to analyze the data. The findings revealed that from teachers’ viewpoint، the quality of education was good. In contrast، from students’ viewpoint، the quality of education was medium. The quality of farm instruments، teachers’ skill in the subject matter، use of suitable teaching method، use of educational films، and students’ interest to educational major were the important factors، which influence the quality of secondary agricultural education.

The main objective of this descriptive- suvey research was to analyze components of quality of E-learning in the Iranian agricultural higher education. The statistical population of the study consisted of the graduate students of Iranian agricultural colleges (N=8541), out of which 286 people determined as sample using Cochran Formula and proportionate stratified sampling technique. The data were collected by a questionnaire developed for the study and were analyzed by SPSS win software and LISREL software. The validity of the questionnaire was approved by a panel of expert's judgment. In order to measure the reliability of questionnaire, Cronbach Alpha coefficients were calculated (0.97). Results of prioritizing components of quality of e-learning in the Iranian agricultural higher education showed that learner component was in the first and evaluation component was in the least ranks. For identify of the components of quality of e-learning in the Iranian agricultural higher education discovery factor analysis has been used. In addition in order to investigate the index surpasses model, confirmation factor analysis and structural equations model has been used. The results showed that components of quality of E-learning in the Iranian agricultural higher education is to be formed in five separate factors including: design- implementation, teacher, infrastructure- supportive, financial- policy and management- evaluation factors that five factors explained about 69.59 percent of variations.

The objective of this research was to analysis process of human resource management development in agricultural small and medium enterprises. Statistical population of the study consisted of 560 managers of agricultural small and medium enterprises in Kermanshah Province out of which 96 managers randomly selected as sample using Cochran formula and proportionate stratified sampling technique. Data were collected by applying a questionnaire developed for the study and were analyzed using SPSS win and LISREL. Validity of the questionnaire was approved by a panel of experts. In order to measure the reliability of the questionnaire، Cronbach Alpha coefficient was calculated (α= 0. 91). Results of prioritizing human resource management development process showed that the two most important mechanisms were increase in salary of employees and recruitment of experienced employees based on necessary job competencies. To identify the components of HRMP، exploratory factor analysis was applies. Also، in order to investigate the model fitting indexes، confirmatory factor analysis and structural equations modeling was used. The results showed that HRMP are consisted of five factors including: infrastructure - support، management، information technology، motivation and education that explained about 67. 10 percent of variations of these strategies.

This study aims at investigating the factors affecting the motivation of activity in cooperatives, in a descriptive correlational method, to help resolve the problems in cooperatives. The statistical sample includes 72 managers of agricultural production cooperatives in Tehran province. Data collection is based on a valid and reliable questionnaire. As shown by the descriptive information obtained, only 43 percent of the cooperative's managers have strong motivation for activity in this sector. In addition, according to the results of regression analysis, three variables including social characteristics, frequency of applying educational and extensional activities and entrepreneurial aspects account for 49 percent of the variance of such motivation. Accordingly, it is suggested that authorities of these cooperatives pave the ground for their further success through holding some entrepreneurship courses as well as expanding cooperative extension and education services, particularly in public places like Basij (Mobilization Unit), mosques, sports places, cultural centers, and charity houses.