فاطمه طاهرپور

This study was undertaken to explore the relationship between organizational social capital and organizational cohesion, with co-creation serving as a mediating variable among the academic faculty members at Birjand University.

Design/ methodology/ approach: 

A descriptive-correlational research design was employed. The sample comprised 186 faculty members from Birjand University over the academic years 2010-2019. Data collection instruments included Tahirpour's co-creation questionnaire (2021), Fandio et al.'s organizational social capital questionnaire (2015), and Captain's organizational cohesion questionnaire (2005). Confirmatory factor analysis was utilized to ascertain the construct validity of these questionnaires, yielding reliability coefficients (Cronbach's alpha) of 0.97, 0.93, and 0.93, respectively. Data analysis was conducted using variance analysis, regression analysis, and structural equation modeling.

The analysis revealed that social capital significantly predicts co-creation (standard coefficient = 0.74) and organizational cohesion (standard coefficient = 0.57). Furthermore, co-creation was found to be a significant predictor of organizational cohesion (standard coefficient = 0.74). The results affirmed a positive and significant relationship between organizational social capital and cohesion, with co-creation acting as a significant mediator. Additionally, structural equation modeling confirmed the adequacy of the research model's fit.

Limitations & Consequences: 

The study faced limitations related to sampling and measurement errors, the costly nature of data collection, faculty members' reluctance to participate, concerns over confidentiality, the scope of the higher education system, and a scarcity of necessary research resources.

Practical Consequences: 

Enhancing organizational social capital could facilitate social cohesion and foster co-creation by strengthening trust-based relationships.Innovation or value of the Article: This study is distinct within the national context as it specifically investigates these variables among university academic staff, marking the inaugural application and translation of the organizational social capital questionnaire in this domain.

Universities can implement the desired model of organizational learning if employees establish close, deep, interactive and cooperation with each other and adopt co-creation approaches (Zhang et al., 2011, p. 52). Co-creation supports the processes of change and group formation and enhances organizational learning by stimulating intellectual, collaborative and discursive, creative and innovative activities among employees and achieving a learning organization. In academic and university environments, faculty members with a co-creative approach can share the necessary information through mutual dialogue in a transparent environment, interact with each other, and improve their skills from organizational learning. Such learning is not only dependent on tools and techniques; rather, it is attained with support, insight and collective and meaningful participation (Mastio Chew & Dovey, 2019, p. 296). However, most of the studies related to organizational learning have not considered the factor that strengthens and even creates it, that is, co-creation. Therefore, in the present study, the researcher aimed to analyze the role of co-creation components on organizational learning among the faculty members of Birjand University and examined four sub-objectives. Therefore, the present study aims at:investigating the predictive role of dialogue on organizational learning among faculty members of University of Birjand. examining the predictive role of access on organizational learning among faculty members of University of Birjand. analyzing the predictive role of flexibility on organizational learning among faculty members of University of Birjand. scrutinizing the predictive role of transparency on organizational learning among faculty members of University of Birjand.

The current research is applied and descriptive in terms of purpose and method, and survey in terms of data collection. The statistical population of the study consisted of all 341 faculty members of University of Birjand. The population included five groups of humanities, basic sciences, engineering, agriculture and art, and each group was considered as a separate stratum by using a proportional stratified sampling method. The percentage of faculty members in each group was calculated about the total faculty members of Birjand University. In the final stage, the questionnaires were distributed among a proportion of faculty members in each group, which was estimated in relation to the total faculty members, and distributed randomly. Considering the size of the statistical population in the study (341 people) and considering that the minimum sample size is 200 in structural equation modeling, 210 questionnaires were distributed among the population and finally, 186 valid questionnaires were collected and analyzed. To measure the research variables, two questionnaires were used: a co-creation questionnaire (Taherpour, 2021) with a reliability coefficient of 0.91 and organizational learning questionnaire (Pham & Swireszek, 2006) with a reliability coefficient of 0.94. Data analysis was done by descriptive statistics and inferential statistics using SPSS software (version 23) and structural equation modeling was used to determine the relationship between co-creation and organizational learning.

First, Pearson’s correlation was used to examine the relationship between co-creation components and organizational learning. The results showed that all variables had a significant correlation with each other at the 0.01 level. The results also showed that co-creation predicted organizational learning. Co-creation had a positive and significant relationship with organizational learning at the 0.0001 level, with a standard coefficient of 0.78 and a t-statistic of 9.08. This means that on average, a one-unit increase or decrease in co-creation would lead to a 0.81-unit increase or decrease in organizational learning, respectively. Also, the fit of the research model was assessed by using the main absolute, parsimonious and comparative indices, which were all in an acceptable range. The normed fit index and the goodness of fit index (GFI) were both 0.94, the comparative fit index (CFI) was 0.94, and the root mean square error of approximation (RMSEA) was 0.09, which is close to zero. Therefore, the proposed model had a good fit.

The results indicated that there was a positive and significant relationship between co-creation and organizational learning of faculty members. Co-creation, by facilitating dialogue among faculty members, provided opportunities for sharing ideas and work experiences. Co-creation enabled employees to talk about their work experiences with colleagues, and thus, to share knowledge, information, plans and new ideas. This created a path to enhance and improve the organization and led to the generation of new knowledge and better and more learning in the organization. Co-creation also provided access to scientific information for faculty members, and thus, professors communicated with each other and created a field of knowledge and information sharing, which resulted in organizational learning. Co-creation ensured that faculty members provided information in an authentic, accurate, complete and clear manner to other colleagues, which increased organizational learning. Co-creation, by using the flexibility component, provided the field of constructive communication for faculty members to achieve organizational goals and to cooperate to learn more in their specialized field. In general, it can be concluded that co-creation created and improved organizational learning by providing the necessary conditions and factors such as access, transparency, dialogue and flexibility.

The current study aimed to investigate the mediating role of psychological empowerment in the relationship between perceived social support and entrepreneurial spirit of undergraduate students at the University of Birjand. The research method was descriptive-correlational, and the statistical population included 8,304 undergraduate students at the University of Birjand. A simple random sampling method was used to select 380 students. The Zimet et al. (1988) Social Support Questionnaire, Spritzer and Mishra's (1995) Psychological Empowerment Questionnaire, and Vatan-Khah and Rezaeimoghaddam's (2015) Entrepreneurial Spirit Questionnaire were used to measure perceived social support, psychological empowerment, and entrepreneurial spirit, respectively. The content validity of the questionnaires was confirmed by experts, and their reliability was assessed using Cronbach's alpha coefficient. The structural equation modeling showed that when perceived social support was considered as the predictor variable and entrepreneurial spirit was the criterion variable, the model had a good fit and the relationship between the components of perceived social support and entrepreneurial spirit was significant at the level of 0.05. The findings regarding the mediating variable indicated that psychological empowerment played a mediating role.

The present research has aimed to study the role of optimism and buoyancy in teachers’ innovative behavior with flexibility as an intermediary. A descriptive research method of the correlational kind was used, and the statistical population consisted of 1500 primary school teachers in the city of Birjand in the school year 2018-2019, 306 of whom were selected as the sample by means of stratified sampling (based on gender and privilege) and in accordance with Morgan’s table. The optimism and flexibility questionnaire devised by Luthans (2007), the innovative behavior questionnaire devised by Kanter (1988) and Shirom's questionnaire for buoyancy (2004) were used in order to assess variables. The content validity of the questionnaires was confirmed by experts. Using Cronbach's alpha, the coefficient of reliability was shown to be 0.80 for the optimism questionnaire, 0.88 for the innovative behavior questionnaire and 0.72 for the buoyancy questionnaire. Data analysis has been done at descriptive (frequency, mean, and standard deviation) and inferential (Pearson correlation, regression and structural equation model) levels. The results showed that optimism, with a beta of 0.42, and buoyancy, with a beta of 0.61, and flexibility, with a beta of 0.50, predicted innovative behavior, and optimism with a beta of 0.39 and buoyancy with a beta of 0.42 predicted flexibility. As indicated by the findings, flexibility has the intermediary role here.

 The purpose of this study was to determine the relationship between Sustainable leadership Skills and Co-creation with mediating role of Cognition-based trust in the perspective of faculty members of Birjand University.

Design/Methodology/Approach:

 The research method was descriptive - correlation. The statistical population of the study consisted of all faculty members of Birjand university at 2019-2020, which were selected by a simple random sampling method of 230 persons. In order to measure the Sustainable leadership Skills variable, a Researcher - Made Questionnaire with reliability of 93% , For measuring Co-creation Taherpour questionnaire with reliability of 95% and Cognition-based trust of the Yang & Mossholder  questionnaire was used with reliability of 80%. Content validity of the questionnaires was confirmed by experts and construct validity was confirmed by confirmatory factor analysis. the Reliability coefficient of the Questionnaires was investigated using Cronbach's Alpha coefficient.

 Comparison of direct standard coefficients with indirect standard coefficients showed that Cognition-based trust plays a mediator role. According to the standard coefficient of 0/47 at the smaller error level than 0.01, Sustainable leadership Skills were the antecedents of Co-creation and also with a standard coefficient of 0.60 of Cognition-based trust. The Standardcoefficient of Cognition-based trust and Co-creation was also 0/24 and meaningful. Regarding to the proposed model, the relationships were studied and the model was fitted.

Limitations & Consequences:

 Not using qualitative methods in data collection such as interviews, the effects of the sample size and error rate, the prevalence of data collection, the lack of data collection, lack of studies and lack of cooperation of experts of higher education were among the limitation of this study

Practical Consequences: 

With the usage of sustainable leadership skills, we can guarantee the relationship between stakeholder’s Cognition-based trust and organization structure and enhance co-creation and knowledge and Skills sharing.

Innovation or value of the Article: 

In this study, for the first time, Sustainable Leadership Skill’s, variables have been investigated and a special measure is designed and fabricated. for the first time, the number of variables have been studied in one place among faculty members of the university.

The present study was conducted with the aim of investigating the relationship between authentic leadership and social wear with the mediating role of organizational loyalty among secondary school teachers (girls and boys) in Birjand city. The current research was applied in terms of purpose and descriptive-correlational in terms of method and based on structural equations. The statistical population included all the secondary school teachers of Birjand city in the academic year of 2014-2016, 530 of whom were selected based on the Karjesi and Morgan table, 223 of whom were selected by stratified random sampling (according to the gender of the teachers). The data collection tools of the research included authentic leadership questionnaires by Walumbwa et al. (2008), social attrition by Duffy et al. (2002), and organizational loyalty by Wells et al. (2011). Data analysis was done with spss and Smart PLS software. Pearson's correlation coefficient was used to test the hypotheses and structural equations were used to test the model. The findings showed the effect of authentic leadership on positive and meaningful organizational loyalty (r=0.562), the effect of authentic leadership on negative and meaningful social wear (r=-0.329), the effect of organizational loyalty on negative and meaningful social wear (r=-0.370) ), also the findings showed that authentic leadership has a significant effect on the social wear of secondary school teachers in Birjand city through organizational loyalty (p<0.01) and the research model was appropriate.

The aim of this study was to investigate the mediating role of organizational self-esteem in the relationship between social undermining and organizational silence. Method of research was descriptive-correlational. The statistical population of the study included 323 faculty members of Birjand University in the academic year of2017-2018. The sample size was estimated at 175 people using Morgan table and their selection was done using simple random. In order to measure the organizational silence variable, the questionnaire Vendine et al. (2003) used the Duffy questionnaire (2002) to measure social undermining and Peers et al (1989) questionnaire was used to measure organizational self-esteem. The reliability of the questionnaires was verified using Cronbach's alpha coefficient and was 0/93,0/95 and 0/96. Data analysis was performed at descriptive and inferential levels (Pearson correlation, analysis of variance and structural equation modeling). It was done with the help of SPSS and Amos software. The results showed that the relationships between research variables were significant at the level of 0.05 . So by increasing a standard deviation in the score of social undermining, organizational silence will increase by 0.27 standard deviation and by increasing a standard deviation in organizational self-esteem. , Organizational silence 0.34 - Standard deviation will be reduced. In addition, organizational self-esteem plays a mediating role between social undermining and organizational silence. The pattern of structural equations had a good fit and all the fit indices of the pattern were in the acceptable range. According to the research findings, it can be said that, since abrasive behaviors lead to an increase in unhealthy behaviors and thus reduce positive and constructive interactions, so organizations, including universities, need to reduce and eliminate this Behaviors try.

The aim of the present research was to promote learning of philosophical concepts in virtual education during the Covid-19 pandemic. This research was conducted using combined action research method over six months and with the participation of 51 12th grade students of the second period of secondary school in Shahryar city in the academic year of 2021-22. At first stage, comparative and direct teaching (audio dialogue) methods were separately implemented in two classes to improve education as well as the quality of learning philosophical concepts and topics, but the results of combined evaluation and monitoring of the implemented solutions were not satisfactory as the average scores in both classes were below the minimum passing threshold of ten. Findings of the evaluation revealed that disruption in teaching, incomprehensible and fragmented delivery of some materials, long educational files, lack of visual communication with the teacher and lack of conversational orientation were among the shortcomings of the two methods used in the first stage of the research. Therefore, in the next step, the pre-reading and group discussion method were used to enhance students' learning, and the results of the research evaluation and monitoring indicated an improvement in learning and an increase in the active participation of students in philosophical discussions. The ability to discuss, increase participation in teaching, a sense of intimacy and connection with the teacher, better understanding and comprehension of philosophical topics and critical thinking about coursebook topics were among the outcomes of pre-reading and group discussion teaching methods.

The aim of this study was to investigate the role of relationships beliefs in co-creation mediated by conflict management styles among faculty members of University of Birjand. The research method was descriptive-correlation and the statistical population included all faculty members of University of Birjand in the academic year of 1998-99 to 322 people. Using proportional stratified sampling method, 240 questionnaires were randomly distributed and 207 questionnaires were analyzed. And was reviewed. To measureall-creation, Taherpour et al.'s (2015) questionnaire was used, for relationships beliefs, a researcher-made questionnaire was used, and Robbins' (1998) questionnaire was used to measure conflict management styles. The reliability coefficient of the questionnaires was estimated to be 0.95, 0.82 and 0.80 using Cronbach's alpha coefficient, respectively. The findings showed that the belief in the destructiveness of opposition and gender differences played a predictive role in co-creation, and despite them, co-creation of faculty members decreased. Relationships beliefs were predictive of all three conflict management styles. Conflict management styles were also predictors of co-creation and their correlation coefficient was significant. Also, the conceptual models of the research had the necessary fit and conflict management styles played a mediating role.

The Net generation is said to have been born since 1982, and these people are under the influence of the Internet and technology, and they are somehow in line with globalization. The purpose of this study was to examine the characteristics of the net generation, the principles of education, teaching strategies, and evaluation methods appropriate to them.

Analyzing and descriptive methods were used to identify the literature and subject records and to investigate the process of the case in question by reviewing the scientific documents.

The findings of the study showed that net generation learners have characteristics such as learning with test and error, quick response and fast response waiting, low attention and constantly seeking feedback. Therefore, in teaching these people should be brief short speeches, active groups based on the group Learner-centric approaches, virtual game design, simulation, introspection, role-play in multi-user virtual environments, and test-and-error exercises. Self-assessment and peer assessment survey methods need to be.

According to the findings, it is suggested that by integrating social networking technologies in e-learning, we move the process of education towards globalization.

The present study was designed to develop a measurement tool for the estimation of co-creation in universities. In the first stage, after review the related literature, based on Prahalad and Ramaswamy (2004), a 40 items questionnaire was developed and delivered to 13 experts in this context.

For the evaluation of validity, internal consistency and repeatability of the co-creation questionnaire the content validity ratio (CVR), content validity index and Cronbach α coefficient methods were Used.  The results showed that the content validity ratio of 9 questions was less than 0.54 and were removed from the list of questions. The content validity index of the final questionnaire was calculated to be 0.85, which was acceptable.

The results of confirmatory factor analysis showed that the RMSEA index is less than 0.08 and showed a good fit of the model. Also, in the model fit study, the p-value was more than 0.05. Through Cronbach’s alpha coefficient, reliability coefficients were obtained equal to 0.95.

Limitations:

Qualitative methods were not used in data collection such as interview and observation. The effects of sampling and measurement error, the extent of higher education in Iran, the high cost of data collection, the lack of studies and the lack of cooperation of higher education experts were the limitations of the present study.

Practical implications:

For measurement of co-creation in educational workplaces, a valid and reliable instrument is required. Based on the obtained results, it can be concluded that the developed questionnaire is a valid and reliable tool for the estimation of co-creation in university.

Initiative or value of the article:

Since the present article deals with the concept of co-creation and the construction of its measurement scale, it contributes to a deeper understanding of this concept and provides ideas for its implementation in the higher education environment

Religious tourism is one of the most common forms of tourism in the world, and tourism industry experts believe that in terms of Iran's culturally-specific religious status, among other countries, The purpose of the present study is to model the factors influencing the development of religious tourism in Iran with a future research approach and designing the relationship between these factors. The research method is descriptive-analytical. Content analysis method was used to identify the effective factors of religious tourism development. In the interpretive structural modeling section, expert opinions of tourism experts and research centers have been used through the Delphi method. Data were collected through interviews and a two-way questionnaire and face validity was used to assess the validity of the questionnaire. The relationships between the factors affecting the development of religious tourism in Iran have been determined using integrated analytical structural modeling (ISM) and analyzed by MICMAC analysis. Effectiveness and effectiveness on other factors were identified and classified. The findings of the study showed that planning, policy-making and full oversight of the religious tourism industry with the influence of the 8 most influential factors as well as the effective factors of the government's non-intervention in the programs of privatization and establishment of tourism academic discipline. Religion has the least influence with the power of influence 2.

Today, having to achieve a balanced and respect the balance and equality in all aspects of development indices, the Especially at the regional level in developing countries, and especially our country achieve one of the main challenges According to the principles of sustainable development defined for it. The purpose of this study was to evaluate and Prioritize the East Azerbaijan province in terms of infrastructure indicators is. The present study is of applied type and descriptive-analytical in nature. For this purpose, 20 counties In terms of infrastructure indicators into 46 quantifiable indicators were studied. To analyze the data, the model Generalized Shannon entropy, gray relational analysis (GRA), in the form of Pearson correlation coefficient using SPSS Used. The results indicate that: (1) based on the analysis of data in the relational model gray, Counties nomads, Varzeghan, Charavimaq, Khoda Afarin and Julfa in terms of infrastructure With the mean coefficient of priority (0.749), in very poor condition. The first priority is planning to expand to the counties. 2. Based on the coefficient Pearson (0/512), correlation between the facilities and infrastructure, infrastructure and population in cities positive relationship there is.On the other hand between the index and the growth rates of urbanization Infrastructure Province of relationship and there is a positive correlation. So in general, it can be concluded that facilities in the province the underlying infrastructure has led to the counties that have more population, but between the Enjoyment of the underlying index and no significant relationship urbanization rate of counties.

The purpose of this research was to study relationship between psychological capital and innovative behavior with mediation role of happiness among primary teachers. The study adopted a descriptive – correlational method. The statistical population of the study consisted all primary teachers in Birjand, from which 1500 members were selected as the participants using cluster sampling with proportional distribution. Psychological capital was examined using Luthans questionnaire (2007). Innovative behavior was examined using Counter questionnaire (1998) and happiness was examined using Shirom questionnaire (2004). The content validity of questioners was confirmed by experts and through Cronbach’s alpha coefficient, reliability coefficients were obtained equal to 0.81, 0.88 & 0.91.Data analyses at quantitative part was done through descriptive statistics (frequency, average and standard deviation) and inferential statistics (correlation, variance analyses, regression and structural equation modeling).The results of research indicated that the direct effect of psychological capital and happiness on innovative behavior was confirmed. Psychological capital predicts teacher's happiness with Beta's 0/57 and the least hopeful component of the hope was the least. Also psychological capital predicts teacher's innovative behavior with Beta's 0/67, self-efficacy and likeness is the least effect, and happiness is indicator of innovative behavior with Beta's 0/63, and emotional joyfulness and physical vitality have the least effect. Also happiness played a mediation role in the relationship between psychological capital and teacher's innovative behavior.

Innovative behavior refers to the introduction and application of new ideas, products, processes, and procedures to a person's work role, work unit, or organization. workplace happiness and psychological capital can be related with innovation. The purpose of this research was to study relationship between workplace happiness and innovative behavior with mediation role psychological capital of among primary teachers. The study adopted a descriptive correlational method. The statistical population of the study consisted all primary teachers in Birjand, from which 306 members were selected as the participants by using cluster sampling with proportional distribution. Workplace happiness was examined using Shirom questionnaire (2004) and Psychological capital was examined using Luthans questionnaire (2007), Innovative behavior was examined using Counter questionnaire (1998). Through Cronbach’s alpha coefficient, reliability coefficients were obtained equal to 0.91, 0.81 & 0.88. The results show that workplace happiness account for about 44% of the variance of innovative behavior, 42% of variance related to psychological capital and psychological capital predicts 49% of variance innovative behavior. Also psychological capital played a mediating role in the relationship between workplace happiness and teacher's innovative behavior. Thus, innovative behavior will improve by improving happiness and psychological capital.

The purpose of this study was to investigate the role of family and university support in the creativity and risk taking of Master and PhD students at University of Birjand through mediation of life expectancy. The research method was descriptive-correlational and the statistical population consisted of 3064 students of MSc and Ph.D. students at University of Birjand and 340 people by using simple random sampling and based on Morgan's table were selected. To measure the variables of family and university support, the Sherbourne and Stewart (1991) questionnaire, the creativity and frugality from Vatankhah and Rezaei Moghadam's (2015) the voluntary entrepreneurship questionnaire and life expectancy from Snyder's (1991) hope questionnaire were used. Content validity of the questionnaire was confirmed by experts. The reliability coefficients of the questionnaires were assessed by using Cronbach's alpha coefficient and 0.99 for the support of the family, 0.99 for the university support, 0.60 for creativity and 0.49 for risk taking, life expectancy was 0.72. Data analysis was done at descriptive level (frequency, mean, standard deviation) and inferential level (Pearson correlation, analysis of variance, regression and structural equation modeling). The results indicated that family and university support (information support) predict the creativity (Beta= 0.738) and does not predict the risk taking with regard to the P-value. Family and university support (information support) predict the life expectancy (Beta= 0.307). The life expectancy is predicting of creativity (Beta= 0.212) and risk taking (Beta= 0.400). Findings showed that life expectancy does not play a mediating role between family and university support with creativity and risk taking and the research model has a good fit. Decision making: According to the results, the family and university support (information support) has a direct and significant relationship with creativity, and (emotional support), there is a reverse and significant relationship with creativity. The family and university support do not have a significant relationship with risk taking. The results also indicate a direct and significant relationship between family and university support and life expectancy. The results also indicate a direct and significant relationship between the family and university support and life expectancy

The purpose of this study was to investigate the mediating role of psychological empowerment in the relationship between perceived social support and the entrepreneurial spirit of undergraduate students at University of Birjand. The research method was descriptive-correlational and the statistical population consisted of 8304 undergraduate students of University of Birjand, that 340 people by using simple random sampling were selected. The Perceptual Social Support Questionnaire (Zimet et al., 1988), Spreitzer and Mishra Psychological Empowerment Questionnaire (1995), and the Patrice and Attitude Entrepreneurship Questionnaire (1394) were used.Content validity of the questionnaire was confirmed by experts. The construct validity of the scales was examined using confirmatory factor analysis. Regarding the structural equation model, when the perceived social support variable was considered as the predictor variable and the entrepreneurial spirit was the criterion variable, the model was well fitted and the relationships between perceived social support and entrepreneurial spirit were significant at the level of 0.05.

Deviance behaviors and social undermining are related with other organizational variables. The purpose of this research was to study relationship between social undermining and co-creation with mediation role of organization based self- esteem among faculty members of higher ranking universities in Iran. The study adopted a descriptive – correlational method. The statistical population of the study consisted university faculty members in Iran, from which 384 members were selected as the participants using stratified random sampling consistent with the sample size.
Co-creation were examined using a researcher-made questionnaire based on co-creation DART model and social undermining was examined using Duffy et al. questionnaire (2002) and OBSE was examined using Pierce et al. questionnaire (1989).The construct validity of the scales was examined using confirmatory factor analysis. Through Cronbach’s alpha coefficient, reliability coefficients were obtained equal to 0.95, 0.95 & 0.93. The results of research indicated that when co-creation variable was independent and social undermining was dependent variable, suggested model has goodness of fit with the obtained data and there is significant relationship between social undermining and co-creation. But mediator role of organization based self- esteem was not meaningful at 0.05 level of significance and there isn’t significant relationship between co-creation and organization based self- esteem.

The purpose of this research was to determine the share of gender, economic status, being native or non-native, and duration of using SMS in predicting the rate of the SMS received from the same sex and opposite sex friends among Isfahan University students. For sampling, 50 undergraduate students at Isfahan University were selected based on the stratified random sampling method. For assessing the rate of SMS received and the factors contributing to this rate, a researcher-made questionnaire was employed. Descriptive statistics and stepwise regression were used for data analysis. The findings of stepwise regression indicated that economic status can significantly predict the rate of the SMS received from the same sex friends among college students (P=0.00); however, adding gender, being native or non-native, and the duration of using SMS did not add to the significant value in predicting the power of the rate of the SMS received from same-sex friends. The results of stepwise regression also showed that gender can significantly predict the rate of SMS received from opposite-sex friends among college students (P=0.00); ‌‌‌‌‌‌‌but adding each one of economy status, being native or non-native, and the duration of using SMS variables could not increase significantly the predicting power of the rate of the SMS received from opposite-sex friends

One of the new theories which have been propounded in response of the shortcoming of the traditional and modern theories of management and a means to meet theever – increasing and changing needs of the organizations and the society, is the post – modern management theory. In this research the extent of application of the factors of the post – modern management have been studied in the management of the universities of Isfahan and Isfahan Medical Science University, in both desirable and current situations. In many of the related literature, these factors have been propounded as the expressions like " innovation", "co – creating", "self – controlling", "persuading" and "proactive organizing". A descriptive – survey research method was utilized. The statistical population included all full time faculty members of Isfahan university and Isfahan Medical Science university from which a sample size of 130 was selected through proportional classified random sampling the data gathering instrument was administration researcher – made questionnaire which included 46 items based on Likre„s five degree scale and its reliability was estimated 0. 92 based on Cronbach„s Alpha coefficient. In order to analyse the data, descriptive statistics (mean percentage variance) and inferential statistic (one variable t test one way analysis of variance and Hotelling„s t²) were employed. The findings indicated that based on the observed t the application of all Post – modern indices in the present situation is less than average while the examinees assessment the of those concerning indices the desirable situation is above the average. Also Hotelling„s t² analysis indicated that in the current situation the application of «innovation» is less and «self – controlling» more than all other indices while the examinees most preference is related to «innovation».