فهرست مطالب محمد یمنی دوزی سرخابی

This article aims at the pathology of university culture in Iran's universities by reviewing studies conducted within the country. This qualitative research was done by content analysis method. For this purpose, all articles in databases (sid, magiran, noormags) were searched with keywords of culture, university, university culture as a research population, among them 11 articles related to research topic Was identified and selected as a sample. Articles were studied and analyzed. The categories and statements obtained as pathology to academic culture were placed below the previous ten recognized axes for academic culture. The most important pathology to academic culture based on the results of this research and in order of priority are: pathology related to university management, communication, professional ethics, and learning and education. Scientific freedom pathology is in the top priority. The results of this research can be used for higher education policy in the field of eliminating academic culture damage.

The present study was conducted with the aim of investigating the past and existing situation of accreditation in Iran's higher education system based on a native model of accreditation and its comparative analysis with the reference model as the optimal situation.

This research, in terms of purpose was applied, in terms of data collection method was descriptive, and in terms of the nature of the data was quantitative. The statistical population of the study consisted of three groups: higher education professors, experts in higher education and Ph.D candidates of higher education. Hence, using random sampling and sample size determination based on Krejcie & Morgan's (1970) table, 92 persons were selected as the statistical sample. Research measurement tools were the questionnaire of past and existing situation of accreditation in Iran's higher education system and the questionnaire of optimal situation of accreditation in Iran's higher education system. To analyze the data, the following inferential statistics techniques were used: Kolmogorov–Smirnov Test, One Sample t Test, Paired Sample t Test, Pearson's Product-Moment Correlation Coefficient, Covariance, Structural Equation Modeling, One-Way Analysis of Variance (ANOVA) and Post-Hoc Test called Tukey’s Test.

The findings of the study showed that the past and existing situation of higher education accreditation was unfavorable and there is a difference, gap and lack of correlation with optimal situation. In addition, There was a significant difference among the viewpoints of scientific experts about the past, existing and optimal situation.

It can be concluded that there is a deep gap between the past and existing situation of higher education accreditation and optimal situation

: The stakeholders of science and technology, like other areas of public policy, have an important role in the success and failure of policies by influencing and being influenced by policies. The research was conducted with the aim of analyzing the anticipated interactions of the stakeholders of science and technology in the upstream documents.

The research is an applied research from the point of view of the goal and thematic analysis from the point of view of the data collection method. For this purpose, among the upstream documents, eleven documents were selected and analyzed in the four dimensions of stakeholder identification, type, purpose and method of stakeholder interaction.

In the analysis, stakeholders in four sections; Government, private, individuals and civil society were categorized, and the beneficiaries of the public sector had the largest share. Stakeholder interaction is predicted in seven types, and "institution-to-institution" interaction was the most frequent . The objectives of stakeholder interactions are foreseen in fifteen themes, the most important of which were "Development of science and technology" and "Strengthening interactions between stakeholders". Stakeholder interaction methods were introduced in the form of ten themes, among which "development of incentive mechanisms" and "creation of cooperation networks" were introduced as important methods of interaction.

Originality/ value:

For the first time, the research has taken a comprehensive look at the issue of stakeholder interactions, which, in addition to identifying the stakeholders, has determined how the stakeholders interact, the purpose and the modes of their interaction.

Learning is a topic that has always been of interest to university activist's numerous studies indicate the complexity of the subject of learning and the multiplicity and variety of factors influencing it. Given the multiplicity and diversity of variables involved in learning and the diversity of relationships between these variables, any knowledge of the concept of learning is relative. In addition, it cannot be recognized based on focusing on several specific factors, (Yamani, 2012, 156) the present study introduces a strategy that considers the learning phenomenon based on its transverse and longitudinal study. In addition, has a holistic view and expresses the factors and elements that are effective in shaping and improving student learning, and that is the strategy of university pedagogy.

The method of this research is applied development and in terms of performance is phenomenological, and it has a qualitative approach in terms of data collection. Data collection tools were structured interviews with experts First, using the literature and research background (ten dimensions of university pedagogy, Yemen, 2012). The dimensions of university pedagogy were identified and then data collection has continued through semi-structured interviews with experts and specialists in the field of higher education in a purposeful manner from the type of snowball to the stage of reaching theoretical ghosts. The data has reached theoretical saturation with 16 experts during the data analysis process, using Theme analysis, through three coding steps (Basic, organizing, and inclusive themes), the dimensions and components of university pedagogy were identified.

After analyzing the interviews, (194) basic themes were recognized and finally (54) organizing themes were found in the form of 11 comprehensive themes as dimensions of university pedagogy.Findings show that academic actors in addition to confirming and emphasizing the ten dimensions of university pedagogy proposed in the theoretical framework, namely: -Theoretical conceptualization of the flow of education and research in learning situations and their organization -Practical framework for faculty members, administrators and academic experts- Creating and strengthening the taste and enthusiasm of students in learning- Recognition of university performance (strengths and weaknesses of the University) - Continuous rethinking and organizing educational, research and service activities of the university - Theoretical guidance for the management of academic activities - University culture - Continuous evaluation of educational, research and service activities of the university in learning situations - Academic myths and symbols - University environment, They also believed in the influence of the eleventh dimension, namely information and communication technology. In fact, these dimensions are a system of various factors and elements that interact with each other and lead to improved student learning. The findings of this study, by identifying the dimensions of university pedagogy, provide appropriate theoretical and practical achievements for policy makers, planners and university administrators to improve student learning and can provide the necessary basis for improving its quality.

The purpose of this study is to compare the official documents of strategic planning in selected public universities of the country in order to answer these two main questions: what are the differences and similarities between the formal and content elements of strategic planning documents of the selected public universities? Is there a unique design in these documents that fits the specific characteristics of their intended university? The research uses a mixed method. In the qualitative section, the content analysis method was used to review and analyze university documents and patterns, and the quantitative method (descriptive statistics) was used to examine the matrix of differences and similarities between program documents and existing planning patterns. The sample universities were 10 including Shahid Beheshti, Tabriz, Kharazmi, Semnan, Shiraz, Amir Kabir Industrial, Isfahan Industrial, Sharif Industrial, Kashan and Mazandaran university. The selected strategic planning models were 11 including Mintzberg, Barker & Smith, Johnson, Nostridge, New Orleans, University Association, Claire, Cleland and King, Steiner, Wisconsin, Kaufman, and Herman model. The findings show that in examining the documents, there are different differences between the content elements of the mentioned universities, while in terms of examining the formal elements, there are many similarities between them. And this trend is also true for selected planning patterns. Therefore, it is concluded that none of the surveyed universities, especially in terms of content elements, have designed a specific model for their university, but have adapted them. And this adaptability can challenge the success of universities in enforcing regulatory program documents.

Today, higher education, as the main driver of science and technology, plays an important role in advancing the goals of countries for comprehensive and sustainable growth and development. Challenges of higher education include "quality assurance" and "university ranking" in higher education, which are specified in the upstream policy documents, but their differences are not mentioned. Therefore, the study of the dimensions of each of these two approaches to assess the quality of higher education is necessary to provide the requirements for their implementation. Therefore, the purpose of this study is to answer the question of what are the differences between these two evaluation approaches in the available sources. Thus, the statistical population of the current study considered all the texts related to the dimensions and characteristics of quality assurance and academic ranking in higher education and sampling was done purposefully to answer the research question. Then, by adopting a qualitative approach and using the documentary research method, the sources were examined until the theoretical saturation was reached. Findings indicated that in "quality assurance", the main function is quality improvement and increasing accountability, the method of evaluation is criterion-based and formative, and its audience is often the academic community. But in "university ranking" the main function is governing the higher education sector, the method of evaluation is comparative and summative, and its audience is the general public and the academic community. Finally, due to the differences between the two approaches, suggestions were made for their prioritization and implementation.

Today, academic fields have turned into a powerful tool for shaping the society and play an important role in the production of science and the creation of scientific communities. But at the same times, the nature of science and its production in academic settings are encountered with changes and challenges. In this study, based on Pierre Bourdieu's sociological theory, we have tried to examine factors and challenges that university environments face with in the course of science production and hence, attempted to respond to the basic question: What are the factors and challenges of science production in the academic field? For that matter, using the meta-synthesis method, 62 articles were reviewed and their related categories and concepts were extracted and identified using the content analysis.

The purpose of this research is to study and compare the spatial planning of the country's higher education system with the development plans before and after the Islamic Revolution. For this purpose, the documents of development programs before and after the revolution during the years 1327 to 1396 (eleven development programs) were compared and their content from the perspective of their position and achievement during the organization of higher education in the country. The land preparation approach was examined; The method of this research is meta-combined and of comparative type. A checklist was used to collect data and a categorical analysis based on categorization was used to analyze the data. The main issue of the research was what were the similarities and differences between " spatial higher education " in development programs before and after the revolution? According to the findings of this study, organizing higher education with "emphasis on land management" in development programs before and after the revolution in seven categories: land management studies and planning, development of higher education, manpower balance, higher education management, Assessing the quality of higher education, national and international cooperation and science and technology productions in line with each other, as well as in five categories of them: land management studies and planning, development of higher education, manpower balance, national cooperation And international and science and technology products have been different

In a scientific field such as a university, there is always a struggle to gain a position, recognition, social respect, prestige, fame and reputation, and winning among various factors and forces; So that presence in the university field can lead to the accumulation of various capitals; In this study, based on Pierre Bourdieu's sociological theory, the concept of scientific capital is examined from the perspective of academic actors and the basic question is answered, what is the definition of scientific capital by academic actors? In their view, what are the characteristics of scientific capital in the university environment? And finally, what are the consequences of scientific capital from the perspective of academic activists? The participants of the present study are the activists of Shahid Beheshti University including managers, staff, faculty members, students and graduates. Using the method of "targeted sampling", 56 activists who have lived in Shahid Beheshti University and have reliable information. They had a treatise on the subject; In this study, the interview tool was used for a direct and in-depth discussion about the status of scientific capital of University. Also, due to the qualitative approach of this research, Lincoln and Guba's evaluation method and re-coding method by the researcher and retest reliability were used to measure the validity and reliability of the interviews;The results of the research indicate that the power and survival of scientific capital in a university field in relation to other actors and conflict and negotiation. With them in order to gain points and individual and organizational development; In other words, the definition of scientific capital is not based solely on the dignity and status of the place of study and employment, and its emergence and flourishing, on the one hand, in the context in which it is located, and on the other hand, in its ability. Adaptation depends on environmental change and diversity;. The findings of this study also showed that according to the view of the activists of Shahid Beheshti University, the scientific capital of a university field is in two tangible and intangible states, and scientific, attitudinal and social competencies are the characteristics of capital. Are considered scientific; Also the flourishing of scientific capital in university has individual consequences (social and occupational status, creation of scientific knowledge and scientific identity-finding) and organizational consequences (increasing scientific credibility, scientific mobility and dynamism, economic and cultural development and responding to stakeholders) .

The aim of this study was to identify the existing educational and research inequities against students during university study.

This study is applied research in terms of purpose and descriptive in terms of implementation method. Therefore, a qualitative phenomenological approach was used. The population of the study was students of a comprehensive public university in Tehran in the academic year 2019-2020. Twenty students were selected according to the principle of theoretical saturation by purposive and standard sampling. Data were collected through semi-structured interviews. The content validity of the interview tool was confirmed by experts and its reliability was confirmed by the inter-coder reliability method with a coefficient of 78%. Also, Van Kaam’s analysis method was used for data analysis.

The findings showed that educational inequities had eight main themes and 45 sub-themes and research inequities had five main themes and 21 sub-themes. The main themes of educational inequities were teachers' weakness in teaching, lack of seriousness in teaching and learning, low criticism of teachers, unruly student evaluation, undermining student motivation, humiliation of students, non-recognition of student diversity, and limited access to professors. In the field of research, the main themes of inequity were discrimination in doctoral admissibility, restrictions on cooperation with professors, weakness and discrimination in providing scientific guidance, instrumental view to the student, and problems in obtaining the resources needed for research. These inequities are factors that negatively affect the development and strengthening of students' core capabilities, namely respect and dignity; knowledge and imagination; emotional integrity; learning disposition; voice; aspiration; practical reasoning; and relationships and social networks.

Workshops for professors on the subject of educational and research equity, increasing the diversity of professors and the educational content in accordance with the differences of students, paying attention to students' opinions on various university issues, and addressing their objections, are some of the strategies to address existing inequities.

The doctoral program plays an important role in the implementation of university missions and scientific development through original research and training of future scientists and researchers. On the other hand, research shows that the success of this course is influenced by factors, one of the most important of which is supervision. Supervisors have different methods, tastes and beliefs in providing supervision. The study of these characteristics and their integration in the theoretical frameworks (academic supervision styles) is an approach that can pave the way for a deeper understanding of the supervisory phenomenon as well as build tools for identifying and evaluating doctoral supervision status.

in this study, using the method of narrative review, the literature in the field of higher education in internal resources (25 articles) and external (58 articles) was examined and analyzed.

6 stylistics were identified for doctoral supervision, which are stylistics: Anderson, Gurr, Gatfield, Mainhard et al., Murphy et al., And Vilkinas. These stylistics are described in the article and a general comparison is made between them.

The study of these stylistics showed that the educational and moral dimensions of academic supervision, as well as the differences between the guidance of different educational groups, are the most important issues neglected in these stylistics. In addition, it was found that the main focus of these stylistics is on one of the goals of the doctoral course (educating researchers) and it can be suggested to provide stylistics focusing on another important goal of the doctoral course (science production).It should be noted that stylistic studies due to the practical approach as well as conceptual coherence, can help to improve the status of doctoral guidance, because contemplation of different styles of academic supervision and attention to their various dimensions by supervisors can by creating knowledge of different angles of academic supervision will lead to improving the quality of this process.

The meaning and importance of the curriculum in higher education in connection with the developments of higher education in the social field, has undergone fundamental changes. Hence, the question is how such a situation is represented in the Iranian context? Therefore, the focus of the present study was on the analysis of how to understand the curriculum in Iranian higher education studies using a phenomenological approach. In this context, curriculum studies in Iranian higher education was collected in the last decade by the systematic review method. Using a purposeful sampling technique, 57 articles were selected and qualitatively analyzed in two levels of open and axial coding. As a result, four ways of the understanding curriculum in selected articles, were identified, defined and explained by experimental examples: 1) task-oriented understanding, 2) responsive understanding, 3) project-oriented understanding and 4) learning- research understanding. These ways of understanding were defined and explained by citing empirical examples. The common denominator of the three primary ways is that it dominates the traditional and limited meaning of the curriculum (mechanisms for selecting, organizing and transferring knowledge in a course of study) on the intellectual foundations of curriculum studies in Iranian higher education. Also, the quasi-learning way indicates the dominance of the limited and traditional meaning of the curriculum on the intellectual foundations of the limited number of studies that have studied the curriculum in higher education is based on its broad meaning (the social process of understanding and developing meaningful learning experiences). As a result, understanding the curriculum in Iranian higher education studies is involved in the dogmatism of traditionalism, which can seriously jeopardize its usefulness for the excellence of university education and learning. This study can help to rethink the understanding and intellectual flow of the higher education field of study in order to get out of such an intellectual dogmatism.

The purpose of this study was to design and develop a model to review the curriculum of higher education in the doctoral program.

For this purpose, qualitative research and content analysis method have been used. A semi-structured interview was used to collect data. The statistical population of the research was curriculum experts and experienced people in this field, from which 15 people were purposefully selected as research participants by chain method. The number of participants was based on the researcher's information saturation.

 The results of the research in the section of important elements in the review of curricula include 6 main themes, namely policies, objectives, content, teaching-learning methods, evaluation methods and the type of course presentation.

The results indicate that the main components of the curriculum review model include 5 main themes, namely attention to the process-oriented curriculum review, comprehensiveness in curriculum review, engaging stakeholders, avoiding centralism and emphasizing the role Evaluation in The curriculum review process.

The purpose of the present study was to design a model for the cultural agility of faculty members of Iranian universities. The present study is applied in terms of the purpose and method. The statistical population of this research was all faculty members working in the universities of Tehran, Shahid Beheshti, Tarbiat Modarres, Allameh Tabatabaei, Kharazmi, Alzahra, Iran’s Science and Technology, Khaje Nasir al-Din Tusi, Sharif Industrial and Amir Kabir in the academic year 2012-2012. They are about 6042 people. In the qualitative part of the sample size, 8 faculty members of the universities and in the small part of the sample number were estimated using the Cochran formula 361 people. The sampling method was a relative class. For data collection, a researcher-made questionnaire was used in the quantitative section and its reliability was calculated using the Cronbach’s alpha method in the field of agility approaches equal to 0.703, in the field of academic competencies, 0.753, and in the general competency domain was 889.0. The results showed that the cultural agility model consists of four main competencies: agility, academic competencies, general competencies and intercultural experiences; for each of these competencies, several components were identified and indicators were identified for each component.

The university system is one of the subsystems and component of the higher education system and the social system; hence, it is influenced by other higher education institutions, the educational system of the country and peripheral devices such as political, economic, social and cultural systems. Many thinkers and educators, who advocate new perspectives on educational reform, believe that policy making and planning in order to redefine the past and present performance of educational systems in each country should be done in the light of the historical background of educational developments and the analysis of the current state of the educational system, because in this case, it is possible to discover the factors that led to the decline of cultural and scientific activities and the formation of the current educational methods with an open and comprehensive view. This research aims to study "the factors affecting the formation and transformation of the university in Iran since the establishment of the University of Tehran as the first Iranian official to date".

This research was done by using thematic analysis method consisting of three stages of descriptive coding, interpretive coding and content development. In order to achieve the purpose of the research, semi-structured interviews were conducted with experts and those who had experience in higher education.

The findings of the analysis of the content indicate that several factors have contributed to the formation of the university in Iran. History of the University in Iran from interviewee's views, six distinct courses can be divided into different policies and approaches to higher education.

In all these periods, many political, economic, social, cultural, ideological and scientific factors have affected the changes and changes in the university. Findings show that there are no significant differences between Iranian universities. The reason for this is the lack of creativity in the management of higher education system on the one hand and centralization on the other. Making any structural, quantitative and qualitative changes in the higher education system of the country should be based on deep sociological, economic, political and cultural studies and its growth and expansion in line with the needs and developments created in these areas. By adopting legal mechanisms and proper culture, the effects of severe political and economic factors and its destructive effects on the higher education system were prevented. The question is, "

Today, most countries have a lot of emphasis on quality assurance mechanisms in higher education. One of these mechanisms is external evaluation. Despite the emphasis of upstream documents on the need to provide a framework for the establishment of a quality assurance system and, consequently, the implementation of external evaluation in higher education, so far little has been done to carry out external evaluation in the country. Therefore, in the current study, it has been attempted to validate and weigh the "factors, criteria and indicators" for external evaluation in education departments in public universities in Tehran according to experts' opinion.

Materials: 

To this end, a quantitative approach, descriptive-survey method and questionnaire were used. The results of the questionnaire were analyzed by Cronbach's alpha and combined reliability through the use of PLS statistical software. The content and face validity of the questionnaire were also evaluated according to the opinion of the supervisors and consultants and the initial interviewers. Structural validity was calculated and confirmed by factor analysis using PLS software. Also, reliability was calculated and confirmed by the Cronbach's alpha test and the composite reliability index.

The findings indicated that except for the criterion "1.6. department regulations and approvals" and indicators like "1.2.5. faculty members' satisfaction with department manager", and "1.2.6. student satisfaction with department manager", and "3.1.3. proportionality of number of admissions with the capacity of department training courses" the other criteria and indicators presented (27 out of 28 criteria and 74 out of 77 indicators) for evaluating the external factors of education departments in public universities of Tehran were valid and reliable, and consequently, they had the optimum level of completeness and adequacy. Also, the importance and weight of each indicator and criterion were determined based on factor load, which could be used to prioritize them in evaluating each factor. It is worth noting that at the end of the questionnaire, a section was designed for participants to provide their suggestions to be added to the list of the aforementioned factors, criteria and indicators. At the end, their suggestions were presented. In their view, except for the factors "4. courses and curriculum implemented" and "5. teaching-learning process", we can add some items to the other factors –i.e. "1.objectives, organizational position, management and organization", "2. faculty", "3. students", and "6. graduates"- in order to increase the adequacy and consistency of external evaluation criteria and indicators.

The present study aimed at exploring the elements of higher education in addition to introducing its composing main factors and categories in Iran and eventually presenting a comprehensive model according to the context of Iran. This is a qualitative study using grounded theory method. In order to collect the data with the purpose of finding the categories of the model, 16 semi-structured interviews with specialists and professors of the area of higher education and privatization of higher education were conducted. The sample was selected based on snowball sampling. Then, the model was accredited using member checking method. The results were presented in the form of a model consisted of 13 main categories including causal factors (Time requirements, Economic legal base), contextual factors (Cultural context, Political context, Legal context), interfering factors (Scientific axis, Policy-oriented), strategies (Supportive and financial, connectionsCorrective actions), and outcomes (Big consequences, Academic and individual consequences, Unwanted results). Also, privatization of higher education was considered as the core category in this study. Based on the findings, some recommendations were presented

The capability approach has been used for nearly two decades as a holistic framework for guiding qualitative inquiries on equity in higher education. Despite significant research in this area, the scope of the basic capabilities needed for the realization of equity in access to higher education and during university education has not yet been clarified, and the extent of the factors influencing these capabilities has not been determined. The aim of the present study was to identify the scope of basic capabilities, conversion factors, and necessary resources for students, and provide a clear definition of them. In this study, using a qualitative meta-synthesis method, studies published in reputable national and international databases from 2000 to 2019 were reviewed. A total of 88 articles were identified for initial review. Considering the inclusion and exclusion criteria, 20 articles were full-text reviewed. The analysis of the articles and comparing them with similar studies showed that in order to achieve equity in accessing to and studying at the university, providing   following 12 capabilities are essential: practical reasoning, educational resilience, affiliation, aspirations, having a voice, learning disposition, knowledge and imagination, social relations and social networks, respect and dignity, safety and physical cohesion, emotional integrity, and language competencies. In this regard, various individual, social and environmental factors are influential that necessitate the university's attention to the differences between students and the diversity of their needs, as well as the social contexts outside the university.

The board of trustees is in the decision-making structure of universities of medical science. The law enforcement of the board of trustees began at universities and higher education institutes in 1991. Studies of the trusteeship board and its various dimensions were detected at home and abroad. The purpose of this study was to provide a conceptual map for the promotion of the board of trustees from the viewpoint of experts.

The present study was based on an applied purpose, and the methodology was based on a qualitative design with the content analysis approach. The number of interviewees was 14. In collaboration with the group of researchers, the analysis of the text of the interviews took place. Then, the Delphi Phase I Questionnaire was designed based on theme and sub-theme. After receiving expert opinions, the second phase of Delphi was designed and implemented.

The important challenges to the excellence of the board of trustees from the viewpoint of experts in eight themes are noteworthy, including: (1) the process of appointing trustees; (2) lack of attention in the ongoing assessment of trustees; (3) review of the continuous training of the board of trustees based on the needs for the assessment of education; (4) choosing the secretary of the board of trustees and the head of the institute (Meritocracy); (5) lack of adequate motivation in the members of the board of trustees; (6) lack of transparency in the roles of the board of trustees; (7) lack of transparency in the roles of the Ministry of Health and Medical Education related board of trustees; and (8) non-accountability to stakeholders.

Promoting board of trustees requires the following items: modifying the appointment process and motivating members; internal and external evaluation of performance; redesign of the roles of the Ministry of Health and universities; revision of the role-based authority law; and legalization of trustee accountability to stakeholders.

The purpose of this study is to analyze the content of the articles of "Journal of Science and Technology Policy" during the years 2008-2017. For this purpose, all articles published in this magazine have been evaluated quantitatively and qualitatively over the course of 10 years (231 articles) and their content has been reviewed in terms of their status and achievements in the course of the country's science and technology policy. The method of this research is synchronous and synchronous. To collect data from the checklist and to analyze the data, Excel software and descriptive statistics were used. The main issue of the research was that the role of the articles of the "Quarterly Journal of Science and Technology Policy" during the years 2008-2017 in helping the knowledge of science and technology policy policy? The research findings are summarized in 15 axes. From the author's point of view, the main focus is to examine the content of the published articles of the magazine in the last 10 years, from the perspective of the policy cycle. The result of this study shows that more than half of the articles (55%) have somehow tried to provide a part of a new theory, but lack of critical conditions such as critical articles and reciprocal discussions, use of the results of previous research and completion They have prevented the formation of comprehensive theories in the field of science and technology.

The purpose of this study was to survay quality of implementation of internal evaluation of the educational departments of Shahid Beheshti University. The research method is descriptive of survey type and its purpose is applied research. The statistical population of this study was 70 faculty members of the 17 groups that conducted the internal evaluation of Shahid Beheshti University. 59 of them were selected using Morgan table and simple random sampling method. For data collection, a researcher made questionnaire was used and for analyzing the data, descriptive and inferential statistics (one-sample T, multivariate analysis of variance and post-hoc LSD test) were used. The findings of this study showed that from the viewpoint of faculty members of Shahid Beheshti University, the quality of the dimensions of the "input domain and the process of implementation of the internal evaluation plan" was higher than the average, the quality of "the field of implementation of the internal evaluation plan", lower than the average and quality "The implications of implementing an internal evaluation plan" are modest. Also, reviewing the views and opinions of the faculty members regarding the quality of implementation of the internal evaluation project indicated that some of the effective and positive points of implementation of the internal evaluation project in the educational groups of Shahid Beheshti University include: Improvement of the quality of the educational and research activities of the group, realistic and comprehensive planning and targeting, students' empowerment and empowerment of the members of the group, interaction and participation of members in the affairs of the group, identification and recognition of the strengths and weaknesses of the group, Granting independence and empowerment to the group, internal and external needs assessment and some issues and problems implementing the internal evaluation plan in the educational groups of Shahid Beheshti University include: Lack of follow up, action and feedback from the implementation of the plan, lack of coordination and co-operation among the various parts of the university. Weakness awareness and information about the processes and objectives of the project to the members of the group, Lack of implementation of results and findings of project implementation at the level of educational groups, lack of funds and human capital to implement the plan.

The concept of the adaptive university addresses the problem of the relationship between the university and the environment by considering the changes that are required and emerging in order to create the dynamic equilibrium for the university's existence within changes. University can not have a dynamic life if the changes are only the top-down demands and missions assigned by the high leaders of the university. Each university needs innovations and original approaches in order to keep its survival, within the changes and dynamism of the scientific societies. How is it possible? Does not it need internal dynamism besides the dynamism of the surrounding systems? The university is a living organization and a dynamic system and so it must be adaptive for its survival and also its progress. But what is the adaption? How the survival and development of the university can be possible within the internal and external changes? Are they automatic or only a moment in life? This article reflects on these questions and presents some principles for adaptive universities by the study of scientific researches and the author’s observations in other universities (Montreal, Toronto, McGill, Sherbrook…) in different years.

This research aimed to investigate environmental pathology of autonomous campuses in terms of social, cultural, economic, political and transnational dimensions and long-term Outcomes of damages. Therefore, 21 experts of higher education and directors of autonomous campuses of public universities of Tehran were interviewed using nonprobability and purposive sampling. This research is qualitative and methodically descriptive-exploratory. Data were analyzed using thematic analysis method and themes of environmental damages were extracted. The research results showed that out of 179 coded cases, 29% of extracted codes are social, 20% cultural, 20% economic, 13% political, 9% sanctions and 9% long-term Outcomes of damages. The results indicate that the highest level of environmental damages of autonomous campuses relates to social dimension and themes, including lack of attention to labor market demand, creation of unequal educational opportunities, social injustice and individual characteristics of students.