دکتر غلامرضا شمس

Every year, many candidates participate in the experimental group of the national exam (as the most important entrance exam to higher education) to enter the fields of medicine, pharmacy and dentistry, and success in the exam is of great importance and priority for them. The nature of the exam, the preparation process of the candidates and its importance and priority have popularized the phenomenon called teaching for the exam in the secondary education system. Based on this, the aim of the current research is to analyze the phenomenon of teaching for the exam in the biology course.

The current research method is a qualitative method of interpretive phenomenology. The participants were selected from among the teachers of the six districts and school teachers of the biology course in Isfahan city with the purposeful snowball sampling method and a total of 15 people. The measurement tool is a semi-structured interview that is designed and built using theoretical knowledge related to the topic. In order to analyze the teachers' interview, it was converted into text and using Dickelman, Allen and Tanner method, first the basic concepts were extracted, then within the sub-themes and finally within the main themes.

The results of this study showed that teaching for the test is a common phenomenon in the secondary education system, in such a way that all educational activities of the school are focused on the test and the efforts of teachers and students are placed on the success of the test. This phenomenon, while disrupting the teaching and learning process, leads to the prevalence of superficial teaching of concepts and subjects and focusing on testing techniques.

Due to its high sensitivity and impact on the candidates' future, the national exam affects the teaching-learning methods of teachers and the learning style of students, and this influence has led to the spread of the phenomenon of teaching for tests in secondary courses, especially biology courses. 

The current research has been done with the aim of identifying future competencies in the higher education system. The current research is qualitative and thematic analysis of phenomenological interviews.

The study population included 16 experts in the field of leadership development for the interview process using the purposeful sampling method. For the purpose of coding quality, reliability, acceptability and reliability were used for the findings, and the agreement between the evaluators was 0.89.

According to the findings of this research, the competencies of future leaders in the higher education system consist of 8 individual dimensions, social-organizational management, cultural intelligence, global citizen, organizational knowledge and strategic planning, diplomatic organization, social responsibility and discourse creation.

Knowing about the researches of the present research, it is possible to obtain indicators describing the competencies of the leaders of the future system of higher education in order to act in the direction of their selection and development in higher education.

 This research is aimed at identifying the pattern of antecedents and results of leadership self-development in organizations. Most organizations believe that a well-trained workforce is the key to success. Over the past century, training and development has evolved under the influence of changes in the nature of work, and professionals have made increasing demands on their ability to deal with uncertainty, adapt quickly to new information, and solve increasingly complex problems. The future requires a culture of continuous learning. 21st century learners must learn intrapersonal skills such as learning strategies to be able to determine and direct their own learning content. Formal learning programs are not only costly but also time-consuming, while informal learning programs reduce costs and save time. Also, it seems that employees who voluntarily participate in training activities have more learning than mandatory trainings, as a result, the focus on self-development as an alternative to formal trainings is increasing. Leaders as the tip of the arrow in the advancement of organizations must be able to quickly adapt to the rapid changes that occur in the demands of customers and the global economy. One of the approaches that today has many fans among various organizations and researches for the development of leadership capacity is leadership self-development.
In the present research, the method of Meta-synthesis has been used. Therefore, the research approach is qualitative and its method is Meta-synthesis research. n this research, it was done through its various stages, namely setting the research question, systematic study of literature, selection of suitable researches, extracting information from researches, analysis and combination of findings, quality control of findings and presentation of findings. In this research, the statistical population of the research includes researches and studies conducted in the period of 1970 to 2021 in the field of  leadership self-development with the keywords self-development / self-directed learning / leadership development / leadership self-improvement / leadership self-help / distance learning / self-leadership development /Self-directed development/Self-directed leadership in databases (SID; Noormags; Magiran; Ganj; CIVILICA; Sciencedirect; DOAJ; scopus; ProQuest; Jstore; EBSCOhost; sage; Wiley; Springer; Emerald; PubMed; ERIC; Semantic Scholar & Google Scholar) were collected and a total of 2995 studies were selected and analyzed. Among the examined studies, after several stages of screening, 131 study units were selected and examined based on the review of the title, abstract and content of the research respectively. In conducting this screening, CASP helped a lot to check the quality of researches. . Related sources were coded by open, central and selective three-step coding. In order to check the quality of coding, reliability, verifiability and reliability were used for the findings, and Cohen's kappa coefficient for agreement between evaluators was obtained as 0.72.
  The identified antecedents for leadership self-development were classified into three categories: 1. Individual factors (including 19 components), 2. Organizational factors (including 5 components) and 3. Environmental factors (including 2 components). Also, the results and consequences identified for leadership self-development include two categories: 1. Individual results (including 8 components) and 2. Organizational results (including 7 components).
Despite the studies that have been conducted in the field of leadership self-development, there is still no comprehensive model of the antecedents that are required for the implementation of leadership self-development and the results obtained from this implementation. For this reason, it was decided to review and combine past studies in a systematic review and provide a model that is more comprehensive and complete than the models presented for the antecedents and results of leadership self-development. By knowing the results obtained from this research, various organizations can get acquainted with the factors that are needed for leadership self-development in addition to recognizing the benefits of leadership self-development; When recruiting and promoting leaders, organizations can consider the individual factors required for leadership self-development as one of the criteria for recruitment and promotion, and the environmental and organizational factors required for leadership self-development in order to achieve results. They provided leadership self-development for the individual and the organization.

The purpose of this study was to design a teacher professional development model to play a leadership role in primary schools. The research population consisted of all university experts, school principals, and teachers of Guilān province. Using a purposeful sampling method of snowball type, 12 university experts, school principals, and teachers wereselected and semi-structured interviews were conducted with them. After the interviews, their transcripts were analyzed using the thematic analysis technique. In this research, the credibility of the findings was checked through accurate and regular description of the processes of data coding and analysis, and their written and visual representations. Also, the Delphi technique was used to validate the research model, and a binomial test was used to analyze the results. The results of the qualitative section of this study showed that in order to avoid wasting the teachers' energy and capital, they are expected to improve their abilities in the four personality dimensions: Management ability (with 6 components),developmental perspective (4 components), collaboration (5 components), and impact and influence (10 components). Also, the schools are expected to make efforts on teachers' professional growth and development (four components). In addition, the results of the validation of the research model showed the sufficient validity of this model. In contrast, the two components of "creating a critical environment" and "playing the role of mentor" did not have enough validity.

This research has done with the aim of identifying the effective components entrepreneurial management of schools. The current research is qualitative and practical in terms of purpose. By collecting and analyzing the content of qualitative data, organizing themes and basic themes have been identified. in this research, a total of 18 interviews were conducted with theoretical and experimental experts, including professors of entrepreneurship and educational management, as well as principals of entrepreneurial schools. These people were selected as a snowball and the interview continued until the theoretical saturation stage was reached. Data analysis was based on thematic analysis and the coding method between two tests was used to validate the data. Based on the results of this research, the effective components in the entrepreneurial management of schools have been classified into 6 organizational themes, including entrepreneurial planning, entrepreneurial resource provision, entrepreneurial organization, entrepreneurial motivation system, entrepreneurial leadership, and entrepreneurial evaluation system.

The main goal of this research was to analyze the educational factors of learning transfer in the internship curriculum of Farhangian University. The research method is practical in terms of its purpose and qualitative in terms of data collection using the phenomenological method. The used tool is the interview, whose structural, internal and external validity was ensured and its reliability was confirmed by the method of member review, peer review and external observer. In order to identify the harms of the educational factors of learning transfer, the views and experiences of 30 beneficiaries in the internship program were investigated with a targeted approach and theoretical saturation criteria through semi-structured interviews. Then, the data were analyzed using thematic analysis technique. For data analysis, thematic analysis (theme) technique was used and the validity of the research findings was guaranteed by using methods of review by members and biasing of data sources. Also, in order to measure the reliability of the done coding, re-test reliability method and intra-subject agreement were used. After reviewing and organizing the texts of the interviews, 37 codes were extracted in the form of 7 components in the dimension of educational factors of learning transfer. Based on the obtained results, the most important obstacles related to the educational factors of learning transfer in the internship curriculum include; educational needs assessment, educational goals, content, educational strategies, time, place and evaluation. Therefore, it is necessary for the human triangle of "student teacher, internship guide teacher and internship instructor" to be at the close service of the field of opinion and practice so that they can act correctly in order to fulfill the goals of the internship curriculum and transfer students' learning in the real work environment.

The main purpose of present study was to investigate the state of technology in leadership from leaders’ and followers’ point of view. This study in purpose was applied and from methodology point of view was based on mixture of exploratory-sequential (qualitative-quantitative). The community of the study were educational experts and principals of governmental girl’s elementary schools in Tehran. The qualitative sampling method was purposeful and criterion-oriented, and 9 people were selected; and in the quantitative stage, the sample size was estimated to be 369 people based on the "Cochran" formula, of which 340 people were the final sample using the stratified and cluster sampling method. The data collection tool in the qualitative part was a semi-structured interview, whose reliability was confirmed by the agreement coefficient (75%). The data was collected in the quantitative section using a researcher-made questionnaire, the reliability of which was estimated with Cronbach's alpha coefficient of 0.95. In the qualitative data analysis part of this research, grounded theory coding method based on Strauss and Corbin's approach was used, and in the quantitative stage, one-sample t, independent groups t, and analysis of variance were used. The findings of this research showed that technology has been able to have a positive effect on the activities of leaders and by identifying their most important challenges when using technology and the effective factors of virtual teams, leaders and followers can greatly better use technologies and increase their efficiency during daily activities.

This research was conducted with the aim of designing the entrepreneurial management model of second secondary schools in Mazandaran province. the research method was development and application, and qualitative in terms of data collection. In the data analysis of this research, the content analysis method was used and in this way the main and secondary components of the phenomenon were identified. In this study, a total of 18 interviews were conducted with two groups in the form of theoretical experts (8 people including university professors familiar with entrepreneurship and educational sciences) and experimental experts (10 people including school principals active in the field of entrepreneurship). The sampling method was purposeful (theoretical) including two types of maximum diversity and snowball. the interview was continued until reaching the theoretical saturation stage. The data collection tool was in-depth interview and its reliability was measured through the Kappa index.  In analyzing the data of this research during the open and central coding process, 330 open codes, 66 concepts and 9 main categories (Entrepreneurial knowledge of managers, Entrepreneurial skills of managers, Entrepreneurial personality and moral characteristics of managers, Entrepreneurial planning of schools, Entrepreneurial organization Schools, Entrepreneurial resource supply and orientation system, schools Entrepreneurial motivation system, Entrepreneurial leadership of schools, Entrepreneurial control of schools) were obtained. Finally, the relationships between the components were revealed and the conceptual model of the research was designed based on it. Also, the validity of the qualitative data was confirmed by coding between the two tests.

The purpose of this study was to the role of academic leadership in relation to the faculty development of Shahid Beheshti University. This research was purposely based on developmental research and in terms of epistemological assumptions, was from a type qualitative research. The statistical population of the study consisted of all faculty members and academic director and president. Semi-structured interviews were conducted using a targeted snowball sampling method with 10 faculty members and academic director and president in the field of higher education with rich and key information about the subject of research. With using a purposeful snowball sampling method with 10 faculty members and Academic Directors and Presidents in the field of higher education, which had rich and key information about the research topic, as the study Sample was selected and semi-structured interviews were conducted. After the interview, the text of the interviews was analyzed using thematic analysis technique. The results of this research showed that 81 subcategories (concepts) related to the role of academic leadership in relation to the faculty development in 12 main components and can be classified into three general categories: individual, structural-organizational and supra-organizational dimensions. The individual dimension include four component of motivation, attitude, personality traits and professional commitment; the Structural- organizational dimension consists six component: organizational structure, organizational culture, rules and regulations, organizational communication, organizational technology and organization management and the supra-organizational dimension included two social and economic component.

Higher education system is considered to be one of the most important factors in development and progress of a society. The present research aims to conduct a pathological study of staffing system in higher education and, thereby, proceed to codify and validate a model for it. The methodology was practical and developmental. A combined sequential exploratory (heuristic) method of the modelling type was utilized for data collection. Drawing from multiple data synchronization in three stages, a primary theoretical framework was codified and, accordingly, it was validated in the form of a model. For the pathology of the staffing system, the first stage used a Scoping review and 15 studies conducted in this area in authentic databases were analyzed and investigated based on a purposeful approach according to Arksey and O’Malley’s five-stage framework. At the second stage, qualitative case study was used according to which the perspectives and experiences of 12 experts, managers and specialists were taken into account with a purposeful approach through theoretical saturation criterion. It should be noted that semi-structured interview was utilized at this stage and the gathered data were analyzed by drawing from Thematic Content Analysis technique. The third stage applied a survey method and the components extracted from an ascertained questionnaire given to 98 staffing managers and experts in public universities under supervision of Tehran Ministry of Science, Research and Technology were analyzed based on a relative class sampling method. In order to analyze the gathered data and validate the codified framework, partial least squares analysis was utilized by drawing from Smart PLS software. After coding the data derived from analysis of documents and interviews, 213 codes were defined and categorized as 33 components and 14 perspectives as follows: job design and analysis, human resource planning, employment, selection, appointment, orientation and awareness, technology, systematic, structure and resources, Rules and Regulations, university autonomy, cultural, political and economic. According to identified defects, the pathological model for staffing system in universities was codified and validated. Human resource planning, human resource selection and job design and analysis as variables played the highest role (coefficient of determination calculated to be 0.83, 0.79 and 0.79 respectively) while economic, political and cultural factors (coefficient of determination calculated to be 0.41, 0.49 and0.51 respectively) had the lowest role in determining the pathological model of the staffing system. Therefore, the codified model in the present research can be considered as an appropriate framework to investigate, conduct pathological study and improve the staffing system of universities by higher education policy-maker institutions.

The purpose of this study was to identifying the challenges and opportunities of organizational development in the oil industry through technology. This research was from a type qualitative research. The statistical population of the study included managers and employees in the oil industry. Semi-structured interviews were conducted using targeted snowball sampling method, 13 managers and employees in the oil industry. After the interview, the text of the interviews was analyzed using thematic analysis technique. The results showed that organizational development challenges in six of category (employee resistance, ignoring interpersonal relationships, communication and information barriers, uncertainty about job conditions, weak security structure and non-compliance with beliefs and values) and opportunities in six of category (management and decision facilitation, economic savings, competitiveness, system dynamics, formation of the learning organization, network communication, internationalization of communication, meritocracy, standardization of activities and processes, development of infrastructure and employee socialization) are manifested.

In this research, the way of scientific cooperation among professors of educational sciences among scientific groups is investigated and it is clear how knowledge is transferred in scientific cooperation networks between them and what is the contribution of each of them in the production of scientific articles published in the country. The present study was conducted to study the Co-authorship network of faculty members in the field of education of Governmental universities of Tehran and review authorship patterns in 2795 published articles in scientific journals.

This study was conducted scientometric approach and social network analysis method. The statistical population of the research includes the internally published articles of the faculty members of educational sciences of Tehran universities, which were published by scientific research journals and periodicals and uploaded to the citation indexes of the sciences of the Islamic world science center and Magiran. 2795 articles that were indexed in these databases from 1377 to 1395 were examined with the available sample method. Since in the sample selection process, it was not possible to access all the articles of faculty members, and as a result, it was not possible to select samples using random methods, therefore, the available sample method was used to select the samples. The number of co-authors for each member was entered in a table in Excel software. The matrix was created manually. The result was a 106*106 matrix. Configure the Co-authorship network for the publication of internal papers was investigated using the macro indicators network analysis such as Density, clustering coefficient, mean distance, connectedness, and diameter of the network and for analyzing the performance of each faculty member with a compilation in the network, was used the micro indexes of the analysis of networks such as Indices degree centrality, betweenness, closeness, and eigenvector. To analyze and draw information obtained from the network were used U.C.I.Net software and its complementary package Net Drew.

The pattern of three authorships has been the most important collaborative pattern in the articles studied (%30). The network is composed of 106 nodes and 461 ties. The study of micro indicators showed that individuals such as Ali Delavar, Mahmoud Mehrmohammadi, Abbas Abbaspour, Mahboobeh Arefi, and Khosrow Bagheri with the highest degree of scientific collaboration with other writers, are the most participant in the network. Based on the analysis of the network structure in terms of micro-indices that indicate the individual's performance in the network, it can be said that according to the degree centrality index, people such as Mahmoud Mehrmohammadi, Korosh Fathi Vajargah, Mohammad Attaran, and Khosro Bagheri have a prominent position and influence And their power in the network is higher than other members and they have the most scientific influence and these people somehow control the flow of information in the network. The analysis of macro indicators also showed that the density of the mentioned network was 0.114, so the network did not have sufficient Cohesion. Therefore, the current network is of a discrete type and the flow of information is slow. In other words, the connection between the nodes is low and the network has low coherence and there are many holes in it.

Examining the writing patterns of the professors showed that the pattern of three writings in the published internal articles took the largest share, which was the result of the cooperation of the professors with students and other researchers rather than the cooperation of the professors with each other; Also, the examination of micro and macro indicators also showed that the scientific cooperation of professors in the field of educational sciences in the public universities of Tehran is not favorable.

The aim of this study was to design and explanation a model of executive coaching competencies. The research method was qualitative and was performed using the meta-synthesis method with a seven-step approach by Sandolowski and Barso (2009) and a semi-structured interview was used to confirm the model. The study population was 857 documents in the document analysis section, 22 of which were selected as a sample using purposive sampling method according to the acceptance criteria. The study population in the interview section were academic experts in the field of coaching who Six people were selected as the sample using targeted snowball sampling method. Data obtained from document analysis and interviews were analyzed using a three-step coding method (open, axial, selective). The reliability of the codings was confirmed using the kappa agreement coefficient in SPSS software with a value of 0.77. Regarding the study of research validity, while paying attention to the audit strategies of research and pluralism of data, the findings were provided to 3 qualitative research experts and after reviewing the study process, they confirmed the qualitative results. Based on the combined results, 150 open codes were obtained in 6 general categories (including skills, intercultural and ethical competencies, credibility, intellectual abilities, knowledge and information, attitude and motivation) and 22 subcategories (core codes) Were categorized. Based on the results of the interview, the results were confirmed and 34 open codes were added to it, and finally, the model of professional coaching professional competencies was designed.

This study is aimed at investigating and identifying the problems of Iran’s human resources performance appraisal system. The research follows a qualitative approach based on synthetic method. The statistical population of the study consists of the studies conducted during 2000 to 2019 in the field of the pathology of Iran’s human resource performance appraisal system selected through specific search keywords in the national databases. Totally, 114 studies were selected to be investigated. From among these studies, 29 were chosen on the basis of several screening stages and were then evaluated in terms of their titles, abstracts, and contents. The data are obtained by the qualitative analysis of the research documents. Content analysis method was also used for analyzing the research data in three stages (open, axial, and selective types). Analyzing the data in 101 open codes and 32 axial categories and grouping them into 11 dimensions revealed that Iran's human resources performance appraisal system faces problems in these areas: socio-cultural, technological infrastructure, resources and facilities, organizational-managerial, systems, appraisal program design, appraisal Implementation, performance analysis and feedback, evaluation results, and application of the results and consequences. The results of the data analysis led to the identification of the flaws in the Iranian human resources performance appraisal system in the form of a comprehensive model. Therefore, the designed model provides an appropriate framework for organizations to pathologically appraise their human resource performance.

Since learning assessment in e-learning courses is still a question mark, the aim of this study is to identify e-learning assessment techniques in university e-learning.

The research was conducted in two ways, mixed systematic review in valid scientific journals in the field of e-learning and qualitative approach with phenomenological strategy. In the mixed systematic review method, 10 Q1 journals in the field of e-learning that were selected from SCImago Journal Rank, were searched. In the qualitative approach, faculty members and instructors of e-learning courses in universities in the field of educational sciences and educational psychology were the population of this study that were selected using a criterion-based purposeful sampling method. And through semi-structured interviews, data were collected until the researcher achieved theoretical saturation, and in the twelfth interview, theoretical saturation was achieved. The data obtained from the interview were analysed by Colaizzi coding method.

Based on the results of mixed systemetic review, various assessment techniques were identified in university e-learning courses at the international level. Also, based on the findings of the interviews, two themes were obtained: "during the semester" and "at the end of the semester", and twelve subcategories were obtained.

Assessment of learning in e-learning environments is learner-centered, which emphasizes the active role of the learner in the learning process.

The purpose of present study is to evaluate the Rah-e Roshd educational Complex strategic training & development courses according to Noe Strategic Training & Development Model in order to specify the pertinence of this organization in the way of excellence.

The methodology was adopted to obtain information on training strategies with mixed method (quantitative–qualitative). The research method in the quantitative section was a descriptive – survey and in the qualitative section was the phenomenology method. The statistical population include (N=200) member of Rahe Roshd educational complex which (N=132) were selected based on Cochran formula by using simple random sampling. The statistical population of the qualitative section were experienced managers and staff of the complex who were selected by purposeful criterion sampling. Semi-structured interview was conducted to collect information until the researcher achieved theoretical saturation. Data collection was done in a quantitative section using a researcher-made questionnaire based on the Noe strategic training & development model. Using the questionnaire, the challenges existing in the strategic training & development courses of the complex were identified and used as questions in the qualitative section of the research. In order to analyze the research data in the quantitative section, descriptive statistics and inferential statistics (Yu Mann Whitney and Kruskal Wallis) were used and in the qualitative section Strauss and Corbin coding method were used.

The results of descriptive section research showed that based on the Noe strategic training and development model, the complex faced with some challenges like: needs assessment, outsourcing, team working and sharing knowledge, satisfying and job rotation, reducing time and cost strategic training and development. In the qualitative section, there were identified suggestions and mechanisms for addressing these challenges, including six main categories of "strategic educational planning", "reviewing in needs assessment requirements", " conducting group training courses with the supervision and participation of managers, "utilizing the benefits of outsourcing under ideal conditions, "improvement and correction management  of Courses in cooperation with the monitoring and evaluation Unit," and "organizational measures to improve and promote training through monitoring and evaluation".

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.

Today, organizations comprehend that training without transfer it to the workplace is a waste of time and resources. Based on importance transfer of training in business and considering high rate of transfer failure, create more fluencies ways in order to convenient training transfer is required. The aim of this research is investigating status of project managers transfer training in oil industry based on Halton model. The research method is applied while obtaining information will be done through quantity aspect. The statistical population of the study consist of all project managers in oil industry with 60 people which 52 of them were selected by simple random sampling. For collecting the data, the questioners with 0/78 permanence has been used. collected data has been analyzed by spss software, which include of one sample test. The final result of this research has shown project managers are desired situation of second factor, ability and motivationally, but they are not in an optimum situation from environmental condition.

Learners have been introduced as one of the main determinants of success and effectiveness in e-learning courses because the nature of e-learning is learnercentered and they are responsible for their own learning. Therefore, the aim of this study was to identify the learner characteristics that are effective in elearning. To this end, a qualitative research approach and a phenomenological strategy were adopted. Faculty members and instructors of e-learning courses in universities constituted the statistical population of this research. Participants were selected using criterion-based purposeful sampling method. Data was collected through semi-structured interviews until the twelfth interview in which theoretical saturation was achieved. The obtained data was analyzed first qualitatively through content analysis in the three stages of coding, subcategorizing, and categorizing. Based on the findings of the twelve interviews, 102 codes, 13 subcategories and six categories were found, including “The learner-centered in the e-learning process”; “learner interaction in the e-learning process”; “learner as assessor in the e-learning process”; “learner's Literacy”; “self-directed learner”; and “psychological characteristics of the learner”. According to the research findings, managers and planners of e-learning courses in universities should pay special attention to the role of the learner in the success and effectiveness of university e-learning courses.

Digital revolution has fundamentally changed the nature of work, organizational boundaries, and the responsibilities of business leaders. In this regard, having leaders who are able to explain the need for digital change, define its scope and direction for employees, and provide a clear vision and roadmap for their employees, seems an undisputable necessity. However, one of the fundamental requirements for giving an effective role to digital leaders is to identify and define a set of competencies for this role on which they may design and develop their competency profiles. Hence, this study intends to identify the competencies of digital leaders using the meta-synthesis method, and provide a conceptual framework for explaining them. Accordingly, the research population consists of databases and sound international journals in this field. 40 subjects were selected based on pre-determined criteria related to the research question through criterion-oriented purposive sampling method. In the next steps, while analyzing, interpreting and combining the findings, the competency framework of digital leaders was formed by identifying 8 dimensions, 21 categories, 86 concepts (open codes) and 259 references. The related identified dimensions included emotional intelligence, social intelligence, coordination of socio-technical resources, competitive insight, organizational learning leadership and innovation, technological intelligence, user-orientation and cultural insight. The findings of this study can help organizational managers and researchers in this field understand the different aspects of the competencies of digital leaders, and provide a situation for cultivating and improving and equipping them with new competencies.

The purpose of this study was to identify the impact indicators in designing MobileMooc system for virtual teaching of employees. Twenty-six papers were selected from ProQuest, Google Scholar, ScienceDirect, Emerald, Scopus and Springer's databases were analyzed using constant comparative and qualitative content analysis to extract the findings of previous studies. As a result, 27 concepts and 4 main categories (indicators) were extracted through content, open coding, axial coding and selective coding. The findings showed that in MobileMooc design, we should focus on the categories of mobile interactions, educational support system, technology acceptance and technical support system. According to research findings, mooc format combination and mobile learning have potential for informal and lifelong learning, and it is recommended that employees through interaction or being as researchers take a step in fulfilling professional competence through MobileMooc technology. Understanding the important indicators in the design of MobileMooc Technology is important in increasing the professional competence and organizational innovation since we can use it through synergy of experts for the benefit of promoting employee performance and organizational innovation.

Continuous education, which is an appropriate tool for enhancing the level of knowledge, skills and insights of any organizationchr('39')s human resources and ensuring their progress and development, requires an appropriate background and overcoming the challenge.Therefore, the aim of this study is reviewing the experiences of nurses and identifying the weaknesses of the educational courses hold by a qualitative study.

This study was a qualitative study using interpretive phenomenological method conducted in autumn 2018. 24 educational supervisors, supervisors, and nurses participated in this study and were selected by purposeful sampling method. Data were collected through semi-structured interviews. Data analysis was done by Colaizzi method.

In analyzing the content of interviews, 4 main categories obtained;Inappropriate content; low level of interaction in classrooms; not paying attention to effective teaching-learning methods; low professional skills of professors.

Currently, in the process of learning and continuing education, the above mentioned issues have reduced the effectiveness of training courses and these courses are used solely to fill nurseschr('39') training hours, therefore, appropriate attention and support is needed to improve this condition.

This study aimed to evaluate and determine the role of entrepreneur-centered curricula as an identity crisis strategy in higher education (case study: graduates of educational sciences). This was an applied research with a mixed method, and its statistical population included professors in the field of entrepreneurship and activists in the entrepreneurship sector, and students of educational sciences in Tehran, Iran. In total, 23 professors, entrepreneurs, and graduates of educational sciences were selected by purposive sampling in the qualitative sections, whereas 125 professors, entrepreneurs, and graduates were selected by convenience sampling using Morgan’s table in the quantitative section. According to the results, the variables of policy-making and professional management of education and learning businesses (β=0.200), information technology management (β=0.200), decision-making and problem-solving (β=0.215) effective communications and interactions (β=0203), management and leadership (β=0.250), and learning management and human resource development (β=0.198) had a direct, positive and significant impact on the structure of the entrepreneur-centered curriculum in the field of educational sciences. The present research can be used to select and screen business instructors, design and standardize training programs, develop training course titles, implement and evaluate the effectiveness of programs and activities for raising entrepreneurial graduates.

One of the key success factors in the journey to digitalization is to cultivate and develop a new generation of leaders called “digital leaders”. Given the importance of this issue in the present era, researchers have addressed this role in many aspects as one of the essential factors determining the success of organizations in the digital age. However, the fundamental issue is what is the status of studies on digital leader’s role in terms of both structural and contextual perspectives? This is important because, to date, relevant researches have focused less on providing a complete picture of researches in this area. Accordingly, in response to this challenge, this research intends to provide a comprehensive view of the international conducted studies in the field of digital leader’s role. In order to achieve this, the qualitative meta-analysis was used to examine and analyze 46 studies in the field which each of them had a different perspective and methodology. For that purpose, we follow a structured and iterative process built on Okoli & Schabram’s guidelines and Fink’s approach to search, identify, and analyze the relevant literature. Finally, in order to evaluate the results of structural and contextual analysis, the peer debriefing strategy were used. The results showed that all conducted researches have predominant features both structurally and contextually. In this regard, in the structural perspective, “time distribution of studies, the method of data collection, the industry distribution of studies and the type of researcher participation” were evaluated. In the contextual perspective, based on the thematic synthesis, five main research themes including “drivers of role definition, goals and objectives, functions, role structure and role competencies” in the field of digital leader’s role were identified and finally, thematic network of the concepts and issues related to each area were drawn up. From the contextual point of view, results of this study showed that over recent years the number and quality of articles have increased, as well as the research focus has expanded to various dimensions; So that in 2019, all five areas of this role have been addressed in numerous studies. Overall, the findings of this article provide a basis for understanding the different research aspects in the field of digital leader’s role. It also provides a framework to design and develop researches in the field of digital leader’s role.