خلیل غلامی

Ergonomics is a science designed to create equal opportunities by employing and optimizing scientific processes. It ensures that products, places, and procedures align with the physical, cognitive, cultural, and emotional capabilities and limitations of users.  It involves optimizing the interaction between humans and other elements of a system. Ergonomic interventions can occur at three levels: Micro, Meso, and Macro. Macroergonomics, the broadest level, considers the entire system, including its social, organizational, and technical aspects. Microergonomics is about a specific goal and Mesoergonomics is an intermediate point of view that considers the relationships between people, organizations, and socio-technical systems. Numerous studies have explored Macroergonomics in various sectors, with a particular focus on the structural dimensions of systems. Macroergonomics, with its systems-oriented approach, examines work analysis, productivity estimation, and tool design. It is implemented on a larger scale by integrating into broader environments such as organizations or institutions. A Macroergonomic approach emphasizes organizational structure, human-organizational interaction, and motivational aspects of work. Currently, in addition to students, all academic staff are facing challenges that create new demands on management. They are confronted with changes in their workplaces, job duties, and the student body. The simultaneous decrease in hiring and increase in the average age of staff and faculty have led to increased physical and psychological workloads, resulting in decreased capacity and productivity. A Macroergonomic framework can address these issues by providing a structured approach to higher education reform. By identifying and describing the various components of a socio-technical educational system, such as social, organizational, technical, and external subsystems, we can improve teaching and learning efficiency. One of the hallmarks of a modern higher education institution is the extent to which it adheres to the principles and foundations of ergonomics. This leads to improved quality of teaching and learning and, in advanced countries, specific ergonomic standards have been designed and implemented. Attention to educational ergonomics, as an action-oriented framework, improves teaching and learning processes by controlling and designing or redesigning factors that affect learners and instructors in higher education institutions. The use of Macroergonomics leads to the synergization of systemic processes, meaning that by considering common technical and social factors, it can provide greater performance than what can be achieved through ergonomic intervention alone. The shift from first-generation to higher-generation universities has led to a transition from educational challenges to ergonomic challenges. Ensuring the quality of higher education across all dimensions requires a long-term commitment to ergonomics. The aim of the present study is to identify the dimensions of Macroergonomics in higher education (with an emphasis on teaching and learning) based on identified studies in this field, and to provide necessary guidelines for conducting more objective and interventional studies using a mixed (qualitative) synthesis research approach. This research is fundamentally applied, employing a qualitative approach and specifically a synthesis research method. The strategy used is a meta-synthesis approach, involving inductive content analysis followed by meta-synthesis of the analyses. The population of the study includes research conducted in the field of ergonomics in higher education.In this research, studies in this field were used as the population and sample. An initial search yielded 43 relevant articles on Macroergonomics in higher education from various Persian and English databases. A systematic review of the selected documents was then conducted. At this stage, the abstracts of the documents were examined, and 27 relevant articles were purposefully selected. Subsequently, the findings, methods, and research tools were jointly reviewed and examined.The data and results of the research findings were categorized and analyzed into three dimensions: concepts, categories, and main codes. The data and resources used were refined and extracted through several stages and, after analysis and synthesis of the results, were incorporated into a comprehensive conceptual framework or model. Through the classification of the results presented in the extracted theoretical model, 36 key Macroergonomics components in higher education were identified. These categories were grouped into seven main codes, which in fact represent the primary indicators and components of Macroergonomics in higher education, with a focus on teaching and learning. The first main code identified was learning Macroergonomics, which includes categories such as teaching methods, curriculum and classroom design, and the alignment between educational processes and student abilities. The second main code is educational Macroergonomics, which includes categories such as educational facilities, educational technology, educational equipment, educational software, educational research, educational reform planning, and the learning environment, including classrooms and buildings. The third identified main code is individual and social factors, which includes categories such as race and native language, gender, anthropometric dimensions, health, nutrition, substance abuse, academic aptitude, mobility, communication and interactions, and social and family factors. The fourth main code identified is organizational design and management, which includes categories such as commitment of management levels to implementing Macroergonomics, effective Macroergonomics in periodic management evaluation, Macroergonomics in knowledge transfer, macroergonomics in linking the organization or system with its external environment, Macroergonomic organizational design, and Macroergonomics and the design of organizational dimensions (centralization, complexity, and formalization). The fifth main code identified is Macroergonomics education, which includes categories such as Macroergonomics education in schools, teacher training centers, and other universities (as a course, short-term courses), recruitment of ergonomists at various levels, formation of education, evaluation, and ergonomics intervention committees, formation of green university committees with the participation of ergonomists, and the establishment of ergonomics training centers at universities. The sixth main code identified is Macroergonomics and graduation standards, which includes categories such as the quantity and type of skills and knowledge, the duration of the educational program, and the type and number of courses.The findings suggest that implementing Macroergonomics principles in higher education can lead to long-term benefits, such as addressing the needs and expectations of all stakeholders, improving resource utilization and coordination, protecting the environment, enhancing the quality of life and services, and promoting equity in educational opportunities for generations to come. Ultimately, this can contribute to the overall well-being and success of higher education institutions.

The purpose of this study was to identify the components and methods of microergonomics used in higher education in the studies conducted in this field by the method of synthesis. The methodological approach in this study was qualitative using synthesis research and content analysis method.

Regardless of the time frame 105 articles were found by referring to the reliable article and scientific databases, in the field of microergonomics in higher education. Among these articles, 14 were selected as samples purposefully.

The findings of his study revealed the most important indicators identified in the field of microergonomics research in higher education, which included the ergonomic design of teaching and learning equipment, supplies and tools, matching of the body dimensions and the dimensions of tables and chairs used, the ergonomic design of university spaces, ergonomics for order, discipline, cleaning, repairs and maintenance, special ergonomics for women and older people, ergonomics in performing tasks and determining workload, environmental ergonomics and atmospheric conditions and also general ergonomics education.

Microergonomics is one of the most important sciences whose implementation is needed in higher education, and it plays a role in the health of academics and in making teaching and learning more effective.

Distributed leadership is one of the most popular theories in school environments today. This theory has a great impact on the improvement and performance of schools, the effectiveness of teachers and, consequently, student outputs. Therefore, the main purpose of this study was to construct and validate a scale for the study of distributed leadership in secondary schools. The statistical population included all high school teachers in Kurdistan province. In the first stage, 377 people and 6 months later, 321 people were studied by random sampling from different regions. In the first stage, the data were analyzed using Exploratory factor analysis, using principal component analysis of direct ablation rotation with SPSS 23 software. In the second stage, the data were analyzed using confirmatory factor analysis and AMOS 23 software. The results of the present study showed that the questionnaire for the study of distributed leadership has a four-factor structure including: school improvement and teacher professional development, trust-based interaction, democracy, and comprehensive support, which are measured using 25 statements. This questionnaire was named "Distributed Leadership Scale of Secondary Schools".

The main purpose of this research is to examine the typology of the elementary exemplary teachers' perceptions of the concept of teaching from the perspective of practical knowledge discourse. To this aim, the qualitative research approach and phenomenography research method were used. As the sample, eleven elementary teachers from all grades in Sari (Iran) were selected using criterion type purposeful sampling with maximum diversity. And the research data were collected through field notes, semi-structured interviews, and stimulated recall interviews during the academic year until data saturation was reached. The content analysis was used for data analysis at 5 levels. The findings showed that the participants adopted three content-oriented, critical-community-based, and learner-centered orientations to teaching. Among these orientations, the learner-centered orientation is a more desirable approach in terms of the concept of teaching in actual teaching practice. Also, it was concluded that the realization of teaching-learning strategies of the national curriculum document is subject to changing teachers' perceptions of teaching and reforming the culture of instruction and the social expectations of teachers.

The aim of the present study is identifying the contextual components of design and development of entrepreneurial branding of Iranian industrial universities. So that, the present research seeks to take advantage of the postmodern paradigm and considering the approach of university entrepreneurial branding, by conducting interviews with professors of industrial universities in the country, extracting the most important categories of university entrepreneurial branding design and development and finally, based on the findings, proceed to provide a suitable framework for entrepreneurial branding of industrial universities.

For this purpose, the method of phenomenological qualitative research was used. The research community was industrial universities experts. Based on the research method, using purposive sampling method and including 32 industrial universities experts were selected. The data collection process was performed using a semi-structured interview. To determine the validity of the interviews, two methods of member checks and peer review were used. To analyze the data, the data encoding technique of open and axial coding levels was used.

Findings indicate that the four main components of “design and development missions”, “products and services”, “human resources” and “development of university capabilities” are the most important components of the design and development of entrepreneurial branding of the university. In the following, several pivotal components are presented for each of the main components. In such a way that for the main component of the missions key components of “education”, “research”, “scientific policy” and “internationalization”; for the main component of products and services pivotal components of “student” and “university products and services”; for the main component of human resources core components of “staff” and “faculty” and for the main component of capacity development core components of “finance”, “marketing” and “infrastructure” are suggested. Finally, for each of the pivotal components, the university's entrepreneurial branding design and development strategies are presented. Finally, for each of the core components, strategies for the design and development of entrepreneurial branding of the university are presented.

Based on this, it is generally suggested that industrial universities form a committee consisting of experts and professionals in the field of branding, in order to identify and evaluate the strengths and weaknesses of the unique value of the university brand and make principled and logical planning, to make the best possible use of opportunities in order to lead to the improvement of the university brand. It should also be kept in mind that branding is a complex and multifaceted work that must be done with due care, necessary time investment, necessary financial allocation and detailed planning.

Identifying the components of teaching at the Brand University is considered to be one of the most important and basic missions of the Brand University. The purpose of this study was to identify the components of teaching in branded universities. For this purpose, qualitative phenomenological research method was used. Based on the above method, purposeful sampling and data gathering were done using semi-structured interviews. The data were analyzed at open and axial coding levels. The research sample was selected by sampling method and included 32 experts in Sharif University of Technology. According to the analysis of the interview findings, nine main categories or strategies have been proposed as the most important components of teaching at Brand University. Curriculum content development strategies, streamlining university curriculum, streamlining university evaluation system, and human resource planning for university professors as key components and policy-making strategies, strengthening the education management system, adopting a future-oriented approach, entrepreneurship development, developing free education programs, and designing and developing information infrastructure are considered as supporting dimensions of teaching at Brand University. In addition, these components each consist of multiple categories and subcategories and have a specific definition appropriate to the participants' expressions. Therefore, it is necessary for university administrators to consider appropriate planning for the design and development of teaching components at the brand university.

approach is a way of looking at teaching and learning. Underlying any teching approach is a theoretical view of nature of education and how to learn in diverse educational envirement. An approach gives rise to methods that shape classroom activites and techniques to aid learning. In service teacher education is to a promote the continuous professional development by providing planned efforts to promote the professional growth and development of teachers.  This paper aims to compare the characteristics of the teacher education system with emphasis on educational approaches and in- service teacher training in Finland, the United Kingdom, Japan and Iran. The method is comparative research with qualitative approach. Existing scientific documents as well as the results of published reports on the teacher education system in the four countries were used to collect data. The results showed that training and internship course there is in Iran and Finland, England, japan. Educational approaches in Finland, England, japan are diverse, research- oriented and Scientific and technological discourses, and social changes, but in Iran is Traditional education – oriented. The purpose of in-service training for teachers in Finland, England, japan are real needs of teachers and Individual and organizational priorities, but in Iran is more religious issues.

The aim of this study is to provide a model based on the views and experiences of Faculty members on the fields of Knowledge Diplomacy application in educational studies as an interdisciplinary knowledge for communication and scientific exchange in universities to help the Scientific development of Iranian higher education system by using the capacity of interdisciplinary knowledge in the university educational programs. The approach of this research is qualitative and based on the strategy of Systematic Grounded Theory. The research scope included Faculty members in the field of educational studies at the universities of Kurdistan province, and 14 participants were selected through theoretical sampling and they interviewed by in depth and semi-structured interviews. The interview data were coded and modeled through the Maxqda 2020 qualitative data analysis software. Based on the findings, the central phenomenon of Interdisciplinary Knowledge Diplomacy in the internationalization of an Iranian University is based on causal conditions (linguistic issues in international education and research; and weakness of knowledge of educational and curriculum content of Iranian universities); Intervening conditions (decision-making in the academic policy-making system; promoting the development of communication and virtual education; and the structure of scientific-executive power and academic authorities); contexts (science production and research approach; qualitative development, competitiveness and academic prestige; and diversify cultural and social needs); strategies (development of Interdisciplinary diplomacy; Individual and academic science exchanges; and comparative educational studies with other countries) and consequences (achieving academic science authority, reconstruction of Interdisciplinary content knowledge, and familiarity with regional and International relations experiences).

Research synthesis of branding factors and criteria for higher education is the main aim of this study. The study is applicable in terms of purpose; research approach is qualitative of research synthesis type and the strategy is used based on the meta- synthesis of the theoretical frameworks and previous related research. The research community includes all countries whose branding information on higher education is available. The research sample includes 160 research abroad and 29 researches at the national level. For analyzing process of the synthesis data, the coding method was used for inductive content analysis. Accordingly, after examining the issue of branding in universities and higher education institutions, the most important branding factors and criteria were identified and selected from the research. In the next stage, based on theoretical foundations and research background, all the factors presented in the field of branding of higher education have been placed in the concepts and categories of the Lencastre & Côrete-Real branding approach. The Lencastre & Côrete-Real branding model has three concepts of identity, goal, and response, each of which contains three categories:  core, real and value added. Accordingly, research findings show that university branding is done in the form of two stages of brand equity creation planning (concepts of identity and purpose) and measuring brand equity (response concept). The brand equity planning phase includes the variables of naming, location, logo, educational missions, research, policy-making, internationalization, finance and infrastructure, personnel and personnel affairs, products and services, students, marketing and graduates. In the following, research has proposed strategies for each of these variables. Also, the findings of the university brand equity assessment stage include two parts, external and internal. The most important strategies for measuring external brand value include university academic reputation, university reputation, students' feelings and affection towards the university, brand loyalty and brand awareness, and the most important strategies for measuring internal brand value including graduate affairs, student services, student empowerment, infrastructure and The financial dimension of the university. In the following, the most important indicators for measuring the special value of the university brand in both internal and external dimensions are presented. In the following, the most important indicators for measuring the special value of the university brand in both internal and external dimensions are presented. Successful and effective implementation of the higher education brandingrequires adequate infrastructures, preparedness at the levels of knowledge, skill and attitude among students and professors as well as appropriate designing of educational programs based on meticulous needs assessments in the target population.

The purpose of this study is to provide a framework for branding a technical university using the Lancaster and Kurt rail models. The research is applied in terms of purpose, descriptive in terms of data collection method and field in terms of implementation. The research sample is selected by purposive sampling method and includes 23 people. The data collection tool is a semi-structured interview. The research results show that university branding includes three concepts of identification, goal setting and response. Each concept has three categories, main, real and value added. For each category, one or more variables are presented. In the sense of brand identity, it is legally unique and has an independent identity in a competitive market. The main category includes naming, the actual category includes the logo and the value-added category includes university missions. The concept of purpose includes the services and products of the university and its requirements. The main category includes products or services and students, the real category includes staff and faculty, the added target category includes marketing and graduates. The concept of answer is to interpret the market performance of the university brand in the market. The main category includes the fastest person, the real category includes the image or perception of the person and the value added category includes the core value of the university brand. In the following, the strategies obtained for branding technical universities are categorized.

The aim of this research was to develop a conceptual model of Lancaster and Kurt Rail Higher Education Branding. The research approach was based on deductive qualitative content analysis. The research population included experts at Sharif University of Technology. Using purposive sampling method, 32 people were selected as the research sample. The data collection tool was a semi-structured interview. Data coding technique was used to analyze the data. The Lancaster and Kurt Rail branding models have three concepts of identity, purpose and response, each of which includes three main categories or core, real and added value. The concept of identity includes a set of signs, symbols and branding slogans. The concept of purpose includes the products, services and products, requirements and marketing of the university. The concept of response means interpreting the market performance of university brand products and services in the market. Based on the research findings, the developed branding model of the university had two stages of brand equity creation planning and brand equity measurement. The concepts of identity and purpose were intended for the planning process. Planning included all the strategies used in the preparation and implementation of the branding planning process of Sharif University of Technology. The planning stage included the variables of naming, location, logo, main and supporting missions, staff, professors, products and services, students, marketing and graduates. In the following sections of this paper, the main and pivotal strategies of the mentioned variables are presented. The concept of response is intended to measure the performance of the university brand. Measuring the specific value of the university brand is a set of measures that provide the final value of the university brand in internal and external dimensions by providing special dimensions and variables. The stage of measuring the brand equity of the university included the basic variables of measuring the brand equity of external and internal dimensions. Scientific credibility, reputation, students' feelings and loyalty were considered external infrastructure strategies while empowerment and efficiency, graduates, student services, infrastructure and financial dimensions were considered internal infrastructure strategies. Finally, the number of extract points to measure the university's brand equity were presented.

The main purpose of the present study was to develop a framework for measuring the needs of high school students in order to rich formal school curricula and practice of teaching. Theoretical hypothesis of research is based on Schwab’s practical theory in curriculum and teaching, which it should be based on the needs and interests of students.

The research approach is quantitative and its strategy is survey. The population was the whole high school students in Kurdistan. The sampling methods was mixed, using multistage cluster and stratified sampling. In line with this, the sample size was 381 for theoretical and 367 for technical and vocational students, which were selected in 5 districts in Kurdistan. The collecting tool was a researcher-made questionnaire entitled “comprehensive needs of high school students’ questionnaire”.

The results showed the students’ needs included two main directions: the educational needs related to curriculum and school environment, with four dimensions; and the general and supportive needs with seven dimensions. In the first case, the need for guiding students to continue their studying in universities was the main priority. In general, and supportive needs, psychological-physical needs, computer and internet skills, and economics needs were the main priorities.

Ethical sensitivity is an important competency for teaching and it aims to nurture students both ethically and cognitively. According to the importance of ethical sensitivity in teaching, this paper examines the relationship between ethical sensitivity and caring teaching in order to build and fit a model that explains the relationship between these variables. The research approach of this study was quantitative. The population was the entire elementary, secondary and high school’s teachers (female and male) in Kamyaran, Kurdistan, Iran in 2013. The sample size was 242 teachers (54% male and 46% female). We sued random stratified sampling in order to select participants. Data was collected with a questionnaire including two scales: Ethical Sensitivity Scale and Caring Teaching Scale. We used confirmatory factor analysis and structural equation modeling for analyzing data. Results showed that all dimensions of both ethical sensitivity and caring teaching had reliable psychometric properties. According to the relationship between two variables, we found that caring through communication had no statistical significant effect on caring teaching. However, acceptance opinions of others, understanding ethical Issues, and identifying the consequences of action and options demonstrate significant effects on caring teaching. Ethical sensitivity and caring teaching are important elements for developing teachers’ moral competency. In this way, teachers can develop theoretical and empirical insights into the moral foundation of teaching.

The main purpose of the present study was to gain insights into effective teaching in higher education as a phenomenon. Using professional experiences of university faculty, we wanted to develop a conceptual framework in order to enhance the pedagogical and theoretical foundations of teaching.using phenomenography, which is one of the qualitative strategies; we interviewed 12 Faculty from University of Kurdistan. Participants were selected using typical sampling until we research theoretical saturation while conducting deep and semi-structured interview. Using inductive procedure, we coded the data in three steps of open, axial, and pattern coding. The finding showed that effective teaching had four main dimensions according to participating faculty: (1) Communicative skills, (2) learner and instructor characteristics, (3) pedagogical skills, and (4) background factors. Comparing the existing literature, we argue that learner characteristics and background factors are new ideas in effective teaching.

Using a qualitative approach and phenomenography، this paper addresses the foundations and model of teachers’ practical knowledge. Schwab practical wisdom was used as a theoretical basis to gain insights into the problem. In this research، practical knowledge is defined as teachers’ personal professional beliefs، habits and actions that helps them do their tasks in sound and effective ways. Findings showed that teachers’ practical knowledge was developed in a continuous cycle. Epistemologically، teachers’ justifications associated with their practical knowledge found to have two significant epistemic statuses: paraxial knowledge and practicable knowledge. Each of these cases embedded with different epistemic weights and was used to cope with different classroom situations.

The main purpose of the present research was to identify the basic components of successful educational principals in order to develop a scale to measure characteristics of successful school principals. The main research approach in this exploratory study was quantitative. The target population involved teachers of all three levels of schooling (elementary، secondary and high schools) in Kermanshah province. Using stage sampling strategy 356 teachers were selected to participate in the study. The main data collection instrument was a researcher-made questionnaire developed based on the qualitative stage of the study with a Cranach’s alpha of 0. 94. Exploratory factor analysis was utilized to analyze data. The results suggested، according to the teachers’ opinions، that the Successful Educational Principal Scale has five basic sub-scales: developing social capital in school، personal capability and manner، relationship، professional development of staff، and self-orientated and close vision. The reliability indexes of the sub-scales ranged from 0. 78 to 0. 90 based on Cronbach’s alpha.

This paper addresses the faculty perception on web-based instruction in order explain the nature of learning and instruction. Using a mixed method approach, the research studied a sample of 132 University Faculty (lecturers and professors) in University of Kurdistan. The research tools were interview and questionnaire. The results of Confirmatory Factor Analysis suggested that five basic components could explain the nature of learning and instruction of web-based instruction in higher education: the lack of authentic learning, autonomy in learning tasks, the weakness of faculty role in instruction, technical skills in web-based instruction and infrastructure and policy-making. These five components could explicate two more fundamental themes: the overall nature of learning and teaching in web-based instruction and web-based obstacles.