میترا عزتی

This research was written with the aim of designing a mentoring process model for Ferdowsi University of Mashhad faculty members with a qualitative approach and using a theoretical research method based on thematic analysis. The population of this research is all faculty members in all faculties of Ferdowsi University of Mashhad, who are working at the academic levels of assistant professor, associate professor, and professor. Purposive sampling method (combined type) was used for sampling and semi-structured interviews with 25 faculty members were used to collect the data of this research. The findings of the research showed that the mentoring process model of faculty members in Ferdowsi University of Mashhad was formed under three main themes: before implementation, implementation and after implementation. The theme before implementation includes sub-themes related to establishing a platform, creating a mentoring context, and planning and preparation. In the main theme of implementation, primary actions, content and communication actions, and management actions have been placed, and finally, the theme of measurement and evaluation has been formed under the main theme after implementation. As a result, it should be said that mentoring of faculty members is a multi-dimensional and complex phenomenon that for its implementation in Ferdowsi University of Mashhad, various factors and components must be considered in order to successfully implement the mentoring program of faculty members in the university.

The purpose of this research was to identify the components of complexity and cognitive biases that are associated with the financial decisions of academic entrepreneurs. The research method with a qualitative approach and using the data-derived theory method has investigated the most significant components of complexity and bias among the financial decisions of academic entrepreneurs at the University of Tehran. The study population consisted of all university entrepreneurs at Tehran University in 2023. Sixteen of them were selected in a purposeful and snowball manner. In-depth interviews were conducted based on the principle of saturation, and 132 codes were identified using the MaxQuda qualitative software. The results indicated that the following sub-components were identified: “Differentiation,” “Integration,” “Complexity of conditions and financial decision process,” “Overconfidence and optimism,” “Availability,” “Effectiveness,” “Anchoring,” “Adjustment,” “Program error,” and “Illusion and concentration of control of financial issues.” Additionally, the primary components of “financial cognitive complexity” and “intellectual and cerebral bias” have been identified and presented through the combination and categorization of the sub-components. As a result of their success or failure, university entrepreneurs make financial decisions based on these complications and biases.

The current research was conducted with the aim of identifying barriers to the optimal implementation of employee training in the National Gas Company of Iran through the lens of the employees' opinions as the main implementers of the mentioned process and providing solutions to improve the existing situation. The current research is practical from the point of view of its purpose and nature, which leads to the improvement of the performance status of the relevant organization, and from the point of view of the method of data collection, it was done using the qualitative research approach and the focus group method. The field of research was National Gas Company of Iran and the participants were selected from among the employees of the training and equipping unit of human resources using the purposeful sampling method. Data collection was done using the focal interview technique and the data saturation level was reached in the fourth focal interview (including 20 people). In order to validate the research findings, the criteria of reliability, transferability, verifiability, reliability and agreement between two coders (intrasubject agreement) were used. In order to analyze the data obtained from the research interviews, thematic analysis method was used. Data analysis using the theme analysis method led to the identification of 171 conceptual propositions, 22 basic themes and 5 main themes. The main themes include individual barriers, organizational barriers, educational barriers, managerial barriers and environmental barriers. According to the findings of the research, it is necessary to pay attention to the identified barriers in order to effectively implement employee training in the National Gas Company of Iran; Therefore, at the end, solutions are provided to reduce the impact of barriers on the effective implementation of employee training and improve it.

Today, intellectual capital and talent are among the strategic resources for the success of organizations. The correct identification of talents from the very early years of people's lives, especially in the education system, makes people make correct and reasonable decisions in their academic and work life. Therefore, in order to fulfill the purpose of the article, the researches that have been conducted in the field of identifying talents of students have been searched and reviewed, and the seven-step method of Sandelowski and Barroso has been used in the mentioned path. In this regard, by using the keywords related to the factord affected the talent identification of students, a search was made in internal databases in the period of 1385-1402 and foreign databases in the period of 2008-2023 and 380 primary sources were found. By screening the initial sources, 33 final sources were achieved. By examining the final selected sources, at first, a number of 497 primary concepts were extracted from the studied articles, and after several sessions of reviewing the primary concepts and categorizing them, finally, 26 primary themes were obtained. Then with the process Secondary coding, the factors affected identifying the talents of students were finally summarized in the form of 8 secondary themes. Kappa coefficient was used to calculate the reliability of meta synthesis analysis, which was calculated using SPSS software to be 0.01 and the index value was 0.813, which indicates good and appropriate reliability. Also, to check the validity of the research, the results were provided to five experts and commentators of qualitative research, who confirmed the qualitative results after reviewing the study process.The main themes obtained are: Family, Teacher, Individual factors, School System, Country's Education System, Society and Country Conditions, Information and Digital Technology, Processes of International Arenas.

Gender gap is one of the basic contemporary discourses in organizations. The aim of the current research is to identify the components and provide a model of the gender gap in the field of human resources. The purpose of this research is applied, qualitative in terms of method, and based on the grounded theory approach. The participants were 55 women from Iran's National Gas Company, selected according to theoretical saturation and the purposeful sampling method. A semi-structured interview was used to collect data. According to the findings, management inefficiency, discrimination in support mechanisms, lack of opportunities for women, injustice in having facilities, injustice in employment, injustice in organizational structure, and injustice in organizational promotion were identified as causal factors. Problems in women's personal lives, inefficiency of the macro structure, and discriminatory laws and regulations were identified as background factors. Weakness in societal and organizational culture were identified as intervening factors. Consequences identified include neglect of human capital, weak organizational culture, a culture of discrimination in society, inefficient processes, unfair distribution of facilities, organizational injustice, missed opportunities for women, weak support mechanisms, neglect of women's management, little attention to the balance between work and life, unfair employment of women, discriminatory implementation of laws and regulations, inefficient use of macro-structure strategies, reduced organizational efficiency, reduced organizational commitment, and reduced organizational productivity. The gender gap is influenced by various factors, but these factors are formed in interaction with a discriminatory perception and lack of organizational support for women.

The experience of developed countries shows that education, as the largest custodian of the next generation and human capital, has an important and sustainable role in the field of entrepreneurship and development of society and the country. In the meantime, there have always been great people who need teachers who can train innovative, creative and entrepreneurial students in order to develop their abilities and talents as much as possible. It is clear that the training of such students will be in the hands of capable teachers who have their own entrepreneurial spirit and beliefs. To achieve this, we will need to recognize the entrepreneurial competencies of teachers.Context: Considering these competencies in Gifted school teachers, we can expect teachers to engage in innovative activities and train students with entrepreneurial thinking. Goal:Our goal in the present study was to identify the entrepreneurial competencies of Gifted school teachers.

This research has been done with a qualitative approach and with focus group method. It was an Applied research and was conducted using semi-structured interview tools. After reviewing the scientific texts and accurate and systematic analysis of the interview texts, answers to the research questions were obtained. interviews in this study were 16 experts in education science, entrepreneurship and officials of the National Talent Organization, in order to identify the components of entrepreneurial competencies of Gifted school teachers using their expert opinions.

In the end, 477 concepts, 45 subcategories and 7 categories were extracted. Knowledge competencies, Skill competencies, Attitude competencies, Personality traits, Factors influencing creation, Outcomes, and Obstacles and Challenges were identified.

A teacher needs to to acquiring and using the knowledge of psychology and educational sciences, the teacher needs to be innovative and creative in teaching and in the classroom. For this purpose, one of the most important treatment solutions is to teach entrepreneurship to teachers. The consequences of these competencies are primarily related to the teacher himself. Consequences such as feeling of satisfaction, increased effectiveness, increased self-confidence are among the things that can be mentioned. They can also train students who have entrepreneurial spirit, motivation and belief.

The present research has been carried out in two parts with the aim of identifying the design requirements of the financial decision support system and the experimental implementation of an example of strategic financial decisions based on the design model of the financial decision support system in the university. The required information in the first part was collected through semi-structured interviews with scientific-executive experts in the fields of higher education economics, financial decision makers in the university and information technology specialists. They were selected by purposeful sampling and snowball method. The findings were analysed using content analysis and a three-step coding approach. The data in the second part included financial and statistical data and information from the budget and credit office and the university's planning vice-chancellor, which were used to analyse the cost in the system. Based on the analysis of experts' opinions, the design requirements of the financial decision support system in the university are: Content, human, managerial, educational, cultural, infrastructural, technical and operational, software, hardware, legal, economic, security, environmental and cross-sectoral requirements, and acceptance of changes. The results of the experimental implementation have also shown that the financial decision support system improves the efficiency, effectiveness and quality of financial decisions and optimizes the process by accurately estimating costs, reducing time and cost, removing mental limitations, effective use of limited resources, etc. Therefore, the use of ICT and its capabilities to remove biases and cognitive errors and mental limitations of decision makers, introducing the path to improve the intelligentization of financial resource allocation decisions in the university, helping to promote knowledge-based allocation of financial resources, etc. were among the most important results of the present research.

The Present study aimed to identifying the Facilitating and inhibiting factors, Criteria and indicators related to the evaluation of the quality of interpersonal relations between the employees of primary schools. The study in terms of purpose is practical and applied with a qualitative approach and phenomenological method. The study setting was the primary schools in Bojnourd. Participants included teachers, Principals and assistants who were selected from the criterion sampling. The data are collected via semi-structured interviews and were analyzed using the Colaizzi strategy. In order to increase the credibility, transferability, dependability and conformability of the data, peer debriefing, explaining the exact details of the data collection and analysis process, and long-term immersion were utilized. A sequential review of the interviews led to the identification and classification of three social, individual and educational factors, 20 criteria and 48 indicators. The social factor was set up with 9 criteria,, Individual factor with 7 criteria,, and the educational factor was created with 4 criteria. The use of identified factors, criteria and indicators facilitates the development of measuring tools and improving the quality of interpersonal relationships in schools.

The present study was conducted with the aim of testing the causal relationship between the competencies of engineering science graduates and entrepreneurship with the mediating role of engineering professional ethics. The research method was applied and in terms of data collection, it was descriptive of correlation type. The statistical population was all the students of Technical and Engineering Faculties of Tehran University, 306 of whom were selected by stratified random sampling. In order to collect data, entrepreneurship questionnaires, engineering professional ethics and researcher-made questionnaires of competencies required by engineering science graduates were used. The validity of the questionnaires was confirmed by using the content validity of the construct and their reliability with Cronbach’s alpha coefficient. The data were analyzed using regression coefficient tests and structural equation models. The results showed that the entrepreneurship status of students is directly and indirectly affected by the predictor variables of professional ethics and learned competencies. Also all the components are reported as favorable and very favorable and the data model has a good fit, so the hypothesis of “the assumed model of the causal relationship between the competencies required by the graduates of engineering sciences and entrepreneurship with the mediation of professional ethics” has been confirmed.

The present research has been carried out to explain the factors affecting the compliance of graduate students with research ethics.

The current research was a descriptive-survey type of research. The studied population included all Allameh Tabatabai University graduate students; 266 students were selected using the stratified sampling method.

The research results show that the standardized coefficients in the measurement models: in the dimension of individual factors, in the group of women, personality, and the group of men, motivation had the highest factor load. In the model of environmental factors inside the university, both indicators have close factor loadings in the group of women and men. Finally, research and writing in the non-Persian language have the highest factor load in the model for measuring environmental factors outside the university in the group of men and women. Structural standardized coefficients also showed environmental factors outside the university in the whole sample and the group of women, and in the group of men, individual elements with the highest factor load on research ethics.

Abstract
The current research was conducted with the aim of identifying barriers to optimal implementation of educational evaluation in National Gas Company of Iran and providing solutions for its improvement. Therefore, using the capacity of qualitative research approach and focus group method, the barriers of the studied phenomenon were identified. The data was collected by using the Purposive sampling method (criterion type) and focus interview with 4 focus groups (including 20 people) among the employees of the training and equipping of human resources unit of National Gas Company of Iran and the data was analyzed by using thematic analysis method. Data analysis resulted in the identification of 138 conceptual propositions, 21 basic themes and 5 main themes including "individual barriers", "organizational barriers", "educational barriers", "managerial barriers" and "environmental barriers". According to the findings of the research, it is necessary to pay attention to the identified barriers in order to optimally implementation of the educational evaluation process in the National Gas Company of Iran; therefore, at the end, solutions were presented in order to reduce the effect of barriers on the optimal implementation of the educational evaluation process and its improvement.
Extended abstract
Today, due to technological advances and rapid changes in the environment of organizations (Pfoser et al, 2020), the professional development of human resources is considered one of the most important factors in adapting and facing these rapid changes (Rama Devi & Shaik, 2020), in creating a competitive advantage and value creating for organizations (Ashofteh & Orangian, 2021). In this regard, training is one of the main strategies for the professional development of the organization's human resources (Nguyen, 2020); because training is a systematic process of changing the professional behavior and level of competencies (knowledge, ability and skills) of the organization's employees (Urbancová et al, 2021), which affects the performance of the employees and will ultimately ensure the success of the organization (Sahinidis & Bouris, 2018). Effective training courses can be influent in gaining experience and improving the performance of people, and guaranteeing the survival and perfection of the organization by including strategic progress (Bazgir et al, 2020). The current economic recession has reduced the amount of budget allocated to training and development of human resources; therefore, organizations should always design and implement effective training courses in order to strengthen and expand the knowledge, attitude and skills of employees in order to improve, provide innovative ideas and provide quality services. Therefore, it is necessary for organizations to ensure the effectiveness of training courses in order to achieve their goals by providing the necessary grounds for continuous improvement of training courses (Taheri, 2016). One of the basic measures in providing effective training courses is the optimal implementation of the evaluation process of training courses. The most common definition of educational evaluation considers it as a process to examine education in order to determine whether the educational objectives have been realized in an effective and efficient way. (Sahni, 2020). The optimal implementation of the educational evaluation process, as one of the basic methods of quality assurance, makes it possible to guarantee the quality of education by identifying the weak points of the educational program and laying the groundwork to fix them (Tarazi et al, 2020). Creating the necessary conditions for the continuous improvement of training courses, preventing the deviation of training courses and fixing its defects, and helping to answer to superior authorities and suppliers of the costs of training courses are some of the reasons for the necessity of identifying obstacles to the optimal implementation of the training evaluation process (Taheri, 2016). Thus, in the present research, we have tried to answer the question: "What are the obstacles to the optimal implementation of the educational evaluation process in the National Gas Company of Iran?"
Theoretical framework
Educational evaluation is a regular process of forming a value judgment about the quality of the educational program, making decisions regarding the improvement and modification of the educational program during future planning (Al-Mughairi, 2018). The purpose of educational evaluation is to provide appropriate information for decision-making; in other words, the results of the educational evaluation provide a set of appropriate information for making decisions regarding the continuation, change or termination of the educational program (Sadeghi et al, 2018). In this regard, there are several models each of which considers specific aspects of evaluation. Some models have focused their attention on evaluating learner behavior, educational materials or related methods. Another group of models emphasizes the importance of the role of evaluation in educational planning and tries to improve educational planning by using multiple models, and another group of models also emphasizes the importance of gathering information for decision-making (Taherkhani & Hamidi, 2020).
In relation to the subject of the research, Tarazi et al, (2020) in a research with the aim of identifying the criteria and components affecting the evaluation of the effectiveness of in-service training courses for the employees of Refah Karkaran Bank, considers the factors affecting the process of evaluating the effectiveness of the said courses include individual factors (emotions, awareness and cognition, behavior, physical changes and usefulness), group (emotions in the group, awareness and cognition in the group, behavior in the group and usefulness in the group), organizational (financial, efficiency, processes and resources) and social (customer, community development and business ethics). Urbancová et al, (2021) in research entitled "Effective educational evaluation: the role of influencing factors on evaluating the effectiveness of employee training" concluded that educational evaluation methods (self-evaluation and direct evaluation by supervisors and colleagues), feedback to employees, the size of the organization, and human and financial resources affect the process of evaluating the effectiveness of employee training. Al-Mughairi, (2018) also in his research entitled "Evaluation of training and development of employees: case study: a national oil and gas industry" states that the obstacles of the educational evaluation process include people without evaluation qualifications, use of inappropriate evaluation methods, low and limited cooperation of the managers of the organization and the lack of financial resources.
The current research is practical in terms of purpose and nature, and from the point of view of data collection, it is based on the qualitative research approach and the focus group method. The field of research was Iran National Gas Company (headquarters companies and operational areas), and in this field, the participants included all the employees of the training and manpower training unit of Iran National Gas Company. The selection of the participants was based on the purposeful sampling method of the criterion type among the employees of the training and equipping of human resources unit of National Gas Company of Iran. The data was collected using the focal interview technique, and after completing 4 focal interviews, the level of data saturation was reached. In order to analyze the data, the theme analysis method was used.
Research After conducting 4 focal interviews (including 20 people) with the employees of the Human Resources Training and Equipping Unit of Iran National Gas Company and analyzing the resulting data, 21 basic themes and 5 main themes were extracted, which include: individual barriers (insufficient participation of the organization's employees, lack of specialized knowledge in the organization's employees, lack of required skills in the organization's employees, insufficient knowledge and awareness of the organization's employees about the requirements of the educational evaluation process and incorrect implementation of the requirements of the educational evaluation process by the organization's employees), Organizational barriers (problems in the processes of the organization's human resources planning unit, problems in the processes of the organization's human resources training and equipping unit, problems related to organizational culture, problems related to the organization's human resources, limited credits and required budget, low interaction and cooperation of different units of the organization and lack of efficient and effective motivational systems in the organization), educational barriers (weakness of training course instructors and less and limited use of new and appropriate methods, models and indicators), managerial barriers (insufficient participation of managers, heads and supervisors of the organization, lack of required skills in managers, heads and supervisors of the organization, negative attitude of managers, heads and supervisors of the organization, low and limited support of managers, heads and supervisors of the organization, and incorrect implementation of the requirements of the evaluation process educational by the managers, heads and supervisors of the organization), and environmental barriers (lack of necessary and appropriate infrastructure and lack of mechanisms facilitating the educational evaluation process).
The present research was conducted with the aim of identifying obstacles to the optimal implementation of educational evaluation in the National Gas Company of Iran and providing solutions for its improvement. The results of this research are consistent with the findings of researchers such as Tarazi et al, (2020), Urbancová et al, (2021) and Al-Mughairi (2018). In explaining the findings of the research, it can be said that individual barriers, organizational barriers, educational barriers, managerial barriers and environmental barriers have caused the process of educational evaluation in Iran's National Gas Company not to be carried out optimally, and the expected results are not obtained from the training courses; therefore, it is necessary to think about improving the existing situation and thereby improve the quality of the educational evaluation process and consequently, the quality of training courses and their effectiveness, and in this way strengthen the skills and abilities of employees to perform their job duties and responsibilities. For this purpose, according to the findings, solutions have been identified to reduce the effects of obstacles and improve the educational evaluation process in the National Gas Company of Iran, such as including the index of the active participation of the organization's employees in the educational evaluation process in the annual performance evaluation form of the organization's employees in order to motivate the organization's employees to participate actively in the process of educational evaluation and etc. According to the results obtained from this research, it is suggested that in future researches, the obstacles of the educational evaluation process and providing improvement solutions in other organizations should be taken into consideration and compared with the results of the current research. Also, in future researches, the effect of each of these obstacles identified in the current research can be investigated separately on the process of educational evaluation. And finally, future researchers can conduct research similar to the current research in certain time intervals when the organization takes corrective measures, so that continuous monitoring can be done in this field.

The upcoming research aims to identify the challenges and solutions of the mechanisms of providing and allocating financial resources in the faculties of Tehran University. To achieve this goal, four questions were planned. 1) What challenges are Tehran University faculties facing in attracting new financial resources? 2) What challenges do Tehran University faculties face in allocating financial resources? 3) What solutions are for diversifying financial resources in Tehran University faculties? 4) Solutions for optimizing financial resource allocation mechanisms. What are the faculties of Tehran University?

This qualitative research was written using interpretive phenomenology. Therefore, using targeted sampling, interviews were conducted with 11 financial and administrative assistants of Tehran University. The data were analyzed using the seven-step method of Dickelman (2009). The technique of Member checking and peer review has been used to validate the data from two strategies.

In response to the first question, the findings were classified into 12 secondary subcategories and four primary subcategories: lack of ability in the financial development of the university, the inefficiency of rules and regulations, managerial-executive weakness, and weakness in infrastructure. In response to the second question, the findings were categorized into five secondary subcategories and two primary subcategories: traditional budgeting system and inefficiency of the organizational design of financial resource allocation. In response to the third question, the findings were grouped with 12 secondary subcategories and four primary subcategories: diversifying the university's income sources, amending laws and regulations, modern management, and infrastructure development. The findings were divided into five secondary subcategories in response to the fourth question. Generally, they included two primary subcategories: a performance-oriented budgeting system and an efficient and effective executive system in allocating financial resources.
Discussion and

In the current situation where universities in most countries are facing financial shortages and in providing and allocating financial resources, they are looking for new mechanisms to improve their efficiency and effectiveness. The results of this research can be a suitable road map for improving the performance of Tehran University in the future.

Considering the increasing importance and role of educational needs assessment as the first step in the process of optimal training of employees and lack of attention to the comprehensive identification of Barriers to this value-creating process, in the present study, an attempt was made to use a qualitative approach, while deeply analyzing this phenomenon, to identify the Barriers of the educational needs assessment process in The National Gas Company of Iran is identified and solutions for its improvement are suggested. For this purpose, the method of focus groups was used. The field of research was National Gas Company of Iran and the participants were selected fropm among the employees of the training and equipping unit of human resources using the Purposive sampling method. Data collection was done using the focal interview technique and the data saturation level was reached in the fourth focal interview (including 20 people). Data analysis using the theme analysis method resulted in the identification of 207 conceptual propositions, 19 basic themes and 4 main themes. The main themes include individual Barriers, organizational Barriers, managerial Barriers and environmental Barriers. According to the findings of the research, it is necessary to pay attention to the identified Barriers in order to optimally implement the educational needs assessment process in the National Gas Company of Iran; Therefore, at the end, solutions were presented in order to reduce the impact of obstacles on the optimal implementation of the educational needs assessment process and its improvement.

In the 21st century, knowledge production institutions, especially universities, have a heavy responsibility and to achieve the missions and functions that society expects from institutions, especially the university, they must be able to use their maximum power and capacity. One of the most important capacities that can be used in the university, which somehow overcomes others, is its managerial and governing capacity and competencies, and the president or governor of the university with the highest executive and scientific responsibility should by playing an excellent governing and managerial role, provided the ground for the realization of the missions and goals of the university. In the present study, to achieve this goal, the qualitative research method was used to provide a model of university good governor competencies. For this purpose, 23 professors and higher education experts who were aware of the subject and with a purposeful sampling strategy were selected and interviewed in a semi-structured manner. Thematic analysis technique (theme) was used to analyze the data. In order to evaluate the quality of the data, the validity (reliability) and reliability (reliability) of the findings were provided. After implementing the content of the interviews and analyzing them, seven main competencies (leadership-managerial competence, organizational competence, professional-technical competence, functional competence, individual-personality competence, spiritual-moral competence and value-creating competence) were identified and discovered for the model of university good governor competencies. The seven main competencies of this qualitative study can be used as one of the appropriate models in the selection and appointment of university governors.

The problems and challenges of the country's universities have accelerated compared to before. Globalization of university goals, widespread competition, inappropriate curricula, parallel work and re-employment at the university, lack of attention to participatory management, excessive attention to evidence-based and quantitative, lack of independence, meritocracy, transparency and accountability in the university, existence External interferences and pressures in the university, rent-seeking and political work in the university and other issues are among these challenges. In such a spatial, the management system and governance of universities must be equipped with new management models and approaches to face the issues ahead. In order to fulfill this great mission, it is necessary for universities to have the necessary capability, independence, dynamism, flexibility and adaptability to the environment, responsibility, rule of law, transparency, accountability and legitimacy by using the model of good university governance. It is not possible to have a good university governor at the university.considering that after the researches and researches, there was no evidence of a comprehensive and appropriate model in the field of competencies of a good university governor, the present study seeks to answer the question: what is the appropriate model of competencies of a good university governor?

Since universities and institutes of higher education in Iran have weaknesses and harms in the field of university administration and governance. Therefore, in the present study, an attempt has been made to provide a favorable model for the competencies of a university good governor.Theoretical frameworkThe term "good governance" was first used in 1979 by economist Williamson in the economic literature and later in other scientific studies. Good governance is synonymous with transparency, accountability, justice, participation and the promotion of equality before the law.Researchers examine good governance from different perspectives. In this research, it has been addressed from a managerial perspective. In the managerial approach, management in the university is of special importance. Because most people who take over the presidency of the university are not ready to govern and have a clear understanding of what the profession of university management and governance requires. In the US National Survey, conducted between 1990 and 2000, only 3% of the 2,000 university leaders were trained and educated to hold a university management position. Therefore, it must be said that the traditional model of management can not meet today's conditions, so paying attention to the development of competencies and skills of a good university governor in the field of higher education is an undeniable necessity.

The present research is applied research in terms of purpose and qualitative research in terms of data collection. The statistical population of this study included all higher education experts in Iran who were interviewed in depth using 23 non-probabilistic and purposeful sampling methods. In order to identify the competencies of a university good governor, semi-structured interviews were used and for the analysis of qualitative data (interview texts), the thematic analysis technique (theme) was used. Also, in order to evaluate the quality of the data, the validity (reliability) and reliability (reliability) of the findings were provided.

Findings showed that the model of good university governor competencies has 7 dimensions and 24 components including: leadership/managerial competencies dimension (scientific and skill management competencies, partnership and consensus-oriented, self-organization and organization), organizational competencies dimension (goal setting and mission orientation, Legislation and legislature, decentralization and delegation, being a native of the university), specialized/technical competencies dimension (specialized and empirical authority and acceptance, technical and executive competencies), functional competencies dimension (efficient and effective, teamwork, model and coach Academics), individual/personality competencies dimension (creative and entrepreneurial, cognitive ability, desire for agility/dynamism and progress, risk-taking and competitive, communication and social skills, brave and independent), spiritual/moral competencies dimension (believer and committed to performance) Governance is religious and moral, responsible and accountable, healthy and anti-corruption) and then value-creating competencies (meritocracy, professionalism).

In this study, an attempt was made to identify and examine the competencies of a good university governor from the perspective of Iranian higher education experts. Given that designing a model of a good university governor is the first step in designing and explaining the system of selection and appointment of university governors and administrators. Therefore, it is suggested that managers and officials of the higher education system consider the process of its implementation in universities and higher education institutions of the country.

Education is the most important institution that emerges from the context of society and at the same time its builder and developer, and its impact on the development of society is vital and tangible. It is the most important course of study. The present study aimed to identify the components of genuine leadership competence in primary schools. The present study is a qualitative research in terms of applied purpose, qualitative research in terms of data type and phenomenological research in terms of method. The method and tools used to collect data are semi-structured interviews with experts in the field under study. The statistical population of the study includes managers, professors and experts in the field of management and leadership. Sampling was done by snowball method until reaching theoretical saturation. To determine the validity and reliability of the findings, three techniques of reliability, transferability and verification were used. After analyzing the data obtained from semi-structured interviews with 15 experts, university professors and managers in the field of education, 184 concepts (open source), 15 subcategories and 5 categories were extracted. Solutions were also introduced to improve the use of genuine leadership in primary schools.

Practicing good governance requires the attention and survey of various institutions across the country. University as an educational institution at high level, requires to identify and evaluate the dimensions and components of university good governance in order to implement it in order to promote the development of universities. The purpose of this study was to investigate the studies to identify the dimensions and components of university good governance. The method of this study was qualitative and the type of meta-synthesis. The research population consisted of all sources related to university good governance from 2000 to 2020, with 892 sources being selected at first 96 based on abstracts. Subsequently, 64 sources were selected based on the content, and finally, the 42 sources as related resources were analyzed by theme analysis method. To verify data quality, reliability and reliability of the findings have been provided. Based on coding and composition of articles, university good governance was classified into 7 dimensions and 19 components, which are: managerial dimension with Components (comprehensive management, stakeholder participation, consensus orientation, monitoring and control, independence and autonomous); moral dimension with components (justice and fairness, ethics and honesty, responsiveness, accountability); legal dimension with components (transparency, rule of law); operational dimension with components (effectiveness and efficiency, university mobility and dynamism, quality); organizational dimension with components (mission and goals, structure); resources dimension with components (human capital, financial resources); culture dimension with component (Appropriate organizational culture).

The purpose of this study is to provide a comprehensive and systematic framework for the ethical competence of university managers. The method of this research was qualitative with Meta-Synthesis method. The library method is used for collecting data the research community was scientific resources related to the ethical competence of managers (academic). In order to conduct research after designing the research question, a systematic search based on the keywords of: Ethical competencies, professional competence, the competence of managers (academic) from the internal databases of the scientific information database (SID), Noormags, Magiran, The Comprehensive Human Resources Portal (Ensani), Tehran University's thesis and ganj-beta, and foreign databases such as Scholar.google, Elsevier, Proquest, have been used about 20 years ago. By reviewing 55 sources from 2380 primary sources, three main components and 54 sub-components were referred to as Ethical competency in various internal and external researches. The findings show that the fundamental dimensions of ethical competencies of managers include: 1. Individual ethical competency, 2. Interpersonal ethical competency, 3. Sub-individual Ethical competency.

The present study was conducted with the aim of identifying internal and external barriers to ecosystem entrepreneurship in the entrepreneurial university. To achieve this goal, using the Meta-synthesis method, valid international databases in the period 2008 to 2020 and domestic in the period 1384 to 1399 were searched and 59 sources were selected for analysis. Findings in the field of external barriers to entrepreneurial ecosystem include seven basic sub-categories (traditional governance structure, dysfunctional rules and supervision, inefficient macro-finances, ineffective policy-making in higher education, weakness in society's soft capacities, lack of macro-level support and incentive mechanisms, weakness in hard capacities of society). Internal barriers to entrepreneurial ecosystem include eight primary sub-categories (inadequate governance within the university, non-entrepreneurial pedagogy, Lack of connection with industry, inadequate rules and supervision within the university, inefficient university finance, weakness in soft capacities within the university, lack of internal support and incentive mechanisms The university and the weakness in the hard capacities within the university, in addition, the findings were classified into secondary and tertiary sub-categories, and finally, based on the research findings, policy recommendations were provided for the higher education system of the country.

A healthy, humane and efficient educational system considers individual differences in abilities and capabilities as normal and tries to flourish the talents of all students. Thus, in an effective education system, educational equality does not mean that all students have the same experiences, but it does mean that individuals have an equal opportunity to develop their talents. The existence of individual differences among students in terms of characteristics such as intelligence, personality, talent, academic achievement, economic and social status and learning power, is one of the most important issues that teachers face in their classrooms. For this reason, some who were really genius stood up and by providing accurate tools and methods, they were able to test their species from different aspects and reveal their differences. Undoubtedly, in all countries of the world, developed or developing, the identification and management of brilliant talents and talented people with different philosophical motives and roots is considered. In some countries, the main motivation is the growth of intellectual powers and the development of special talents. But in others, the source of the effort is the emphasis on equal educational opportunities for all, while at the same time considering the full development of individuals' talents for self-actualization and meeting the needs of society. One of the most important parts of talent development and talent management takes place in gifted schools. In developed countries, scientifically and educationally, at the beginning of a child entering primary school, he is tested for talent and then, in accordance with the identified talent, the person begins to study. A job that has no place in the Iranian educational system, and another weakness is the memory-oriented nature of the educational system, while modern educational systems are intelligence-oriented; Simply put, in advanced schools, people who have a better ability to analyze content grow better. In today's fast-paced, competitive world, what guarantees the superiority of companies and organizations over each other is the availability of talented human resources, especially at management levels. But the challenge that is faced today in organizations across the country is to attract, develop and retain these talents. On the other hand, improving the human resources to increase the productivity of the organization is always considered by every organization. According to management and organization experts, performance appraisal is a good way to improve human resources (Schooley. 2010: 4). Talent management includes the dimensions of attracting, selecting, engaging, developing and retaining employees, which at the center of these dimensions are the competencies and core values ​​of the organization. These factors or dimensions are interconnected through a continuous process, strategy, implementation and evaluation. It is worth noting that talent management in educational institutions, especially in gifted schools, is at the forefront of developing human capital and youth skills. This management is a set of organizational activities for assets, development, motivation and retention of talented personnel to achieve the goals. The future of the organization Therefore, the importance of paying attention to talent management in gifted schools, made the researcher in this research to be able to identify and manage talented people and talented people and attract and retain these talents in the country and implement and implement and Institutionalize student talent management and improve their level to provide appropriate scientific and practical solutions. The necessity of this research is that the benefits of work return to the system of the educational system of the country and also help the students and their teachers and parents. It can also promote the work and development of school staff, including principals, teachers and assistants. Also, by correctly identifying the talents and guiding the students to future job and career fields and making the best use of their talents, it will be possible to draw and achieve the desired job for the students in accordance with their talents and interests. Therefore, the main issue of this research is testing and validating the talent management model in gifted schools, which is based on a case study conducted in Tehran.   Undoubtedly, one of the most important motivations of the researcher in dealing with this issue and why this issue became his mental concern, was his lived and personal experience during his academic and professional period. Also, the most important motivations of the researcher in dealing with this issue and the mental concern of the researcher are due to the prevailing atmosphere of schools and society and ignoring the inner motivations and interests and innate talents of students. In this regard, in the country's schools from the very beginning of elementary school students to the category of talent identification and recognition of potential abilities of learners and guide them in the right direction is not in line with their interests and this has caused many of these talents remain unknown and only in festivals. Scientific olympiads and special aptitude tests in the country can identify and guide some of them. It can be said that talent management in educational institutions, especially schools, is in line with the development of human capital and skills. In this study, the quantitative research method was descriptive-correlational. The statistical population of this study includes all teachers and principals of gifted schools in Tehran and the statistical sample was based on the sample needed to perform exploratory or confirmatory factor analysis of 300 people and the sampling method was proportional to the volume of sub-populations (different gifted schools). The research tool was a researcher-made questionnaire that was validated for exploratory and confirmatory factor analysis using SPSS and AMOS software to analyze the data in this study. The results in standard mode showed that talent management in gifted schools has a positive and significant effect on the components; Talent-supporting laws and regulations have a talent management perspective, talent management financial resources, talent-creating atmosphere, soft infrastructure establishment, hard infrastructure establishment, scientific and academic system, quality of teaching and learning and talent management. Also, according to Cronbach's alpha 0.710 and combined reliability 0.803 has a good reliability and according to convergent validity 0.625 has a good validity. The goodness indicators of the fit all indicate the proper fit of the model with the research data.

The current study aims to assess educational supervisors’ performance in educational administrators’ plan and compare it with rural guidance teachers’ plan in South Khorasan province. For this purpose, 186 teachers working in multi-level classes in the South Khorasan province, who have work experience as a guidance teacher and an educational administrator, were considered as the research population, from among whom 125 teachers were randomly selected as the research sample using Cochran formula. The instrument used in this study was Tork Zadeh and Norouzi’s (2010) Educational Guidance And Supervision Service Scale which was prepared based on Oliva and Pawalas’ (2004) model. The reliability of the instrument was calculated as 0.96 using Cronbach's alpha, and its validity was calculated and confirmed between 0.58-0.92 using item analysis. One-sample T-test, independent-sample T-test, Analysis of variance (ANOVA) and the Scheffe test were used to analyze the data. The results showed that teachers assessed performance of rural guidance teachers below the average in general. In addition, teachers generally evaluated the performance of educational administrators above the average. Finally, it was found that educational administrators generally have been more successful than guidance teachers.

The aim of this study was to identify the quality components of resource allocation decisions (financial and human) in order to evaluate the quality of this type of decisions in the university. For this purpose, Meta-Synthesis approach was used. In the first step, different keywords were searched in the most important foreign and domestic databases and 696 related research works in this field were identified. In the next step, with the initial review of these studies, based on certain indicators, 72 scientific works were selected that examined the quality components of resource allocation decisions with the coding technique, key findings were identified and categorized under 4 components and 36 sub-components, which are: Factors affecting the quality of resource allocation decisions (extra-organizational factors include: international environment, political factors, economic factors, socio-cultural factors, governance in higher education and government laws and regulations, organizational factors include: culture supporting quality, decision makers training and support, information system, internal regulations and rules, university goals and programs, organizational structure and power, financial resources and resource allocation mechanism and Individual factors also include: cognitive readiness, emotions and feelings, incentive, perceptual ability, belief and value, health status), resource allocation decision process (Includes: decision issue, evaluation of alternatives, uncertainty, time, information, Participate in decision making, transparency and objectivity of the decision-making process, knowledge-based decision-making), implement resource allocation decisions (includes: executive support and supervision) and results from resource allocation decisions (includes: educational results, research results, productivity, efficiency and cost savings, justice - equality, improving the degree of accountability and competitiveness). To assess the quality of resource allocation decisions, the proposed model of the present study is an integrated and comprehensive model because it simultaneously includes the four components mentioned above and their sub-components.