fateme taherpour

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

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

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

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

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

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

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

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

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

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