khodayar abili

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 present research aims to identify the obstacles and challenges encountered when launching startups in the education industry.

This study employs an applied objective and, from the perspective of data collection, utilizes a qualitative approach with the implementation of descriptive phenomenological research methodology. The research field comprised 14 founders of successful educational startups, selected through purposeful sampling based on predefined criteria. Semi-structured interviews were conducted for data collection until theoretical saturation was achieved. The analysis of findings was performed using Colaizzi's seven-step strategy. The validity of the qualitative findings was confirmed using Lincoln & Guba's (1985) four criteria for judgment: credibility, transferability, confirmability/neutrality, and reliability/consistency, further validated by Krippendorff's alpha.

The analysis of findings led to the identification of 176 key phrases, which were then aggregated into 60 components and categorized, culminating in the identification of seven factors including challenges and obstacles related to cultural factors, financial and economic challenges, pedagogical challenges, challenges related to government laws and policies, human capital management challenges, technical infrastructure challenges, and environmental challenges.

In general, the results of this study can be a practical guide for founders of educational startups to anticipate the obstacles and challenges of launching their business; thus, they can prepare themselves to face possible obstacles, challenges, and problems, and with a managed and effective performance, they can reduce threats and turn them into opportunities. Additionally, the results of this study can be a roadmap for our country's policymakers and legislators to adopt better decisions and policies, as well as to reform cumbersome laws and regulations and facilitate the process of obtaining activity licenses and legal obligations, reducing and addressing the obstacles in launching educational startups.

This study aimed to identify the facilitating and inhibiting factors of students' tendency towards ethics. A qualitative approach with a descriptive phenomenological method was employed. Data were collected using semi-structured interviews with 98 Iranian faculty members, university administrators, experts, staff, and students who were selected through criterion sampling. The findings suggest that there are eight facilitating factors such as “structural, functional, social, cultural, personal, religious, study-research-driven, and educational" factors, and there are also nine hindering factors (obstacles) such as “structural, social, performance-related, political, personal, functional, conceptual, informative-cognitive, and cultural” factors. Drawing upon the understanding of a wide range of academic activists, this study identifies new and more complete dimensions and components of the factors concerning the tendency or non-tendency of students towards ethics in the university environment. It is recommended to use these results to develop academic ethics in higher education more efficiently.

The main goal of this research is to design and validate the model of lean scholarly skills in universities and higher education institutions.

This research was carried out in two qualitative and quantitative stages, using the mixed exploratory research method. In the qualitative stage of the research, semi-structured interviews were conducted with 20 experts and pundits in the field of higher education who were selected in a purposeful way in order to identify the appropriate model for the context of Iranian universities. Qualitative data analysis was performed using open and axial coding (theme analysis) and its reliability and validity were evaluated. In the quantitative stage, the descriptive-analytical research method and the statistical population included all the managers of the departments of the University of Tehran with 252 people who using Cochran's sampling formula, 152 people were selected as the sample. Sampling method in this study was stratified random sampling method. In the quantitative part, the required data were collected using a researcher-made questionnaire. To evaluate the validity of the quantitative research instrument, content validity and construct validity were used and to evaluate the reliability of the instrument, Cronbach's alpha was used, which confirmed the appropriate reliability and validity of the research instrument.

The results of the research showed that the lean scholarly skills of the managers of the departments of the University of Tehran have six components: knowledge management skills, scientific diplomacy skills, pedagogy skills, networking skills, communication skills, and creativity and innovation skills. The results of the confirmatory factor analysis showed that the identified six components have sufficient factor load to validate the pure scholarly skills of department heads of the University of Tehran.

Areas of Innovation have been established in more than 50 places in the world during the evolution of innovation ecosystems and after common models such as science and technology parks, and they have left a significant impact on the regional economy. In Iran, districts with the characteristics of the area of innovation are emerging, the most well-known of which is the Sharif area of Innovation around the Sharif University of Technology. However, the formation of these areas in the country is considered a new experience and despite the importance of the issue, not much research has been done in the field of policy making and development of these areas. The present study, using the systematic grounded theory, deals with the design of the desirable model of science and technology policy in the Sharif area of innovation. In this method, in-depth interviews were conducted with 18 experts while reviewing documents and field studies. Then, the focus group method was used to ensure the validity of the findings. Finally, the ideal policy model of science and technology in this area of innovation including drivers and challenges of the internal and external environment, development strategies of the area, consequences, and feedback has been designed. Also, policy proposals based on this model have been presented, which include designing a strategic plan for the development of Sharif's area of innovation, upgrading the position and executive and operational capacity of Sharif Science and Technology Park, using information systems to accelerate integration, specialization of Sharif Innovation Zone, and efforts to Creating an innovative community.

The aim of the present study was to identify the self-developed maps and approaches of faculty members' competencies to guide student theses and dissertations. This research has been applied in terms of purpose, which has been done by the method of review-type study using Sandolowski and Barros (2006) steps. Sample selection was done using the criteria for acceptance and non-acceptance of the Critical Assessment Skills Program (CASP). To achieve the purpose of the study, an extensive review of the research background was conducted. For this purpose, the databases of Google Scholar, Eric, Science Direct, Megairan, Civilica, Jihad Daneshgahi, Irandak, Alamnet and Noor databases were searched. In this regard, by examining the scientific studies that were conducted in this field between 1390 and 1400, 325 documents were identified, of which 37 documents were selected and analyzed in a targeted manner as research samples. For the selection of studies and articles, criteria were considered, including that only studies published in Iran's prestigious journals and having a scientific-research grade were reviewed. Atlas TI software version 9 under Windows was used for data analysis. Documents related to scientific studies were described in the research context by studying the scope of research in the form of concepts and themes deductively. Findings showed that desirable or universal approach, configured or structured approach, managerial approach, welfare approach, political approach, organizational improvement approach, need-based or systematic approach, reactive approach, preventive approach and active learning approach are important approaches. Which can contribute to the self-development of faculty members' competencies to guide student theses and dissertations.

The main purpose of this research is to develop a talent Identification Model of Faculty Members at Comprehensive Universities with regional performance level with using a mixed research method. In the qualitative section, the statistical population consisted of academic and executive experts that 19 of whom were purposefully selected and interviewed in a semi-structured manner. Also, in the quantitative section, the statistical population consisted of all faculty members of University of Lorestan (307) that 110 individuals were selected Using stratified random sampling method as sample. In the qualitative section, to collect data Semi-structured interviews and in quantitative section tow questionnaire were used. The results showed talent Identification Model consist of three Component: educational dimension (Scientific mastery, effective teaching, and learning), research dimension (Applying knowledge, research capability, writing and scientific publication, analysis) and consultation dimension (consultation to business environments, consultation to students and consultation to the community). It was also found that all observable and latent variables have a factor loading above .70.

The aim of this study was to identify and evaluate the dimensions and components of the requirements of the university-industry-government relationship in the campus of technical faculties of the University of Isfahan with a mixed approach. In the qualitative section of the statistical population, the collection of relevant relevant scientific sources, and the sample of 66 selected key scientific sources were based on the selection criteria of valid sources in qualitative studies. Using a systematic research method, a systematic review of the background and a more complex approach; the analyzed data were analyzed as open, central and selective coding. The achievement of information analysis is the development of a conceptual model including the three main categories of policy-oriented, knowledge-based and economics-centric interactions; And 8 sub-categories; Development of science and technology policy, establishment of information sharing system, policy and coordination council, facilitation and development of knowledge, repair of knowledge and production gap, review of specialized fields, financing, financial development and commercialization. In a small section; Out of a total of 270 faculty members of the Technical Campus, managers and deputies of the Office of Industry Relations of the University of Isfahan, 184 people were selected using Cochran's sampling formula and simple random sampling method. The results of the analysis of the data using the T-test and the Friedman test, indicate the optimal status of the calculated categories and the priority of interactions. Economics was studied from the point of view of other experts.

So far, various models of the innovation ecosystem have been formed, of which the innovation areas are the newest. These areas have emerged rapidly in urban areas around the world and have attracted the attention of researchers by revolutionizing regional innovation and economics. In Iran, this areas are emerging too. However, there are few studies that provide an accurate picture of this concept. The present study, by reviewing the researches, identifies and explains the components of the concept of innovation area. For this purpose, 59 scientific articles have been studied by meta-synthesis method and a model consisting of four main components of this concept including effects and consequences, supporting theories, functions and actors has been presented. Finally, some implications for policy-making in innovation areas in Iran are mentioned; Paying attention to the role of universities in creating an innovation management institution, making policy in the field of real estate to attract the cooperation of companies active in this field, identifying potential areas by evaluating regional network assets, facilitating the establishment of start-ups in residential areas, facilitating the creation of innovation areas and reducing the risk of start-ups by creating co-workplaces and temporary accommodation.

Many organizations, in an effort to use their human resources entirely, ignore the way of thinking that managers should make decisions and employees should accept and implement them without asking, but imply encouraged self-management. Drucker referred to the 21st century as the challenge of self-management. Self-management means increasing confidence in the intellectual capacities and creative power of employees, but not their physical works. Therefore, the necessity of research about employees who has self-management ability resulted in a new principle as human resource empowerment. Today, empowerment is one of the tools of managers in innovation and decentralization in organizations. Empowerment is the belief that individuals' skills and knowledge improve and act upon. The present study aimed to identify the dimensions and barriers to faculty empowerment with the approach of increasing research self-development skills to improve the quality of graduate theses and dissertations.

This research, in terms of applied purpose, has been done as a documentary study using Sandelowski & Barroso (2006) weekly steps. Sample selection was prepared using the criteria for acceptance and non-acceptance of the Critical Assessment Skills Program (CASP). To achieve the purpose of the study, a regular and extensive review of research background was conducted. For this purpose, the databases of Google Scholar, Eric, Science Direct, Megairan, Civilica, Jihad Daneshgahi, Irandak, Alamnet and Noor databases were investigated. In this regard, by reviewing scientific studies conducted in this field between 2020 and 2021, 325 documents were identified that 37 documents were purposefully selected as a research sample and analyzed. Documents related to scientific studies were described in the research context in the form of deductive concepts and themes in the form of documentary study methods.

Findings showed that the dimensions of empowerment included self-efficacy, effectiveness, meaningfulness and trust. Empowerment barriers also consisted of structural barriers, environmental barriers, behavioral barriers, and managerial barriers.

Among the dimensions of empowerment of faculty members, the dimension of meaningfulness received more attention from researchers, which indicated that faculty members pursue important and valuable goals, and on the contrary, the dimension of trust has received less attention from researchers. Also, researchers reported significant relationships between job enrichment and empowerment. Conversely, between performance-based reward and empowerment, and also between role modeling and empowerment, the researchers came to the conclusion that there was no significant relationship, and in fact, these two categories of dimensions in the studied society did not show a significant relationship with empowerment. Also, the variables of job enrichment and participatory management affect the empowerment variable. The results of researches implied that among the dimensions of empowerment of faculty members, two dimensions of meaningfulness have received more attention from researchers, and the dimensions of self-efficacy and autonomy have been placed in the next ranks. On the other hand, the trust dimension was ranked the lowest compared to other dimensions. Perhaps it can be interpreted that the members of the academic faculty of the university valued their purpose or career goals, and the university lecturers implied their mental and psychological strength in their activities; including research and teaching, and also had a sense of personal importance. The activities they perform were important in their value system and they considered a sense of purpose and mission for themselves, besides only obtaining rights and benefits seem did not create a sense of meaning in them, but there were more fundamental personal and humane ideals and standards for them, which with their activities were connected and made the faculty members more stable in the face of shortcomings. As a result, it made them examine the general situations and educational issues with new initiative and thinking, and in addition to helping the students and their academic progress. They aroused the religious spirit and national identity to preserve them in the students; and also caused fundamental research and the combination of knowledge; and provided its practice and application. Since the dimensions of self-efficacy and autonomy were also in the next ranks, it can be stated that the university faculty members were aware of their abilities and skills and believed that they can perform their duties and responsibilities successfully and had the right to choose in implementation, and systematize their related activities. On the other hand, the low level of trust was investigated from two perspectives. First, the university lecturers did not feel the necessary and sufficient trust and security towards the behavior of others (teachers or other colleagues) and they thought that they were not treated fairly and equally and that other members hindered their growth and progress. In fact, the university provided a trusting environment. Second, the faculty members did not believe in the dimension of trust, that they did not accept trust, which caused practical success, favorable atmosphere, participation in decision-making, etc. They did not believed in as Bugler (2004) Saied the empowerment to be effective, so it needs to be reliable to be effective which unfortunately according to the results of this research, this dimension was considered little importance among university faculty members. Since there was no research question like the researched question in similar studies, consequently it cannot be said which of the researches were consistent or not.

The present study aimed to identify accreditation dimensions and criteria, emphasizing the teaching-learning process in e-higher education institutions.

The research method is applied in terms of purpose and also in terms of data collection; the descriptive phenomenological is used using a qualitative approach. Participants in this study included; Experts and specialists in e-learning, evaluation, and quality assurance in the higher education system. In order to achieve the objectives of the research, first, literature, theoretical foundations, and scientific documents related to the research topic were studied. Then international accreditation agencies in the field of e-learning were examined. Information was purposefully collected using a semi-structured interview method with 14 experts and then analyzed using the content analysis method.

Based on the results of the research findings, the accreditation model with emphasis on the teaching-learning process are in four dimensions include: Classroom management in e-context, Technology and e-learning systems required in the teaching-learning process, the support system in e-context and Transformational technologies in education (augmented reality and virtual reality - mobile learning - artificial intelligence - machine learning - intelligent assistant - video-based learning - micro-learning - educational games).

The designed model can be used as a model for evaluating the e-learning process.

The main purpose of this research was to design and validate the quality management model of the research activities of university faculty members.

The research method was exploratory mixed and semi-structured interviews were conducted with 14 experts in the field of quality of university research. After theoretical saturation, dimensions and components of quality management of research activities of university faculty members were extracted and the model was designed. The designed model for validation was provided to the interviewees and 12 of them provided their opinions ( model validity).

Based on the research findings, the most important dimensions and components of quality management of research activities, including dimension of )cultural / value, communication / information, laws, equipment, barriers, financial resources and specialization( dimension of policies and missions )policies, goals and mission( after planning )Identifying issues and needs, setting goals, formulating a plan, preparing the program for operation, joint activities and cooperation, assigning tasks and tasks( dimension of support-incentive systems, )creating incentives, guidance and counseling, reducing conflicts Educational and executive, empowerment and empowerment and ethics( and then monitoring and evaluation is )the correction of research indicators and processes, monitoring the research process, identifying and analyzing the effectiveness of research, paying attention to the application of research and providing feedback .Also, the statistical study showed that the model has sufficient and appropriate validity in the opinion of experts in the field of research quality in universities. To improve the quality of research activities of university faculty members, following and implementing this model will be helpful.

The significance of attention to culture and the emphasis which exists in upstream documents make research and recognition necessary in this field. So, identification and validation of cultural policy making evaluation indicators can help us know the cultural policy making performance and alleviate the shortcoming of the cultural policies, programs, and activities. Research method was qualititative with meta-synthesis type. Findings suggest that cultural policy making evaluation indicators are represented through a structure that consists of eleven criteria identified as appropriateness, efficiency, cultural competence, ethics and epistemology, cultural consume and production, innovation culture, human development, access and equity and effectiveness. Based on the research findings, it is possible to reach a conceptual conclusion about cultural policy making evaluation indicators in higher education so that through it, designing a model can evaluate the existed status of higher education cultural policy making and provide the necessary context for achieving desired status.

The aim of this study was to present a self-developing heutagogical model in the electronic context. The method used in this study is qualitative and systematic research. More than 240 valid documents were reviewed systematically and finally, using purposeful sampling method, a sample of 30 of those documents was selected to be analyzed by using coding. Based on the analysis of these documents, a literature-based model was developed. In order to validate the findings, a structured process of writing and data analysis has been used. Findings indicate the existence of three key and related dimensions in the electronic context, including person-centered, learning-oriented and learner-centered. In each of these dimensions, Self-development / heutagogy explains some components. In the dimension of person-centeredness, learners' self-awareness, self-agency, self-responsibility and individual self-motivation are explained. In the dimension of learning-centeredness, self-learning, self-direction and self-determination of learning are explained. Finally, in the dimension of learner-centeredness, the three components of self-regulation, self-monitoring and self-assessment of the learner are emphasized. As an innovative achievement, based on the findings of this study, it can be said that self-development defines heutagogical definition of the art of "leadership" of learning in the electronic context, which on one hand, it is appropriate for learners' maturity as self-directed and self-determined learners and on the other hand, it is it is appropriate for e-learning system and its features.

The present study was conducted to review the accreditation criteria of higher education institutions systematically. The research population was 341 articles in the databases and documents of reputable e-learning accreditation institutions at the international level. To analyse the data, open and axial coding was used using QSR and NVIvo software, and in order to check the reliability of the research data, the research colleagues used a validation strategy. The results showed that the most critical factors and criteria for accreditation in higher education institutions in the e-learning environment are: factors related to governance, planning, research, e-learning-learning process, e-learning environment support, technology and psychological factors related to stakeholders. It has been considered in many studies.The results of the present study help policy makers and planners in the field of higher education in the e-learning environment to use the identified components on the one hand to prioritize the need for an institution for accreditation in their strategic plans and on the other hand by monitoring and evaluating e-learning institutions. , Identify challenges and strive to improve quality.

The aim of this study was to provide a neuro-cognitive self-development model of leaders with emphasis on academic leaders.   In this research, a qualitative approach and a meta-synthesis method (Sandelowski & Barroso) has been used. The population in this study consists of 1700 scientific-technical documents searched in 4 domestic and 11 foreign scientific databases. Following thematic and content selection from these documents, 63 documents were finally selected and analyzed. In addition, coding method was used to analyze the findings. In order to ensure the dependability of the structured method for recording, writing and interpretation, and to ensure the credibility of the research, the data trinity method has been used. The findings identified five key dimensions. The first dimension is neurological context with specialized, cultural, physical and technological dimensions. The second dimension is neural strategies (EEG, SST, PET, FMRI, TMS, OT, CTS, Neuro feedback) based on neural technologies. The third dimension is the cognitive strategies (cognitive mapping, application of cognitive-behavioral systems, response time analysis, critical thinking, conceptual net-working and semantic expansion) which through using classical cognitive methods, involves in diagnosis and development. The fourth dimension is the neurological competencies (self-awareness, self-control, self-learning, self-regulation, self-motivation, self-adaptation, self-improvement, and neural self-reward) which are expected to grow in the brain. Finally, the fifth dimension is the cognitive competencies (self-knowledge, self-criticism, self-decision making, self-education, self-evaluation, self-perception, self-leadership, and cognitive self-talk) which develop in peoplechr(chr('39')39chr('39'))s mind. Thus, neuro-cognitive competencies will be developed in academic leaders through creating a neuro-cognitive context and then applying neurocognitive strategies, neurocognitive competencies in academic leaders will be developed.

The aim of this study was to provide model of talent management based on recruitment and development processes. In terms of purpose this study is an applied research, and descriptive for data collection. Statistical society was staff of Saipa Company's human resources department to 260 people using the random sampling method, 155 of them were selected and questioned. The questionnaire consisted of 40 closed questions was used to collect data. The validity of this was reviewed and approved by using the view point of university professors and its reliability was calculated 94/5% by using Cronbach's alpha. After gathering and summarizing data, quantitative data through structural equation modeling and partial least square method and with the use of software PLs were analyzed. Finally, the proposed model in order to optimize talent management system talent to recruitment and development talents were presented. The aim of this study was to provide model of talent management based on recruitment and development processes.

The main purpose of this study is to design and explain the professional development model of the departments chairs of the University of Tehran based on a Lean approach.

This research was carried out in two qualitative and quantitative stages, using the mixed exploratory research method. The qualitative part of the research was done in two stages. In the first stage of the qualitative section, the existing research background related to the components of professional development of department heads based on a lean approach in Persian and English between 2000 and 2020 was reviewed. After searching, screening and qualitative evaluation of the studies, the final synthesis was performed on 72 studies. In the second stage of the qualitative section, semi-structured interviews were conducted with 20 experts and experts in the field of higher education who were purposefully selected to identify the appropriate pattern of the context of the University of Tehran. Qualitative data analysis was performed using open and axial coding (theme analysis) and its reliability and validity were evaluated. In the quantitative stage, the descriptive-analytical research method and the statistical population included all the managers of the departments of the University of Tehran with 252 people who using Cochran's sampling formula, 152 people were selected as the sample. Sampling method in this study was stratified random sampling method. In the quantitative part, the required data were collected using a researcher-made questionnaire. To evaluate the validity of the quantitative research instrument, content validity and construct validity were used and to evaluate the reliability of the instrument, Cronbach's alpha was used, which confirmed the appropriate reliability and validity of the research instrument.

The results showed that the professional development of the managers of the departments of the University of Tehran based on a lean approach has five main components (1. Lean leadership / management skills, 2. Lean student skills, 3. Lean research skills, 4. Lean behavioral skills and 5. Skills Lean individual) and 19 indicators. The results of the second-order confirmatory factor analysis showed that the five identified components have a sufficient factor load to predict the professional development of department heads of the University of Tehran based on a lean approach. The results of one-sample t-test showed that the managers of the departments of the University of Tehran evaluated the general situation of their professional development based on a lean approach at a moderate level.

The five main components of this research can be an effective model for the professional development of department heads in university of Tehran and have beneficial results in promoting quality, efficiency, effectiveness and waste reduction in university of Tehran.

Academics and practitioners interest has focused on innovation as a method of competitive differentiation and as a way to create customer value. However, less attention has been devoted to innovation culture. The purpose of this paper is identifying culture of innovation descriptors in universities and higher education institutions.

Research method was qualitative with meta-synthesis type. Research population consisted of all resources related to culture of innovation in universities and higher education institutions during 2003 till 2020 with total number of 600 resources that 246 resources were selected based on abstracts. Then 102 resources were chosen based on content that at final, 60 resources as related resources were investigated through theme analysis. With the purpose of investigating data qualitatively, reliability and validity of findings have been secured.

Findings suggest that an innovation culture is represented through a structure that consists of seven factors identified as innovation propensity, organizational constituency, organizational learning, creativity and empowerment, market orientation, value orientation, and implementation context.

Based on the research findings, it is possible to reach a conceptual conclusion about the components of culture of innovation in universities and higher education institutions that through designing a model can evaluate the existed status of universities and higher education institutions from culture of innovation viewpoint descriptively and diagnostically and identify strengths and weaknesses.

The purpose of the present article is to analyze the Department of Management and Educational Planningchr('39')s social responsibility status, in the University of Tehran. Therefore, after reviewing the research literature, five components of social responsibility; Ethical, legal, environmental, social and economic participation, which were more frequent, were selected as components of social responsibility and using the method of qualitative content analysis and using semi-structured interviews, 22 interviews with faculty members and Ph.D. student and Masters students. Analysis of interviews in the analysis of the five main components of social responsibility showed that in the ethical component in three sub-components: educational ethics with 57% satisfaction, research ethics with 58% satisfaction, communication and interaction ethics with 60% dissatisfaction, in the legal component with 72% satisfaction There was 95% dissatisfaction in the environmental component and 100% dissatisfaction in the economic and social participation components. Finally, based on the findings, policy proposals for the higher education system are presented.

This study aimed to study the application of cognitive science in management. The research method was qualitative and meta-synthesis. The research population comprises all of the more than 2000 scientific-technical documents found in 8 internal scientific databases and 10 external scientific databases. Out of these articles, after subject review, abstracts and contents were finally selected and analyzed for 63 articles. Open coding analysis method was used in two levels of concepts and categories for qualitative analysis. Based on the analysis, three groups of applications of cognitive science in management were identified, each of which included subdivisions. The first group is the application of cognitive science to management functions including leadership, decision making, planning, supervision and cognitive control. The second group has been applying the cognitive sciences in various management styles including neuro-leadership, rational-brain leadership, wise and self-directed leadership and self-management. The third group deals with the application of cognitive science in various areas of management including cognitive management and cognitive business management.

The higher education system around the world has been faced with changes in its specialties which have created different expectations. In the meantime, one of the key strategies for capacity building and making the most of higher education’s potential for social and economical development is to conduct comparative studies and take advantage of advanced countries’ experiences in higher education policy making and approaches. The purpose of the present study is to present a systematic approach to the three higher education systems of Iran, Germany and the United States to explore the commonalities and functional differentiations of their higher education, together with a critique and analysis of the current status of the Iranian higher education system.

The present study is an analytical documentary method. Data collection tools were documents, databases, books, internal and external articles. Therefore, first the research related texts were explored using reports and academic documents related to US, German and Iranian higher education from domestic and foreign studies by keywords: American, German, and Iranian higher education in databases and documents: Internal: Magiran, Ensani, Normags and external databases: Google Scholar, ScienceDirect, World Education News & Reviews, US The UNESCO Department of Education, National Center for Education Statistics, USNEI, European University Institute. In addition, 63 out of 100 sources were finalized to meet the research objective. The studies were carried out in the time period of (1377-1396) and (2000-2018). Therefore, the findings were first adjusted and then the current status of Iranian higher education was analyzed after extracting the data and observations

Higher education in these countries have been analyzed in the next five systematic model (environment, input, process, output and outcome).

Considering the importance of a systematic approach in recognizing higher education as a system, in the context of the systematic review of the higher education system in these countries, the current situation of higher education in the country was also criticized and analyzed at the end of policy recommendations. The basis of the research findings is expressed as guidelines for higher education.

The purpose of this study was to develop a self-development model for academic leaders. The research method was qualitative and meta-synthesis and to confirm the model interviews were used. The research population consisted of 2670 scientific papers (including articles, books, dissertations and work reports), from which 70 were selected as sample. The research population in the interview section were experts in academic leadership at public universities in Tehran, 13 of whom were selected through purposeful sampling. A meta-synthesis questionnaire and a structured interview were used to collect data. In order to validate the research findings, the critical tool of Glynn (2006) and the structured process of writing and analyzing the findings were used. The meta-synthesis findings led to the identification of five key dimensions of self-development of academic leaders including individual and organizational contextual factors of self-development, self-development process and strategies, and ultimately self-development achievements, which were also confirmed in the interviews. Finally, self-development models of academic leaders were designed in five key dimensions, 24 components and 49 sub-components.

The main purpose of this research is to exploration  the competencies of faculty members in quality teaching. This research was conducted base on framework of qualitative approach. To this purpose, 12 University Education Experts  were selected purposefully and with a theoretical sampling strategy and interviewed in a semi-structured way. To analyze the data, the thematic analysis technique was used. To ensure the validity of the research used of reviewed by members (interviewees) and the triangulation of the data sources methods. Also, to calculate reliability were used of the retest and the agreement between the two coder methods. After implementing the content of the interviews and their preliminary analysis, Codes or basic concepts were identified and In order to achieve the main categories, similar codes are placed on specific categories. Finally, for each of the categories, the title that contains the entire codes was select. As a result of this study, According to university education experts, this competencies is important for the quality of teaching of faculty members : Professional, specialized, socio-communicative, ethical, teaching interest and personality traits are important