mahmood ekrami

The purpose of this study is to evaluate the practicality, validation, and validation of the online learning readiness scale in students of virtual courses. For this purpose, according to self-declaration, 350 undergraduate students of virtual courses were selected by random sampling method and an 18-item online learning readiness questionnaire was administered to students of virtual courses. The validity of the measurement tool in terms of internal coordination (Cronbach's alpha) is 0.945 and the method of retesting the subscales is all above 0.85. Performing the principal components analysis on the construct validity of the questionnaire shows that the materials of the questionnaire are generally correlated with one factor. The rotation of the factors according to Varimax method shows that the theoretical structure of the questionnaire consists of 5 factors: Motivation to learn in online environments, and self-efficacy in online communications) is saturated with a factor load of more than 0.40, which together are 66.65% of the total variance and each with (29.98, 23.19, 18.81, / 85, respectively). 14, and 13.17) explain the percentage of common variance of the online learning readiness questionnaire.

The present study was conducted with the aim of presenting a causal model that can be employed to predict online social presence based on cognitive presence in online learning with the mediating role of computer self-efficacy. This correlational and quantitative study was basic in terms of purpose. The participants, who were selected using multi-stage random cluster sampling, included 261 students attending online courses in the academic year of 2020-2021 at Payame Noor University in North Khorasan province. Research instruments included cognitive presence in online learning, online social presence, and computer self-efficacy scales. Data analysis was conducted using structural equation modeling in AMOS-24 software. Based on the findings, cognitive presence in online learning positively predicted computer self-efficacy and social presence. Also, computer self-efficacy was found to positively and significantly predict social presence. Finally, cognitive presence in online learning predicted social presence through the mediating role of computer self-efficacy. Therefore, it can be stated that improving students’ computer self-efficacy and their social presence can enhance their cognitive presence in online learning.

The present study was conducted to evaluate the effectiveness of text-video and audio-video content among the staff of Resalat Bank. The target population includes 135 staff members, based on Morgan sampling method, 100 people were randomly selected. This research has been done in a descriptive-survey manner. A researcher-made questionnaire was used to collect the required data (considering that the goal is level one of Kirk Patrick's 4-level model), the validity and reliability of which are also confirmed. n order to measure the validity, the questionnaire questions were distributed among 20 subject matter experts and its validity was confirmed. The statistical test results in SPSS software for Cronbach's alpha test for text-video content are 0.85 and Cronbach's alpha for audio-visual content is 0.89, which confirms the reliability. The questionnaire consisted of 22 questions, of which 11 questions were asked about text-visual content and 11 questions about audio-visual content. According to Meyer's principle of concurrence, the questionnaires were submitted immediately after the content was submitted. The results obtained included the effectiveness of both levels of content; The results also confirm that the audio-visual content was more effective than the text-visual content

The purpose of this study was to enhance lifelong learning based on constructivism and massive open online courses (MOOCs).  Constructivism is defined basically as a learning approach, in which students subjectively construct, interpret and reorganize their  knowledge. MOOCs are online courses that facilitate open access to learning at a large scale. Lifelong learning is defined as self-directed and self-regulated learning. The statistical population was composed of Ph.D and M.A students having at least one-year experience in  E-learning environments. Based on self-expression, a sample of 161 individuals was selected using random sampling method. Data  gathering tool was a questionnaire consisting of 67 items in the above three themes: constructivism, MOOCs, and lifelong learning. The  total variance of questionnaires and their construct validity was confirmed applying exploratory factor analysis. Path analysis model was implemented and the results are as follows: constructivism has positive and significant effect on lifelong learning through MOOCs, but it has no direct or significant effect on lifelong learning. Also, in the final model, such factors as uncertainty, time management, and daptable learning strategies were removed from constructivism, MOOCs and lifelong learning, respectively.

Due to the importance of the interdisciplinary investigations in the creation of knowledge, this research aims to analyze the structure of co-authored social network of researchers in the field of distance education and assess the impact of co-authored strategies (Isolate, Dyadic, Cohesion, Structural Holes, Independent, Complex and Middle)have been done on their scientific productivity.

The present study is an applied study of scientometrics using social network analysis technique (SNA) to analyze the co-authorship network. The statistical population of the study is the scientific productions of all researchers, of which at least one article has been indexed in the Web of Science citations (ISI)  in the field of distance education database from 1992 to 2017. After preparation the researcher's co-authorship matrix (AU), in order to extract the results, two types of software have been used: (a) Social Network Analysis Software (UCINET & Bibexcel), and (b) Statistical Analysis Software (SPSS).

The results show that there is a significant relationship between constraint, efficiency, network size and gender of researchers with researchers’ scientific productivity. Concerning the effect of the co-authorship strategies on the scientific productivity of researchers, the results indicate that different strategies have a different effect on the productivity of researchers in this field and between type of co-authorship strategies and scientific productivity there is a direct relationship. In this regard, researchers who have chosen structural holes and cohesion strategies as their publishing style have the highest levels of productivity, respectively. The results of regression analysis also showed that about 53% of the variability of criterion variable (productivity of researchers) is explained through the sum of predictive variables (constraint, efficiency, network size and gender of researchers).

Conclustion: 

The results indicate that scientific productivity of researchers is a function of their application of co-authorship strategies. Also, gender of researchers is a very important factor in researcher's scientific productivity in the co-authorship social network.

The purpose of this study was to evaluate the researches output of the field of distance education indexed in the WOS database using Scholarly capital model.

This research is an applied Scientometric study and has been carried out using network analysis. Regarding the relationship between variables, this research is a correlation type. The research community was those documents that has been indexed in the field of distance education studies in the ISI database in the period 1985 to 2016 and has a total of 31607 records.

The finding of this study showed that social influence has a positive and significant effect on the Ideational Influence and venue influence, as well as there is a positive relationship between venue influence on Ideational.

The results of the study showed that researchers with stronger social interactions would be better able to participate with other researchers and to increase the quality of the works; hence, in terms of co-authorship and indicators, they are in a better position. Also, researchers with higher Ideational influence have more venue influence.

If we want to observe the knowledge management in schools, we should operationalize it’s elements creation, release and application of knowledge, and increase the students motivations for sharing of knowledge and data exchange. The aim of sharing of knowledge is improvement of school community or raising the school knowledge base for more effective and efficient decision making in all aspects of educational organization. The revolution process in schools routinely, is up to down transfer in organization structure that is possible only by direct actions of school principals. Obviously, intellectual style of principal would be effective. A principal with one intellectual style could facilitate the process of creation, release and apply of knowledge, and the other principal with other intellectual style. Not only could be helpful. But as to could be a serious barrier in these steps. Sensitivity and importance of management and leadership in elementary schools is more than other courses due to the commencement of education and it’s effects on continuation of education process. Acquaintance with intellectual style could be helpful for people to identify their strengths and weakness and understand how developed their strategies in decision making and problem salving. This could decrease the wrong decisions. Recognition of thinking style and related variables in education is necessary. Because many differences in people performance could be related to thinking style instead of their ability (Zareei, 2001). On the other hand, understanding the thinking style help people to better understand why some activities are suitable for them and some others are not, indeed the thinking style is one reason for people different actions. The thinking style of one principal has a considerable effect on correct decision for knowledge creation in organization, the process of making availed and improving the created knowledge by people in organization and applying this knowledge among employees. Principal’s thought directly appear it’s influence on decisions, plans, behaviors, and how to dealing with different problems and conditions in organization, and by these results, establishing and tuning the principal’s thought could be traced. It seems that with improvement of thinking style of principals, the knowledge management in organization could be enhanced, and more attention to knowledge management lead the employees to work in growth and eloquence way by talent, motivation and latent and potential forces beside the wisdom strategy. In this research attempted to examine whether the thinking method of principals could be anticipated base on creation, release and application of knowledge? This study according to the application purpose and data collection method is descriptive, are variable and correlation. The studied statistical population in this research include all principals of schools and education organization in Alborz province in 2017-2018 in all courses and education bureaus. Normally, applying the questionnaire for principals is difficult, because they are busy and the questionnaire was given base on their agreement and verification. Therefore, the available sampling method was used. Among about you people, 167 people answered the questionnaire as on available sample. The measuring tool of questionnaire were made by knowledge management in 12 items, including three elements. Questions number 1 to 4, knowledge creation, number 5 to 8, knowledge application, 9 to 12, knowledge release. Principals inform about their ideas as four degree range (always, frequently, sometimes, rarely), and questionnaire of thinking method which was made by Harisun and Beramsun (2002), this section is a set of 18 questions with 5 options and everyone ranks it according to his preferences, that 5 has the most and 1 has the less similarity to him. The obtained total score of 18 questions of each option evaluate one intellectual style. The total scare of first question measure combined intellectual style, second question evaluate idealistic style, the third one pragmatic style, the fourth one analyst style, the fifth one realist style. The score 60 or more than it, is the peak of intellectual style, score between 49-59 could be adopted by intellectual style with various conditions, and score 48 or less in portial intellectual style which could be ignored. The final evaluation of credit of knowledge management questionnaire was evaluate a=0/9125 and credit of it’s elements are knowledge creation (F1)=0/7803, knowledge release (F2)=0/1118, knowledge application (F3)=0/8527, respectively. The credit of intellectual style questionnaire is evaluated as follow: combined thought (A)=0/873, idealistic thought (B)=0/6188, pragmatic thought (C0/1848, analyst thought (D)=0/8917, realist thought (E)=0/8017. In addition, the questionnaire of elements is one dementia and for it’s final evaluation, the Cronbach’s Alpha Formula could not be used, so the Ferguson Formula (1949) were used. The data were analyzed by one sample tests(t), Friedman Chi square and basic correlation. The results of analysis of data indicated that the stualied statistical population in all elements of thinking style have obtained the scores of 49-59. It means that they are intermediate in all thinking levels and can adapt with different conditions, and they haven’t reach to the peak of the intellectual style. In population from which the sample group have been extracted, the knowledge management variables were intermediate the knowledge creation variables were intermediate range, and knowledge release variables were upper than intermediate and knowledge application variable was evaluated in intermediate level. In this population, in thinking variables of principals set, pragmatic thinking has the upper grade and cornbined thought has the lower grade. Analysit thinking variable is in second grade, idealist thought is in third grade and realist thought if in fourth grade. And in the set of knowledge management variables, release variable is first, knowledge creation is second and knowledge application is third grade. So, in the studied population. Science application is in lower grade. In Chi square fit model, the relationship between sex and knowledge creation, type of school. With knowledge application and realist thought have been verified, and other personal properties have no relation with elements of knowledge management and thinking style. And for answer the last question (i.e. could it possible to anticipate principal thought base on creation, release and application of knowledge?) the correlation model were used, and according to the results, relation among them were verified. Therefore, the set of principals thoughts with knowledge management elements in the studied organizations were belonged to various fields and more and less are working independent of each other.

The present study, titled "Educational Leadership University" based on manager’s entrepreneurship is objectively fundamental; part of the quantitative studies in terms of data, and based on research questions, the type of study conducted is of a field-based nature and also of a single-variable type. The statistical population of this research included faculty members of universities of the country who had management experience at the university or had a managerial position during the implementation of the research, and 446 of them were randomly selected. The research instruments were two questionnaires of Ramsden academic leadership with 57 items and manager’s entrepreneurship with 75 items which performed and validated. To answer the main question of this study, SPSS, SAS software has been used with the fundamental correlation statistical method. The fundamental correlation analysis of the production of linear combinations from the main variables is not intended to explain the variance in a set of variables, but rather to explain the maximum value of the relationship between two sets of variables (Hooman, 2015; 278). Generally, it can be concluded that different linear combinations of the entrepreneurial components of managers create different linear combinations of educational leadership in the university, and this contingency of the model distinguishes the research. Higher education systems should be responsive to the current and future needs of the community, and must be transformed into responsibility for accountability. One of the evolutionary developments is the phenomenon of information and communication technology, which is called technological changes, and the other is to adapt to the global marketplace and move towards entrepreneurship. Nowadays, the age of the University of Static has been passed which trains and recruits the traditional method of training a manpower, and a new college campus is that educates entrepreneurial, creative and efficient staff. Changing structure, physical space, and most importantly updating the way universities are managed, and moving from management to leadership, from university leadership to entrepreneur leadership, will be an effective step in today's successful universities. According to Bennett (1998), academic leaders are not meant to be heads of departments or deputies, although they are often the ones who are responsible for the leadership line. Indeed, his viewpoint refers to the practical and everyday practice of supporting, managing, developing, and stimulating academic colleagues. Ramsden (2008) believes that leadership should emphasis and focus on change and innovation, and also closely monitor the traditional academic values ​​for responding the new and sometimes weird needs . Academic leadership is in fact a change, and Bush (2012), in view of the complexities of humanity in the present era, and the need for human capital ready to operate in changing environments, academic leaders should be familiar with the theory and practice of educational management to achieve such a philosophy and Thinking. With the increasing complexity and environmental dynamism, leaders find it necessary to adopt a new approach to leadership, entrepreneurial leadership. According to Fernald, Salomon, George and Tarabishi (2009), entrepreneurial leadership is identifying the beneficial opportunities in the dynamic market and the process of penetrating others in order to identify and exploit the entrepreneurial opportunities and the internal benefits of the organization. The research instruments were two questionnaires of academic leadership with 57 items and manager’s entrepreneurship with 75 items which performed and validated. α = 0.9267 credit score for manager's entrepreneurship questionnaire and α = 0/9692 credit score for educational leadership questionnaire at university, resulted in internal consistency of questionnaires questions. The Bartlett test showed that the correlation matrix for manager's entrepreneurship questionnaire with a value of 15330/552 is significant at the level less than 0.001. Therefore, the value of KMO = 0.83 and also the Bartlet test in the university leadership questionnaire with a value of 19004.969, is significant at the level less than 0.001. Therefore, KMO = 0.95 was calculated, which indicates that sample size is sufficient for sampling.
Findings and The findings of the data analysis showed that in the manager’s entrepreneurship variable, the internal control position component has the highest mean and the lowest standard deviation, and the lowest mean to the self confidence component and the highest standard deviation to the risk factor component. Also, in the academic leadership variable, the highest mean and minimum standard deviation belongs to the component of the developmen( evolutionary) and the lowest mean of the quasi-component of interpersonal relations and the highest standard deviation to the component of the induction. In general, for the manager’s entrepreneurship,it also has got an average of 3.093 and a standard deviation of 0.314 and for academic leadership an average of 2.887 and a standard deviation of 0.636. Also, the results of the data analysis indicate that the entrepreneurial component of the manager was generally reported with a mean of 3.093 and a standard deviation of 0.314. With a statistic of t =39.80. The zero hypothesis was rejected and the level of this variable is very high in a society where the group and sample are extracted, such as its constituent components, and the academic leadership component was generally reported with a mean of 2.887 and a standard deviation of 0.363, and with a statistical of t =12.85.
Overall, the research findings show: the need for progress ( F3) and the high self-esteem generate stimulation ( R2) and very high interpersonal skills ( R5), the risk ( F5), and tolerating the high degree of ambiguity ( F6) manufacture understanding ( R3) and very high development (R4), and at the end, managers with internal control ( F2) and interest ( F8) and high flexibility ( F9) are very capable of achieving the objective ( R1) and high development( R4) of the educational leadership at the university.
Finally, with the help of the correlation model, in the final output, three contingency models are introduced; in the first model, the understanding and development, and in the third model, the induction is independent of entrepreneurship of managers. Also, age and service experience are not a good predictor of educational leadership at the university. Generally, it can be concluded that different linear combinations of the entrepreneurial components of managers create different linear combinations of educational leadership in the university, and this contingency of the model distinguishes the research

This matter resulting from concentrating on knowledge is strategic resources of the organization. This research conducted as organizational health relation with knowledge management of managers of AllamehTabatabaei University. The research methodology has applied goal also correlative-descriptive data collecting method. Statistical society of this research includes all research and educational managers of AllamehTabatabei University worked for 6-fold colleges of the university in academic year 2013-2014 consisting of 70 persons.
In this research 61 persons were participated in statistical society including 70 persons randomly.
Research data collected through organizational health questioner with 0.9433 reliability and knowledge management with 0.9194 reliability and analyzed through sample t- tests, Friedman, chi-square, Friedman, simultaneous linear regression and basic correlation. The research results indicated that organizational health status and 7 components which have been examined for evaluating lower level. Besides research result indicated that knowledge management status and 3 components examined in lower level. Also in organizational health components complex (7 compilers), manager's consideration component positioned in highest class and managers institutions unity component in lowest class and in total knowledge management components (3 components), knowledge spreading component in 1st position, knowledge application component in 2nd position and knowledge creating component in 3rd position. For replying to last question basic correlative model used, hence two transactions obtained that indicated that there is positive relation between organizational health and knowledge management.

This research was conducted in a state university for the purpose of enhancing academic work leadership on the basis of knowledge management and making recommendations to the high-ranking managers of that university. The statistical population consisted of 200 staff and faculty members of the university, who were chosen by the simple random sampling method. Measurement tools were knowledge management and academic work leadership questionnaires. Using fundamental correlation model between knowledge management and leadership in academic work, three contingency models were
extracted. In the first model, if age, service experience, knowledge creation, knowledge distribution, and knowledge application have consecutively the coefficients of 0, 0, 5, 6, and 0, then the five factors of leadership in academic work are predicted to have -6, 15, 2, 0, and 3 coefficients. In the second model, if age, service experience, knowledge creation, knowledge distribution, knowledge application have consecutively the coefficients of 0, 0, 11, -14, and 10, factors of leadership in academic work are predicted to have 23, -16, 2, -3, and 0 coefficients. In the third model, if age, service experience,
knowledge creation, knowledge distribution, knowledge application have consecutively the coefficients of -1, 1, -6, 13, and -3, the five factors of leadership in academic work are predicted to have 5, -1, -5, 16, and -16 coefficients

This study has been carried out for the purpose of investigating the relation between the value system and cultural quotient of the presidents of Allameh Tabataba’i University. The statistical population comprises all presidents serving with the university, coming to 70 subjects, out of whom 56 responded to the questionnaires and their emerging data were analyzed. In order to measure the value system variables, questionnaire developed Allport - Vernon - Lindzey and in order to measure cultural quotient as a general concept and its variables, the Cultural Quotient Questionnaire (CQS) was used. Research findings suggest that the levels of variables of political value, theoretical value, and economic value are high in the value system, and the level of variable of artistic value is medium, and levels of variables of social value and religious value are low. The levels of variables of metacognition and motivation are high, and those of cultural quotient as a general concept and behavior are medium, and the level of the variable of cognition is low. Ranking of the value system among the presidents is as follows: 1. Political value, 2. scientific value, 3. economic value, 4. Artistic value, 5. social value, 6. religious value; and ranking of cultural quotient as a general concept and its variables is as follows: 1. metacognition, 2. Motivation, 3. Behavior, and 4. Cognition.

The purpose of this research was to investigate the contribution of socio - economic status, cultural capital of family and educational social structure variables in predicting academic engagement and academic achievement between distance education students and traditional education and also studying existing differences between students of these two groups. The research method was correlational. Participants were 700 undergraduate students in the academic year 92-93 which was selected using Morgan schedule and cluster random sampling. Data gathering tools were student's performance score and questionnaire .Pearson correlation, independent t-test and multiple regressions were applied for analyzing of data. The results indicate that although SEM status and cultural capital were effective in predicting academic engagement and academic achievement of each group; however, a great deal of distance educational student assessment was explained by these variables. Regarding traditional students, in addition to essential role of cultural capital of family, authors of this article observed, outstanding role of some other social structure dimensions of education such as teachers and students academic support to each other on traditional students educational outcome. Other results of this research showed considerable difference between distance and traditional students in many variables that were investigated in this research and preference of traditional students on distance students except in cognitive engagements.

The main aim of this research is to review the relationship between knowledge management and entrepreneurship of the personnel of Tehran District 7 Municipality. This research is of descriptive-correlative type. The population, subject of this study, consists of the entire 420 persons as personnel of Tehran District 7 Municipality, who have been selected using rank sampling method through which 201 persons were selected. Research tools consists of a questionnaire, developed by the researcher consisting of 75 questions , related to entrepreneurship variable and 12 questions were about the variable of knowledge management. In order to determine the validity of this research, Cronbach’s Alpha has been used. The said coefficient was 91% considering entrepreneurship and 94% with respect to knowledge management. Thus, the said questionnaire enjoys desirable validity. According to explorative fact analysis, entrepreneurship has been divided such constructive factors as: Creativity , Independence , Penetration , Externality , decision making , Flexibility , Success Seeking , Learning and knowledge management is divided into three factors namely knowledge creation, knowledge propagation and knowledge application based on the researches, which have been done earlier. The results of fundamental correlation have shown that : Research findings are introduced as optimized model of entrepreneurship, based on dimensions of knowledge management and individual characteristics of personnel in form of a demanding model: Advisability Model & There is no significant relationship between entrepreneurship with service records and age.

The present study aims to design a conceptual model for commercialization of knowledge in the distance system of higher education carried out with at Payame Noor University serving as one of its main centers. The Research method was Qualitative based on Grounded Theory with the systematic approach. The statistical population consisted of all members of faculty and doctoral students in specialized fields at Payame Noor University. In this research, theoretical purposive sampling method was to select 29 participants (including 19 members of the Faculty and 10 doctoral students from Payame Noor University) from whom the required data, saturated their etically, were collected. The research instrument comprised a semi-structured interview. To analyze the data the three-stage process of coding (open, axial and selective) based on a systematic approach of grounded theory was used. The implementation of open coding process led to the identification of the 133 concepts (the initial open codes) which were reduced to 8 main categories with 33 subcategories (the secondary open codes). Then, paradigm model based on the axial coding process in the form of the causal conditions (environmental capabilities), the contextual conditions (organizational capabilities), the intervening conditions (individual characteristics of knowledge builders, characteristics of produced knowledge and knowledge's customers), the core phenomenon (knowledge commercialization), strategies (designing and implementation of facilitating mechanisms) and consequences (knowledge-based society) were graphed and finally, the ultimate conceptual pattern of research was using the depicted selective coding process in the form of propositions that refer to the relationship between the main categories

According to the industrialization of countries and development of societies, tests and methods are required to employ people in industries and organizations and make the best selection in getting workforce. Interviews, Written tests, and multiple choice tests are common methods used in employing people. Among these methods, multiple choice tests is the easiest one because of the facility of correction and getting results. In this study, general and technical tests which were held in 1389 and 1390 in Mashhad University of Medical Sciences were studied based on Item Response Theory(IRT) for determining the quality of multiple choice tests and the effective factors in their results. In this applied study, the participants included male and female general and special medicine students in the fields of emergency medicine and euro logy of Mashhad University of Medical Sciences. As in educational assessment sampling is not allowed therefore all available data was judged. The study was conducted on 251 answer sheets of 6 tests (2 tests of atagers,1 of internship, and tests of residency) based on IRT. The comparison of the difficulty level, diagnosis capability, and line slope of each question based on IRT showed that in the first test which was related to residency questions number 1,5,and 27 had better omitted because their line slope was out of the interval of 0.5 to 205.Questions of 3 and 26 because of being bigger than the degree of freedom had meaningful qui squares and should be omitted from the test. Questions number 14 and 9 should be omitted their scores ignored because of low. After the determination of the three parameters of slope 12ag' type="#_x0000_t75">, difficulty 12bg' type="#_x0000_t75">,and success by chance 12cg' type="#_x0000_t75">,for each of the 284 items, and omitting the incorrect irems,ᶿ ability of the participants was determined,and therefore valid items were identified and differentiated in this way:out of 251 studied questions based on line slope, item difficulty, and guess in the six tests it is considered that 7 questions with line slope of out of the interval of 0.5 to 2.5,10 questions were bigger than three times of degree of freedom and had meaningful qui square,9 questions with guess parameter of higher than 0.25 were invalid and should be omitted. In a 31 item test which was related to residency 7 items were omitted because of being invalid, therefore it is worth to plan such questions by which examinees are assessed properly and the intervention of other factors in getting their real score is prevented.

The main purpose of this study is to survey the values’ system among students through measuring student's values in each levels, ranking values system & determining a relation between individual characteristic & students’ values. Statistical population of this research was 6000 students in Human Science & Basic Science Complexes in Tehran. A total of 350 of individuals were randomly selected through cluster sampling. Alport, Vernon and Lindzi's values system questionnaires were used to collect data. The reliabilities of measuring tool for each of the 6 values were: theoretical 0.86, economical 0.77, artistic 0.83 social 0.81, religious 0.82 and political 0.79 respectively. The result showed that all these values had high ranks.. Also among the 6 values theoretical and religious value got the highest & lowest and Political, economics, artistic & social values stand on third to sixth places. Also in this study, the relation between individual characteristic & student's values were considered and the result shows that there is a relation between economics and artistic values and gender,, marital status and economics value, age and artistic value, educational level with economics value, and type of university with artistic value. There was no meaningful relation between other individual characteristic and the mentioned values

Total Quality Management (TQM) is a new approach to management which must be implemented gradually during some stages. The first step is to create readiness for change; conducting quality management is not possible before acquiring enough readiness. This study was conducted to evaluate the readiness of Iran Universities of Medical Sciences for conducting Total Quality Management (TQM) according to educational managers’ point of view. In this descriptive study, the participants were all educational managers of 34 Universities of Medical Sciences including 314 vice chancellors for educational affairs, heads of Medical Education Development Centers, deans and pro-vice chancellors for education. Data was collected using a researcher-made questionnaire containing 27 questions about 11 signs of readiness. The results of this study revealed that the mean score given to all fields was 7.9 out of 20 in all universities. In this regard, the lowest score was given to allocating resources with the approach of TQM (4.6) while the highest score was given to applying TQM philosophy in behavior (10.9). There was a significant difference between universities and type three universities got a significantly lower score (P=0.02) although the numeric value was not considerable. The results imply that the universities have had an improving trend and an appropriate atmosphere is ready for conducting Total Quality Management.

The present study attempts to anticipate organizational commitment based on personnel's beliefs in the organizational environment. The statistical society of this study embraces 3957 personnel from 51 headquarter units of Jihad and Agriculture Ministry. Through the use of Morgan table and the simple random method, 350 participants were selected as the sample group. For data collection, two questionnaires (one with 35 questions on organizational environment and the other with 102 questions on the organizational commitment) were designed based on a Lickert scale four-option response structure. The reliability of the instruments was calculated through nominal reliability. The reliabilities of the questionnaires which were calculated through Cronbach Alpha were respectively 0.807 and 0.927. The organizational environment and the organizational commitment variables were regarded as integrated and absolute. In order to answer the question "how could the personnel's organizational commitment be anticipated through organizational environment?" the simultaneous multi-variable regression model was used. The findings reveal that 46.7% of organizational commitment variance is anticipated through the organizational environment variable.

Central aim of the present research is to provide an effective leadership model for public universities on the basis of organizational climate and the administrator's personality traits. A total of 100 university administrators and 300 of their colleagues of public universities in 16 Iranian provinces were chosen at random for the research. Gordon,s personality profile and list was used for the administrators and Litwin & Stringer,s organizational climate questionnaires, as well as Romsden,s effective educational leadership questionnaire were given to their colleagues. The responses of 80 administrators and 213 of their colleagues were analyzed. The effective educational leadership questionnaires used criterias such as focus on goals, encouragement, work, transformation, understanding, and the human element. Descriptive observations indicate the administrators exhibited highest degree of accountability and lowest degree of sociability among the profile traits. Among the Gordon qualities, innovative thought was imperceptibly weaker than the other three traits among the administrators. Multiple regression and correlation analyses were used to study the relationship among factors conducive to personality traits, organizational climate, and effective educational leadership and to find the best model to show their variances.