shahrbanoo khoshkab

The current research has been carried out to analyze the components of metamodern education. The descriptive-analytical method has been used to investigate the purpose of the study. Metamodernism, as one of the new intellectual approaches in the third millennium, acts as a paradigm for re-creating the possibility of going beyond the environment and creating positive change in societies in a way that can give scattered realities a new meaning and guide them in an integrated and coherent manner within a framework of developmental, creative, and ethical mechanisms. On the other hand, the metamodern curriculum should provide teachers' empowerment and increase their ability to analyze and explain the combined and multidimensional phenomena of education from different dimensions simultaneously, multidimensionally, and multilevelly. The view of the metamodern curriculum is that it is hermeneutic, multidimensional, and multifaceted, and in this direction, it tries to create a favorable platform for the development of educational justice, equality, and opportunities for learners. Therefore, this approach with the development of cognitive and emotional power and the development of communication capabilities in the context of the structure of curricula and creative educational mechanisms based on critical thinking is the context of achieving one of the new goals of education and training systems, that is, green and sustainable development. It will provide the individual and social ecosystem and will be the basis for the policymakers and planners of the education system to achieve effective strategic plans in the education system.

Higher education is a very important institution in societies, not only because it educates the elite and provides a basis for a society with technology, but also because it is the most important intellectual institution that has a wide influence on culture and political affairs. The research seeks to identify and prioritize the key components of the political-social underpinnings of Iran's higher education system, focusing on governmental expectations Using a qualitative method and a meta-synthesis approach, this research aims to provide valuable insights into the higher education landscape in Iran. Data collection pools were documentary sources and the statistical population of all reliable scientific sources published domestically related to the research topic for the years 2002 to 2022. The sampling method was purposeful and based on the tools of the critical assessment skills program, and the seven-stage model of Sandelowski and Barroso (2007) was used to collect and analyze the data. The research outcome entails the identification and categorization of five primary components of the political-social foundations of higher education, with a focus on governmental expectations: development of citizenship, political socialization, political participation, political development, and sustainable development. The results of Shannon entropy measure prioritized the components within domestic studies, ranking sustainable development as the first priority and citizenship development, political socialization, development, and political participation in subsequent order. In the end, based on the results of the research, appropriate suggestions were presented.

The aim of the current research was to identify and prioritize the main components of the evaluation of the quality of the internship curriculum of the teacher training system. The Methods of the research was a mixed method research (qualitative-quantitative). The required information was collected in a targeted manner from 28 articles extracted from valid scientific databases.Data analysis in the qualitative part with the seven-step model of Corbin and Strauss (2008) and open, axial and selective coding, and in the quantitative part in order to determine the importance and priority of the dimensions and components obtained with the Shannon entropy method done. The reliability and reliability of the data were determined by the method of peer feedback and agreement between coders and Cohen's Kappa test. Findings in the qualitative section in 145 indicators, 22 dimensions and 5 main components: "policy and strategic mechanisms", "general and specialized competencies of internship guides", "management and leadership mechanisms of internship affairs", "transformation and improvement mechanisms" Internship matters" and "functional achievements" were categorized and presented in three levels of policy, functional and consequence components. Based on the Shannon entropy test results of the main components were prioritized The theoretical framework for evaluating the quality of the internship curriculum provides a suitable scientific tool for planning the development of the quality of the internship curriculum in the education system.

The aim of the current research was to explain competitive intelligence based on information technology competence with the mediation of quantum management skills in university managers. The research method was descriptive-correlation and applied in terms of purpose. The statistical population included all the presidents, associate principal and managers of the groups of the six campuses of Semnan University, equal to 211, out of which, using the Cochran formula, there were 137 people using proportional stratified random sampling as a sample were chosen. The data collection tool is a researcher-made questionnaire based on research literature, including 20 questions with a 5-point Likert scale in four parts; Demographic questions, information technology competency (general developed skills, specialized developed skills); Quantum management skills (quantum knowledge and thinking, quantum feeling and perception, quantum trust and action), and competitive intelligence (organizational intelligence, social intelligence, competitors intelligence) whose validity and reliability based on content and convergent validity and combined and internally reliability were verified. The collected data were analyzed using the structural equation modeling method of the variance-oriented approach. The results showed; information technology competence has the most direct effect on quantum management skills. The direct effect of information technology competence on competitive intelligence was greater than the direct effect of quantum skills on competitive intelligence. Also, the results of the research showed that information technology competence estimates 0.29 of the changes in the competitive intelligence of university managers through the mediation of quantum management skills. The achievement of the present study provides a suitable scientific-technical tool for the strategic planning of the development of competitive human capital of the university administrators to the policy makers and decision makers of the higher education system.

The purpose of this study is to identify and prioritize the components of general human capital development of university faculty members.

To do this, a mixed method by qualitative-quantitative was used. The statistical population included all faculty members of universities and research institutes in Tehran, 13 of whom were selected through purpose sampling. Data obtained from semi-structured interviews with experts were analyzed by inductive content analysis and three-stage coding. Participant members' control method and peer feedback were used to ensure credibility. Also, to ensure reliability, the agreement method between the coders and Cohen's Kappa test were used. In the quantitative part, Shannon entropy method was used to determine the importance and priority of the obtained dimensions and components.

The results of the qualitative part of the research show 106 key indicators, and 17 axial dimensions in the form of five main components of general human capital development of faculty members, including; Improvement in the extent and appropriateness of cognitive competencies, improvement in the extent and appropriateness of meta cognitive competencies, improvement in the extent and appropriateness of bio-emotional competencies, improvement in the extent and appropriateness of communication-social competencies and improvement in the extent and appropriateness of Cultural and spiritual education competencies, were categorized and presented. Based on the results of Shannon entropy test, respectively, the main components of improvement in the amount and appropriateness of cognitive competencies, improvement in the extent and appropriateness of communication-social competencies, improvement in the extent and appropriateness of meta cognitive competencies, improvement in the extent and appropriateness of Bio-emotional competencies, and improvement in the extent and appropriateness of cultural and spiritual education competencies, were the first to fifth priorities in the development of the general human capital of the faculty members. Also, the component of cognitive human capital development had the highest priority and the component of cultural and spiritual education human capital development had the lowest priority. Theoretical framework of general human capital development of faculty members in the present study provides a suitable scientific tool for planning the human capital development of faculty members. In the end, based on the research achievements, appropriate suggestions were presented.

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.

The aim of the current research was to identifying and validating the themes of development of group and organizational Qualifications in faculty members.

In the qualitative part, the phenomenological method and semi-structured interviews were used with 13 faculty members of universities and research institutes in Tehran, who were selected by the method of purposive chain sampling. The data obtained from the interview were also evaluated by thematic analysis method. In the quantitative part, using a descriptive-survey method, the data was collected using a researcher-made questionnaire taken from the qualitative part of the research from the number of 150 faculty members selected by the stratified random sampling method from 26 faculties and four campuses of the University of Tehran, and then they were analyzed using structural equation method and Shannon entropy algebraic method.

The achievement of the qualitative part of the research is the identification of the comprehensive theme of improvement in the level and appropriateness of management-leadership competencies with the dimensions of "enhancement of scientific and social scouting ability, improvement of the ability to lead multifaceted relations, improvement of understanding of organizational structure and culture, improvement of organizational knowledge and administrative management. educational unit", and the overarching theme of improvement in the level and appropriateness of leadership qualifications with the dimensions of "improving the knowledge of educational policy analysis, improving the ability to plan and develop education, improving the skill of managing administrative affairs and human resources, improving the skill of advancing financial affairs , improving the ability to administer social affairs. In the quantitative part, the achievement of the first and second order factor analysis confirmed the validity of the research model. Also, the dimension of improving the ability to guide multifaceted relations, improving the skill of understanding organizational structure and culture, and the dimension of improving the skill of promoting administrative affairs and human resources, respectively, with Shannon's entropy coefficient equal to 0.27 and 0.23, are the most important in the development of group human capital and The organization had faculty members.

Conclusions and suggestions: 

development of group and organizational Qualifications in faculty members is a different paradigm and approach to human resources before it is a stream for developing the competencies of faculty members. Academic institutions, as a symbol of learning and knowledge-oriented organizations, should have leaders and role models with scientific and ethical origins at the domestic and foreign levels, in order to fulfill their role of scientific leadership, an approach that requires universities.

Innovation and originality:

They can achieve it by improving the platform for empowering and developing of group and organizational Qualifications in faculty members and creating motivation in the field of scientific exchanges with a focus on professional ethics, responsibility and accountability.

The development of human capital of faculty members is an effective achievement in the direction of the development of the higher education system. However, the evidence based on the results of experimental research indicates the low quality of the faculty members' performance. The aim of the current research is to measure and evaluate the development of human capital of faculty members, which was done with a mixed approach (sequential exploratory).

In the qualitative part of the research, the participants were the faculty members of the universities and research institutes of Tehran, and 13 of them were interviewed and the required data were collected using the purposeful sampling method. The data analysis of this section was done using thematic analysis method. In order to evaluate the reliability of research findings, immersion and recoding approach was used by calculating Cohen's kappa coefficient. In the quantitative part, the statistical population included the faculty members of the University of Tehran, 150 of whom were selected using Cochran's formula and the relative stratified sampling method from the four campuses of "Humanities", "Behavioral and Social Sciences", "Basic Sciences" and "Technical-Eengineering" were selected as samples. The tool for collecting data was the quantitative part of the researcher-made questionnaire on the development of human capital of faculty members in a 6-point range. The validity of the research tool was verified by formal, convergent and divergent method and its reliability was confirmed through Cronbach's alpha test and composite reliability.

The findings of the qualitative section were categorized and presented in 9 dimensions, which include improving the ability to formulate specialized and interdisciplinary lesson plans, improving the ability to teach and learn, improving classroom management and administration skills, Enhancing academic and behavioral counseling and guidance, increasing commitment to professional ethics in the education process, enhancing the ability to motivate students to learn, enhancing the ability to evaluate learners' performance, enhancing research knowledge, and enhancing research skills. In the quantitative part, based on the results of Shannon's entropy test, the priority of the dimensions of improving classroom management skills and improving research knowledge was confirmed over other dimensions. The values of the Chi-2 test indicated the favorable condition of the main structure of educational human capital development and the relatively favorable condition of the main structure of research-entrepreneurship human capital development of faculty members of Tehran University. Based on Yeoman-Whitney and Kraskal-Wallis test values, the inequality of the average educational human capital development of faculty members was confirmed in terms of a number of variables and effective factors.

The results of the research showed that the development of educational and research human capital of faculty members, setting priorities and identifying inequalities in the development of human capital of faculty members in terms of influencing factors can provide an effective and efficient road map for planning to provide a strategy for the development of human capital of faculty members to policy makers, decision makers and activists in this field.

The present study is the efficiency of Iranian industrial universities using non-parametric methods of data envelopment analysis and random border analysis parameter for input variables (number of incoming students, number of faculty members, number of staff and budget) and output (specific income, Has evaluated the number of students studying, the number of graduates and conference papers) and data extracted from statistical databases and documents of higher education for 20 industrial universities during the academic years 1392-1393 and 1393-1394 . Expressive research results; 1- Existence of inefficiency in university units; 2- Difference in the degree of inefficiency in different university units; 3- Decreasing the average efficiency of all selected universities in 1393 compared to 1394; 4- Decreasing the average educational efficiency and increasing the average research efficiency of selected universities at the time of the study; 6- No heterogeneity of data variance in random boundary analysis test; And 7- Coordination between some explanatory variables, including faculty members and budget in the variance inflation test. In the random border analysis method, in addition to technical inefficiency, random inefficiency and the coefficient of elasticity of inputs on education and research outputs were also estimated to draw a favorable roadmap for policy makers and decision makers of academic units to make effective decisions.

This study aimed to provide a multilevel model of student development issues with a qualitative approach, using a systematic review of previous studies and the seven-step meta-combination method of Sandlowski and Barso (2007). For this purpose, to determine the direction of the study, the research question was selected, and then to collect information to answer the research question, by reviewing scientific studies in the field of student, 115 related articles were identified, of which 58 articles a science in accordance with the quality evaluation criteria was selected as a research sample and analyzed. Achieve systematic and meta-review of qualitative findings of selected key resources, enumerate 62 concept codes classified within 15 sub-categories of low quality student lifestyle; Inefficiency of thinking and learning style; Weak research and value creation skills; Weak academic sociability; Deterrent personality traits; Low performance of departments; Low faculty performance; Lack of quality of performance appraisal and monitoring approaches; Inefficiency of financial mechanisms; Weaknesses and limitations in governing and managing affairs; The challenge of professional socialization; Scarcity and inadequacy of scientific-welfare resources; Influence and spread of unscientific orientations; Absence or limited presence of support groups, respectively, in the following 3 main categories of issues; Causes of student development are contextual issues of student development and issues of student development interventions approved by experts in the field of student development using the Kappa agreement coefficient index at three levels: individual, organizational and extra-organizational. Finally, while discussing and concluding and explaining the research achievements based on the relevant theoretical foundations, suggestions were made to improve student development measures.

This study presented the model of public funding issues in higher education. The research method is systematic review and meta-synthesis method. The statistical population includes all the scientific resources are related to the financing of higher education in relevant sources at scientific database. Among of 91 identified related articles, 58 scientific articles have been selected as a research sample. The research achievement includes extracting 42 conceptual codes; 6 sub-categories; and 3 main categories include The main component of policy-making (Status Policies and Distributive Justice); the main component of Functionality (financing patterns and government financing mechanisms); and the main component of functional (complexity of estimating conditions and outcomes). (2) The finding has been confirmed by the elites of higher educational financing in terms of the Cohen's Kapa Agreement coefficient index. Finally, while discussing and explaining the achievements of the research based on the relevant theoretical foundations, suggestions for public funding of higher education were presented.