zahra sabbaghian

Today, the position of the school as a formal educational institution has changed compared to the past. Today’s schools are open spaces and social entities mutually related to community and relevant institutions,This article is extracted from the quantitative part of the dissertation titled “Developing and Validating the Model of School as the Neighborhood Educational Center”. The article related to the qualitative part (developing the model of the school as the neighborhood educational center) has already been introduced and presented.research

This study is applied research concerning research objectives and an exploratory mixed project regarding its type. The qualitative step was according to the grounded theory method. Data were collected using semi-structured interviews with 24 experts and professionals in educational management, followed by data analysis in three stages of open, axial, and selective coding. As a result, the model of school as the neighborhood educational center was developed in six categories of causal conditions, axial phenomenon (school as the neighborhood educational center), mediating conditions, intervening conditions, strategies, and consequences. The quantitative step used the descriptive-survey method to validate the proposed model. The data collection tool at this step was a researcher-made questionnaire completed by 41 principals, teachers, and deputy principals (experts in executive and educational positions) in different regions of Tehran and also University professors, selected through purposive-judgmental sampling. The relationships between research variables were investigated by path analysis/structural equation modeling, using Smart PLS software.

According to the results, causal conditions affected the main factors positively and significantly. Also, the main and intervening factors influenced strategies significantly and positively. However, underlying factors did not affect strategies significantly. The results also confirmed positive and significant effects of strategies on consequences.

To change the schools into the neighborhood educational centers, it is necessary to consider the position of schools,, seek to change community attitudes towards the educational role of school through the media, appoint school principals based on meritocracy, review rules and regulations, emphasize school-centeredness, and increase school authority.

The aim of this study is to "qualitatively analyze the content of the National Document of Iran's Curriculum Based on UNESCO's Ten Skills for 2020".The research method is qualitative and based on content analysis. The statistical population of the research consists of upstream education documents, ie the national curriculum document. In the present study, the sample size of the study is equal to the statistical population. And the entire text of the National Curriculum Document is selected as an example for qualitative content analysis.In this study, a researcher-made checklist was used to collect information to analyze the text of the National Curriculum document. To determine the validity of the content, the checklist was provided to several experts and its validity was confirmed.Comparative content analysis method was used to interpret and analyze the data. The categories in this study are the ten UNESCO skills desired and the items created for each skill are the criteria (component) of text analysis.The research findings indicate that the emphasis on all ten UNESCO skills items in the National Document of Iran's Curriculum is not the same. The results of content analysis showed that all aspects of meta-cultural competence skills, transcendental skills, computational thinking skills, social intelligence skills, design thinking skills have been considered in the document of Iran's national curriculum. But in other skills, there was a mismatch in emphasizing the novelties of innovative and adaptable thinking skills, virtual participation, meaning finding, new media literacy, and cognitive management in the National Document of Iran's Curriculum

This article meta-analyzes the relationship between ethnic identity and national affiliation in domestic and foreign research over a 10-year period (2010-2019 in foreign research and 1398-1389 in domestic research). The most important purpose of the meta-analysis for the present study was to gain a general understanding of the results of research on the relationship between ethnic identity and national attachment by reviewing the results of previous research. The results showed the average effect size in the relationship between ethnic identity and national affiliation in research conducted so that the average effect size in the relationship between ethnic identity and national attachment was d = 0.33 and r = 0.31, which indicates The average effect of ethnic identity on national attachment in research was about 30%.This article meta-analyzes the relationship between ethnic identity and national affiliation in domestic and foreign research over a 10-year period (2010-2019 in foreign research and 1398-1389 in domestic research). The most important purpose of the meta-analysis for the present study was to gain a general understanding of the results of research on the relationship between ethnic identity and national attachment by reviewing the results of previous research. The results showed the average effect size in the relationship between ethnic identity and national affiliation in research conducted so that the average effect size in the relationship between ethnic identity and national attachment was d = 0.33 and r = 0.31, which indicates The average effect of ethnic identity on national attachment in research was about 30%.

The present study seeks to determine the components and features of school as a neighborhood educational center. When the needs and wants of the audience are taken into account in a school and there is hope for local facilities, and utilization of spiritual, human and natural resources, the school grows and develops. Accordingly, the present study was conducted using a qualitative approach and grounded theory method on a population consisting of 24 experts in education, as well as university professors, Farhangian University, Education Research Institute and school principals. The research sample was selected using purposive and snowball sampling and data collection was done through semi-structured interviews. Three stages of open, axial and selective coding are used in data analysis and the model of Neighborhood Educational Center School is divided into six categories: causal conditions, axial phenomenon (Neighborhood Educational Center School), mediating conditions, intervening conditions, Neighborhood Educational Center school strategies and consequences. And was presented. As a result, 28 core categories and 50 subcategories were obtained. The core category of the proposed model is the neighborhood educational center school, which includes 3 core categories (the concept of the neighborhood educational center school, the main features and elements of the neighborhood educational center school and 26 sub-categories.

The present study was conducted with the aim to evaluate the performance of the applied science centers of the Iranian Red Crescent Society (IRCS) in crisis management. In this descriptive-survey study, 167 out of 295 managers and experts of the applied science centers of the IRCS were selected on the basis of the Cochran formula. To examine the study variables, a questionnaire including 37 items and 2 parts evaluating performance and crisis management was employed. The financial, customer, internal processes, and growth and learning performances were measured in the performance assessment section, and the 6 dimensions of flexibility, inclusion, trust, risk perception, fairness, and consistency were measured in the crisis management part. The reliability, content validity, and construct validity of the questionnaires were confirmed by Cronbach’s alpha coefficient, a group of university professors, and confirmatory factor analysis (CFA), respectively. Then, inferential statistical methods such as the Kolmogorov-Smirnov (K-S) test were used to ensure the normal distribution of data, and the structural equation model, Pearson correlation test, chi-square test, two-sample t-test, and one-sample t-test were used in the LISREL and SPSS software to test the hypotheses. The performance of the applied science centers of the IRCS in crisis management was higher than the average level based on the balanced scorecard (BSC) model. In addition, in terms of the 4 characteristics of financial performance, customer performance, internal process performance, and growth and learning performance, the crisis management performance of this organization was at a desirable level. It seems that policymakers, while maintaining the current situation, should plan for the development of crisis management, as well as for providing the ground for continuous improvement and better performance in this area.

One of the main reasons of development in industrial developed countries is to consider the process of using the learning and utilizing them by organizational staffs. Current article has been done to qualitatively combine the results of studies in the field of learning transfer and its comprehensive analysis. In this article by investigating the effective factors of learning transfer to workplace in internal and external scientific database and all of the learning transfer researches as research community, 56 articles were identified in this context. The criterion for selecting articles was the title transferring learning to workplace in organizational learning. Then by using the combining approach and context analysis the results and findings of previous researchers were analyzed. At the end, effective factors in learning transfer in 4dimenssions (individual, educational, organizational and meta-organizational) 34 components including 8 individual components, 10educational components, 13 organizational components and 3 meta-organizational components and 136 parameters were identified and classified. To achieve the effectiveness of learning in enhancing the overall performance of organizations, educational authorities should pay attention to individual, educational factors, organizational and extracurricular factors which affect transfer of learning and also in-service education based on identified factors have to be planed.

The aim of this research is to know the weakness learning culture of technical students. This research is conducted applicable in terms of purpose and qualitative in terms of data collection. Semi-structured interviews was conducted with eight members of the faculty, educational administrators and technical-engineering students. Content analysis using the method of categorization conducted to analyze the results of interviews and since the interview was based on the conceptual framework derived from former studies, the deductive method (top-down) was used in content analysis and categorization of qualitative data. Achieved categories were classified and presented in accordance with the framework of a learning culture at three individual levels with dimensions: (motivation to learn, the role of the learner, student's expectations of learning, learner tasks), institutional level with dimensions: (cum encourage and education innovation, formal and informal rules, improvement in quality of learning context, faculty development, empowerment of training capacity) and interactive of with dimensions (learning environment, content structure, goals, media, appraisal, relationship between professors and students, professors, time frame.

Discovery and knowledge production، education، application، integration and engagement are the major domain of university functions. In the resent years the faculty evaluation systems lead the academic activities to research and publication. The positive result of this situation is being seen in the increase of international scientific ranking of Iran. But because of necessity to considering the totality and integration of university functions، this is the main question that “Does the entire scholarship domain especially scholarship of teaching and learning are developing equally?” For response to the question this research was designed. This is a qualitative methods by review the literature، documentation and semi-structure interview with 17 experts in four discipline area including humanities، basic science، engineering and medical science. In this research scholarship of teaching and learning are divided to three levels: good teaching [teaching based on personal expertise]، scholarly teaching [based on pedagogical content knowledge] and scholarship of teaching and learning [sharing the educational knowledge]. Encoding and Categorizing was done by content analysis of interviews. The results showed that in almost of the universities، teaching and learning process are done by personal expertise and in none medical universities there isn’t enough faculty development programs to empowerment of educational profession competency. The infrastructure for scholarship of teaching and learning in medical universities was better than the non-medical. It Seems that، cultural، scientific، political and formal infrastructure are necessary for knowledge storing and knowledge sharing. refining the faculty evaluation and promotion system، organizing the education development centers and holding the educational innovation Festival can be effective role in creating an scholarship atmosphere for developing the teaching and learning، specially، in none medical universities.

The present paper aims to formulate a pattern of university administration using the grounded theory approach. The participants included 22 faculty members having valuable experiences in the area of higher education management. The data were collected using in-depth interviews, and the texts of the interviews were analyzed using a content-analysis method. Administration, at both levels, was affected by some factors, including the attitude to the position and role of universities in different areas, main actors in the administration of universities and their interrelationships, public policies at national and regional levels, and the broad role of governments. The present study mainly focused on quality of the the beneficiaries’ participation in the administraion of universities. The structure of the beneficiares’ participation, the intellectual pattern common among the beneficiaries, and the operational-managerial patterns used by higher education managers were discussed and, accordingly, a final model was psoposed.

The main purpose of this study was defining the contextual barriers of research activities in universities. A survey-descriptive method was applied in this research. The statistical population included faculties of Shiraz University of Medical Sciences. Sample size determination was done by stratified random. Research tool was designed by researcher which its reliability was confirmed by kronbach alpha (α =92.8%) respectively. The findings showed that based on correspondent's views all educational, cultural, political, and strategic barriers are interfering in research activities at the universities. Also, although a significant difference was observed among facultie's views and their gender, academic position, and administrative responsibility, but no significant difference was observed between the facultie's experiences and discipline. Overall it seems that educational reform, institutionalizing the scientific culture in society, avoiding dominant the political approaches over of scientific approaches and paying attention to the main goals and priorities in the policymaking are the major needs in higher education that should be tackled seriously.

Universities are the most important setting for science production and organizing academic research is one of the most effective strategies in society development. The main idea of this study was identifying the internal barriers to academic research from viewpoint of faculties in Shiraz University of Medical Sciences. Main question was which obstacles affect research activity from facultie's point of view. This descriptive study was conducted in 2008. Through stratified random sampling in eight college and research centers, 227 faculty members were selected, all responded to the survey. Researcher-made research tool was designed in six areas including finance, facilities, professional, research competency, individual & organization-management obstacles in the four-item Likert scale. Data analysis was done by t test, MANOVA, ANOVA and Tukey post hoc test. Barrier scores were significantly higher than the average (62.5). All obstacles were proved from faculties point of view (P<0.01). Financial barriers had the most average (86.216.5) and scientific barriers had the lowest average (79.119.1). Mean of facilities, professional, individual barriers, and organization-management obstacles were 80.218.2, 82.319.2, 81.518.6, 82.618.2 respectivly. However, faculties attitude about obstacles was not correlated with their research activities rate (P>0.05). In addition, a significant difference was observed among facultie's view and sex, scientific degree, discipline & having management responsibility (P<0.05), but this relationship was not observed about experience years (P>0.05). Different barriers affect research activities based on facultie's point of view. Reviewing the approval process for research projects, empowerment of human resources, attention to research utility, designing of communication and information system can also be effective in solving problems and barriers to research.

This paper aims to study the views of Shiraz University’s Faculty members on the research obstacles and challenges. In order to describe possible affecting obstacles, 227 out of 550 faculties working at the university, were selected based on the cluster sampling technique and were asked to complete a questionnaire which consisted 75 questions on the bases of 4 items’ Liker Scale. The questionnaire covers ten possible areas of obstacles but in addition to the closed items, the questionnaire included three open ended questions about the relevant agendas. The findings revealed that all predicted obstacles have a negative role on staffs’ research performance. The results also showed while the financial obstacles were considered as the most dominant factor affecting on the research but political obstacles perceived as a factor which has the less important impact respectively.

The aim of this study is Identification of the effectiveness of employee training on the staff empowerment in Keshavarzi Bank. This study is done by survey –Descriptive method. The research population is, all employees who participatied in the Training courses in Keshavarzi Bank at west region of Tehran and Their managers by Using Cluster random sampling method 124 employee were selected. Statistical methods such as T Single sample, Multivariate analysis of variance and pearson correlation coefficient are used. The results show that from managers and staff point of view, training Has been effective on the Components of  goals clearance,Fair treatment,promote teamwork, Creating of Constructive communication and promotion of spirit .but has not  any effect in connection with the Components of spirit of  Participation and Creating Healthy working environment . The result also show that there is a significant relationship between the total number of training courses the and employee empowerment. But there is not any significant relationship between the hours of presensence in classes and employee empowerment..

Regarding educational and research missions and aims of universities for professional development require a comprehensive planning and quality management. In spite of many efforts which have been made in this regard, various shortcomings can be seen from quality perspective. In this research: first, the researchers’ aims are compared with current quality management standards in the state universities (universities affiliated to the Ministry of Science, Research and Technology). These are approved international standards and current quality models recommended by international standard organization. Second, a model for the development of standard and quality management of universities affiliated to the Ministry of Science, Research, and Technology is proposed. This model should be approved by Industrial Research and Standard Institute and Iranian Education Evaluation Organization. The results should be and published as a national standard for quality management of state universities of Iran.

Organization development (OD) can create the required ability in university for responding effectively to environmental demands and enable it to be effective too. It is evident that this contingent effort must be made based on right and exact diagnosis and efficient direction, in the systemic model proportionate to the university’s situation. However a basic question is proposed now: What are the conditions, characteristics or key components of successful OD efforts and are there some common aspects in this respect? In order to find a proper answer, a multiple case study was designed and implemented. In this research, the five successful OD experiences in some universities was studied and analyzed. Consequently, four main dimensions of OD efforts which form the system of OD function success in university were recognized. They were Direction, Main Approaches, Developmental Actions, and Special Stipulations. Also the common key components of studied efforts were recognized within the framework of those four dimensions.

The main objective of this research was to compare the university student's educational success who had consecution in their field of study at M.S. level with those who hadnt.This research was done by descriptive survey method. The population included all university students at M.S. level in different fields and also their instructors in Tehran public universities. A sample of 170 instructors and 270 students were selected by stratified random sampling method. Two closed response questionnaires were used; one of them was used for instructors and the second one for M.S. students. The results showed: 1- The human science instructors evaluated the satisfaction of M.S. Students without consecution more than other students. Those instructors who disagreed with changing students field of study at M.S. level evaluated lower chance of students occupation and satisfaction. 2- Instructors who disagreed with changing student's field of study at M.S. level declared more negative view towards changing field of study. Human science instructors predicted more success for students who changed their field of study. 3- Instructors who were agree with changing student's fields declared more comprehensiveness for students without consecution. 4- Instructors didnt emphasized on the materiality motivations in terms of decision to change field of study at M.S. level. 5- From student's point of view, The rate of satisfaction from field of study in B.S. didnt influenced on changing it at M.S. level, but the rate of interest towards their field of study at M.S. was significant factor which influenced changing field of study. 6- Since students who had consecution in their field of study had more faild scores, students without consecution were more successful. 7- From student's point of view, selecting the field of study at M.S. level in students with consecution was related to social welfare motives in present and future, while selecting field of study in students without consecution was related to factors such as, future job selection, welfare, income and economic values.

Nowadays the role of knowledge in national development and prosperity generally and role the status of technical-engineering field in national innovation system particularly has been recognized importantly. Hence, in order to utilize strengths and the country’s scientific and technological competitive advantages, it is necessary that based on changing internal and external factors, national research and knowledge creation strategies in technical-engineering fields of studies be designed and implemented. Based on general model of strategic management and using documentary, qualitative meta- analysis of previous studies and SWOT analysis of knowledge creation system, strategies in 14 main areas in the studied field have been designed. This article has highlighted and presented some of the strategies in this regard including determining Perspective desired aims, restructuring and organizing management of academic system, developing software and hardware strengths of academic system, developing interaction with international academic centers, developing the efficiency of academic system, fostering the university-industry relation, supporting commercialization of research outcomes and developing enterprises role in research. Additionally the findings identified and suggested some other particular research and knowledge creation strategies for technical-engineering fields which include developing risky investment in new technologies, paying attention to researchers, academic autonomous and freedom, regulating business law based on empowering and applying academic potentials, purposeful allocating of research funds and communicating to Iranians living abroad.

With the increasing importance of science and knowledge in national development and excellence, it is vital to compile and enforce science production strategies to the utilization of potentials and advantages of knowledge and technology. Obviously, it is not possible to achieve and promote science production strategies (with taking into consideration the internal and external variable factors and their effectiveness in actual situations) without continual evaluation and disciplinary and carefully evaluated intervention. Implementation and evaluation are significant elements of planning process. Better implementation and more careful evaluation will result with more learning. In this article, main research and science production strategies for technical-engineering discipline (field) is evaluated based on a field study with two approaches of strategy-making process (indirect) and test and evaluation of criteria (direct). Based on the research results, status of science production strategies in technical-engineering discipline is estimated to be average and not encouraging. This dictates more efforts and commitment for upgrading the research and science production strategies status in aspects of design, management, implementation, monitoring and promotion.

Nowadays, science and knowledge especially technologic-engineering discipline play a strategic and vital role in national innovation system (NIS), national development and growth. With increasing importance of science and knowledge in national development and excellence, it is vital to compile and enforce science production strategies to utilization of potentials and advantages of knowledge and technology. Obviously, it is not possible to achieve and promote science production strategies (with taking to consideration the internal and external variable factors and their effectiveness in actual situations) without continual evaluation and disciplinary and carefully evaluated intervention. The implementation and evaluation are significant elements of planning process. Better implementation and more carefully evaluation will result in more learning. In this article, main research and science production strategies for engineering and technology sciences (discipline) is evaluated based on a field study with two approaches of strategy-making process and test and evaluation of criteria. Based on the research results, status of science production strategies in technologic-engineering discipline is estimated average. This dictates more efforts and commitment for upgrading of research and science production strategies status in aspects of design, management, implementation, monitoring and promotion.

This article presents the major findings of the researches accomplished on the organizational development status of Tehran Universities of the Ministry of Science, Research & Technology. In this research, a systemic conceptual model on university organizational development was first developed based on the current theoretical basics and research backgrounds. Based on this model, the organizational development status of the five universities included in the research sample was then evaluated in three aspects, namely conceptual, structural and functional. The senior managers (n = 132) and faculty teaching staff (n = 310) answered the related questionnaires. The results of the research indicate that 1) the senior managers of the universities do not have enough familiarity with the theoretical basics (the conceptual aspect) of university organizational development; 2) the existing structures at the universities do not have the necessary competence for the advancement of organizational development; 3) the whole fundamental practices (the functional aspect) of organizational development have not been exercised effectively at the universities; 4) there is no meaningful difference between the status of triple aspects of organizational development in different industrial universities and non-industrial universities; 5) there is a very wide gap between the current status and the desired (expected) status of organizational development at the universities; 6) the triple aspects of organizational development of the universities do not correlate with each other.

Since human resources are the most valuable ones that developing countries can use in terms of development process, it is necessary for these countries to plan for human resource trainings. In each country, universities are the best centers to train human resources, which is needed by the society. Educational organizations with the the cooperation of universities can provide the needed human resources. The objective of this article is to recognize the Kordestan primary school teachers, motivations to participate in higher education programs and their preferences. In this research the survey method and a questionnaire was used to gather research date. The population was the elementary school teachers who were participatcd in higher education programs. By using simple random sampling method 260 teachers were selected and the data were gathered. Multiple regression, t test and Anova methods were used to analyse the data. The results showed that the need for social status (b = 1.195), the need to increase the ability of knowledge application and job skills (b=.546), the tendency to teach in higher grades (b=-.346) and tendency to obtain more important jobs (b= -.502) were significant perferences to participate in higher education programs. At last, by using archive and field studies, and through regression analysis, correlation matrix, and path analysis, an experimental and theoretical model for teachers, participartion in higer education programs was developed.

In this study, the effectiveness of educational workshops for the development of university instructors is surveyed. Seventy subjects from two universities (Shahid Beheshti University and Medical Science University of Shahid Beheshti) were selected by stratified random sampling method. A Likert type questionnaire was used to collect data. Chi-square, Kruskal-Wallis and U-mann Whitney tests were used to analyze data. The results showed that Workshops: 1. Increased job motivation of instructors (X2=39.67). 2. Influenced on the rate of usage of educational technology in classes (X2=23.94). 3. Increased the skills of doing research in instructors (X2= 31.77). 4. Increased the ability of instructors in terms of decision making process (X2=25.30). 5. Developed equal learning opportunities (X2=26.46) and participatory learning (X2=36.29) for instructors. 6. Developed instructors teaching abilities, including active teaching methods, teaching design, and group discussion (X2=46.77). The main hypothesis of the research project was confirmed and it showed that educational workshops were effective in the sample Universities. In addition the statistical analysis showed that there was no significant difference between the attitudes of the two universities in terms of the effectiveness of workshops on teaching and research process. However there was a significant difference between the attitudes of instructors in terms of moderator variables such as age, degree, field of study, and the number of their participation in workshops.