focus groups

 The current research was conducted with the aim of developing a creativity management model based on cognitive sciences and technologies in military universities. For this purpose, by using the capacity of the qualitative research approach and the focus group method, the dimensions and components of the studied model were identified. The data was collected using the purposeful sampling method of the criterion type and focus interview with 4 focus groups from among 12 experts in the field of cognitive science and analyzed using thematic analysis method.Structural capital includes components such as educational space, office space, welfare space, facilities and equipment, educational systems, software, network and internet equipment. Cultural capital includes components such as knowledge and expertise, organizational culture, educational and research resources, interactive space and social networks. Political capital includes components such as power and influence, leadership and management, networking and accountability. Cognitive capital includes components such as problem solving, learning, adaptability, knowledge production, trust, cohesion, interactions, participation and cooperation, organizational belonging, and reputation. The model presented in this research provides a comprehensive framework for creativity management in military universities. This model, taking into account different dimensions of capital (structural, cultural, political and cognitive), can help to improve the level of creativity in these universities. This research shows that cognitive technologies have the capacity to become a powerful tool for developing creativity in organizations. By supporting knowledge sharing, enhancing communication and facilitating collaboration in these four dimensions, cognitive technologies can empower individuals and organizations to achieve greater innovation.

One of the most basic questions regarding the applicability of criminal institutions is, why do they fail when they are transferred to the Iranian legal-judicial tradition? Furthermore, since the judges are their primary beneficiaries, another query which arises is, why are judges reluctant to use such institutions? Questions such as these have not only been answered in relation to the penalties placed within free public services, but have also been independently and qualitatively answered by other criminological institutions.Using a qualitative method and by interviewing focus group made up of 12 judges, who issue free public service penalties, the present study seeks to discover what obstacles prevent judges from issuing such sentences.The findings of the present study indicate, judges, who believe in the corrective-therapeutic effect of free public service penalties, also acknowledge that the application of free public service penalties is hindered at all three legislative, judicial and executive levels. The limited range of crimes applicable within free public services, the lack of predicting efficient mechanisms for the cooperation of the judiciary and the executive branches, the ambiguity over whether to issue Article 3 of the (1984) Collections Act ... or not and other legal ambiguities and shortcomings are considered to be the most important obstacles in the legislative level. Furthermore, the following are regarded as obstacles of the enforcement of free public service penalties: the absence of statistics and evaluations of the performance of judges based on quantitative indicators; the presence of prisoner organizational culture towards judicial barriers; shortcomings in training judges in order to familiarize them with the various aspects of the new institutions, lack of public awareness and trust; and the accepting bodies.

Higher education in the 21st century is one of the most important factors affecting every society. One of the major challenges of higher education in the new millennium is to attract foreign students into the host countries. This article reviews the challenges and strategies for the Islamic Republic of Iran in attracting foreign students and scholars through a qualitative study using focus groups. The population studied consisted of officials, experts, professionals and faculty members involved in academic and administrative activities related to the foreign students. The sample consisted of two groups: 18 participants consisting of authorities and relevant experts in the field of foreign students, Ministry of Science, Research and Technology and other important institutions of higher education and 16 participants composed of researchers and faculty members working in the field of foreign students. The results led to the identification of seven challenges and eleven strategies. The main challenges in priority order are: multiplicity of policy decision making and planning institutions; lack of clarity in main goals and orientations; lack of specialized counseling services and guidance for students; introduction of Persian as the only language for teaching and learning; low level of education and welfare facilities; attracting students from least developed countries; and lack of the culture of interaction and empathy between Iranian and non-Iranian students.