اعضای هیات علمی

The aim of this study was to design and develop a model for the individual components of mental health promotion among faculty members at Islamic Azad University, Tehran Province. This research is applied in nature as its results can be used by stakeholders in decision-making. It was conducted using an exploratory approach, with data collection carried out through a mixed-methods design (qualitative and quantitative). Data were gathered through interviews with experts, which were transcribed and coded (open, axial, and selective) using grounded theory (theoretical framework) and the Delphi method, along with a researcher-developed questionnaire. The qualitative sample consisted of 10 experts and scholars in the fields of education, higher education management, and mental health. The quantitative sample included 334 faculty members of Islamic Azad University, Tehran Province, who were selected using simple random sampling during the academic year 2020-2021. Semi-structured interviews and the researcher-developed questionnaire were used for data collection, with the reliability of the questionnaire being reported as satisfactory (0.82). The data obtained from the semi-structured interviews were analyzed using coding techniques in the MaxQDA software, and the questionnaire data were analyzed to present the model using structural equation modeling with Smart PLS software. The coded findings revealed 7 main components (moral character, quality of life, independence, environmental mastery, positive feelings, perceived self-efficacy, and productivity), 3 mediating components (job satisfaction, self-acceptance, and interaction with the environment), and 2 moderating components (mental management and emotional health). Path analysis results showed that job satisfaction, with a coefficient of 0.567, is the most significant factor in promoting mental health. The results indicate that policies aimed at enhancing the mental health of faculty members include involvement in decision-making and providing opportunities to increase knowledge about mental and psychological well-being. To promote the mental health of faculty members, individual strategies that develop personal skills should be combined with environment-based approaches to influence and improve the overall university environment.

The issue of training the disciples occupies a major chunk of the theory of Islamic education. The goal of universities should be to create and develop scientific thinking approach among students and prepare them to solve life problems. In the necessity and importance of this research, it should be said that studying and examining the theoretical principles of training the disciples will be effective in enlightening the teacher's thoughts and creating his scientific thought and logic. Other studies conducted on the topic of training the disciples have been done by focusing only on one or two dimensions of the total dimensions identified in this research. This research has been conducted through inductive qualitative content analysis method, and its statistical population includes the works of Iranian religious thinkers of the last fifty years, in the Persian language, in the field of education. The findings of this research have led to the development of a framework for raising the disciples by faculty members of the academia. Paying attention to the issue of raising the disciples by university faculty members, who play the greatest role in improving the quality of education, research and social services, and assigning an effective current of teaching and learning and educating the students within the framework of raising the disciples in all dimensions, is necessary in higher education programs.

Universities can implement the desired model of organizational learning if employees establish close, deep, interactive and cooperation with each other and adopt co-creation approaches (Zhang et al., 2011, p. 52). Co-creation supports the processes of change and group formation and enhances organizational learning by stimulating intellectual, collaborative and discursive, creative and innovative activities among employees and achieving a learning organization. In academic and university environments, faculty members with a co-creative approach can share the necessary information through mutual dialogue in a transparent environment, interact with each other, and improve their skills from organizational learning. Such learning is not only dependent on tools and techniques; rather, it is attained with support, insight and collective and meaningful participation (Mastio Chew & Dovey, 2019, p. 296). However, most of the studies related to organizational learning have not considered the factor that strengthens and even creates it, that is, co-creation. Therefore, in the present study, the researcher aimed to analyze the role of co-creation components on organizational learning among the faculty members of Birjand University and examined four sub-objectives. Therefore, the present study aims at:investigating the predictive role of dialogue on organizational learning among faculty members of University of Birjand. examining the predictive role of access on organizational learning among faculty members of University of Birjand. analyzing the predictive role of flexibility on organizational learning among faculty members of University of Birjand. scrutinizing the predictive role of transparency on organizational learning among faculty members of University of Birjand.

The current research is applied and descriptive in terms of purpose and method, and survey in terms of data collection. The statistical population of the study consisted of all 341 faculty members of University of Birjand. The population included five groups of humanities, basic sciences, engineering, agriculture and art, and each group was considered as a separate stratum by using a proportional stratified sampling method. The percentage of faculty members in each group was calculated about the total faculty members of Birjand University. In the final stage, the questionnaires were distributed among a proportion of faculty members in each group, which was estimated in relation to the total faculty members, and distributed randomly. Considering the size of the statistical population in the study (341 people) and considering that the minimum sample size is 200 in structural equation modeling, 210 questionnaires were distributed among the population and finally, 186 valid questionnaires were collected and analyzed. To measure the research variables, two questionnaires were used: a co-creation questionnaire (Taherpour, 2021) with a reliability coefficient of 0.91 and organizational learning questionnaire (Pham & Swireszek, 2006) with a reliability coefficient of 0.94. Data analysis was done by descriptive statistics and inferential statistics using SPSS software (version 23) and structural equation modeling was used to determine the relationship between co-creation and organizational learning.

First, Pearson’s correlation was used to examine the relationship between co-creation components and organizational learning. The results showed that all variables had a significant correlation with each other at the 0.01 level. The results also showed that co-creation predicted organizational learning. Co-creation had a positive and significant relationship with organizational learning at the 0.0001 level, with a standard coefficient of 0.78 and a t-statistic of 9.08. This means that on average, a one-unit increase or decrease in co-creation would lead to a 0.81-unit increase or decrease in organizational learning, respectively. Also, the fit of the research model was assessed by using the main absolute, parsimonious and comparative indices, which were all in an acceptable range. The normed fit index and the goodness of fit index (GFI) were both 0.94, the comparative fit index (CFI) was 0.94, and the root mean square error of approximation (RMSEA) was 0.09, which is close to zero. Therefore, the proposed model had a good fit.

The results indicated that there was a positive and significant relationship between co-creation and organizational learning of faculty members. Co-creation, by facilitating dialogue among faculty members, provided opportunities for sharing ideas and work experiences. Co-creation enabled employees to talk about their work experiences with colleagues, and thus, to share knowledge, information, plans and new ideas. This created a path to enhance and improve the organization and led to the generation of new knowledge and better and more learning in the organization. Co-creation also provided access to scientific information for faculty members, and thus, professors communicated with each other and created a field of knowledge and information sharing, which resulted in organizational learning. Co-creation ensured that faculty members provided information in an authentic, accurate, complete and clear manner to other colleagues, which increased organizational learning. Co-creation, by using the flexibility component, provided the field of constructive communication for faculty members to achieve organizational goals and to cooperate to learn more in their specialized field. In general, it can be concluded that co-creation created and improved organizational learning by providing the necessary conditions and factors such as access, transparency, dialogue and flexibility.

The present study was conducted to design a model of professional development courses for faculty members of Farhangian University with a reverse learning approach.

This study was meta-combined in terms of applied purpose and method used. The prototype consists of 3152 studies obtained from scientific databases from 2000 to 2020. After screening in terms of title, abstract, content, research methodology, 60 studies were selected and analyzed. The hyper-combination results led to the identification of 9 main components and 58 sub-components. In the next stage, in order to enrich the research data, an interview was conducted with experts (faculty members of Farhangian University and familiar with professional development courses) in which 12 main components and 50 sub-components were identified. At this stage, data analysis was performed by theme analysis method. Then, the data of both phases were combined with each other, which finally obtained 15 main components and 55 sub-components. In the next step, a questionnaire was extracted from the identified components and provided to the experts to rank the components.

The components of institutional factors, support and support, pedagogy, evaluation and quality assurance, learning templates were the most important for experts in courses of professional development with reverse learning approach.

Finally, the lavage coefficient was used to validate the components and finally 10 main components and 38 sub-components were approved

The queen bee syndrome refers to a phenomenon in which female executives in organizations that males occupy most of the senior positions, are separated themselves from other women and impede their progress. This research explores the concept deeper in universities. The purpose of the present study is to investigate the effect of perceived gender discrimination on the queen bee syndrome perception about the behaviors of women in managerial positions. In this regard, the moderating role of gender identity and academic level were also examined. The research questionnaires were distributed among female faculty members of five top universities in the country and structural equation modeling method was used to test the research hypotheses. The results showed that perceived gender discrimination by women had a significant positive effect on their perceptions of queen bee syndrome. This relationship was moderated by the gender identity so that the relationship decreased in women with more gender identity. But academic degree had no significant moderating effect in this regard.

Self-leadership plays an important and effective role in improving the performance of faculty members. Therefore, the current research was conducted with the aim of identifying the dimensions and components of self-leadership in faculty members with an Islamic approach.

This study in terms of purpose was applied and in terms of implementation method was qualitative. The research population was the faculty members of Azad and Governmental universities of Karaj city. The research sample according to the principle of theoretical saturation was calculated 12 people who were selected by purposive sampling method. The research tool was a semi-structured interview with 11 questions, which the interviews were conducted individually and its validity was confirmed by the triangulation method and its reliability was calculated by the agreement coefficient method between two coders 0.86. Data were analyzed by open, axial and selective coding method in MAXQDA software.

The findings showed that self-leadership in faculty members with an Islamic approach had 53 open codes or indicator, 14 axial codes or component, and 8 selective codes or dimension. The dimensions of self-leadership in faculty members with an Islamic approach were included personal development (with two components of self-management and self-guidance), professional development (with two components of professional strategy and professional and social skills), ethics (with three components of professional ethics, relational ethics and critical thinking skills) ), performance improvement (with two components of effectiveness and efficiency), transformational (with two components of behavior-oriented strategy and self-motivation), program-oriented (with one component of purposeful), self-awareness (with one component of recognizing own motivation and behavior) and corrective and synergistic (with one components of self-monitoring and self-control. Finally, for self-leadership in faculty members with an Islamic approach were identified 29 sub-categories in 8 main categories including self-knowledge, self-motivation, self-control, effectiveness, goal-setting, reform and transformation, ethics and self-actualization.

According to the identified dimensions and components for self-leadership in faculty members with an Islamic approach to improve self-leadership in faculty members can be provide the ground for realizing the identified dimensions, components and categories.

The aim of this study was to investigate the mediating role of organizational self-esteem in the relationship between social undermining and organizational silence. Method of research was descriptive-correlational. The statistical population of the study included 323 faculty members of Birjand University in the academic year of2017-2018. The sample size was estimated at 175 people using Morgan table and their selection was done using simple random. In order to measure the organizational silence variable, the questionnaire Vendine et al. (2003) used the Duffy questionnaire (2002) to measure social undermining and Peers et al (1989) questionnaire was used to measure organizational self-esteem. The reliability of the questionnaires was verified using Cronbach's alpha coefficient and was 0/93,0/95 and 0/96. Data analysis was performed at descriptive and inferential levels (Pearson correlation, analysis of variance and structural equation modeling). It was done with the help of SPSS and Amos software. The results showed that the relationships between research variables were significant at the level of 0.05 . So by increasing a standard deviation in the score of social undermining, organizational silence will increase by 0.27 standard deviation and by increasing a standard deviation in organizational self-esteem. , Organizational silence 0.34 - Standard deviation will be reduced. In addition, organizational self-esteem plays a mediating role between social undermining and organizational silence. The pattern of structural equations had a good fit and all the fit indices of the pattern were in the acceptable range. According to the research findings, it can be said that, since abrasive behaviors lead to an increase in unhealthy behaviors and thus reduce positive and constructive interactions, so organizations, including universities, need to reduce and eliminate this Behaviors try.

The development of the university depends on the development of the relationships of faculty members and their scientific collaborations. The present study seeks to examine faculty members' experiences of co-authorship as a visible aspect of scholarly collaboration. Qualitative and interpretive phenomenological approach was applied in the study. in collecting data, purposeful sampling was used and data saturation was taken into account. 12 faculty members participated in the study and data were collected using semi-structured interviews and then implemented and analyzed using Smith & Osborne (2004) method and  MAXQDA 2020 software. The results of the study showed that faculty members interpreted their co-authorship experience as a scientific community. They defined the scientific community in two dimensions of inside-organization and for organization. The inside-organization dimensions were reflected in sub-themes consisting synergistic and the social trust and dimensions of for organization were reflected in sub-themes of comprehensive growth of university and developing scientific discourse. Their experiences have shown that these  co-authorships  have raised the level of social capital in the university and at the same time the level of these co-authorships  has been influenced by the university performance and feedback. The present study recommends that, in order to promote co-authorship, developing collaboration contexts at university and the university's attention to qualitative criteria in research should be considered.

 The purpose of the present study was to examine the faculty members' lived experience of faculty-student interaction strategies in the academic environments.

 The research method was phenomenology in which the faculty members' perceptions of interaction with students were examined. The statistical population of study consisted of 81 faculty members of the Faculties of Science and Physics of Shahid Bahonar University of Kerman during the 2018-2019 academic year. By purposeful sampling and theoretical saturation procedure, 18 individuals were selected as the sample. Interview questions were prepared through in-depth research on the subject of faculty-student interactionand the interviews were semi-structured. The three-step coding method including open, axial, and selective codingwas used for data analysis.

 The findings showed that the conditions for the formation of the student-student interaction included the contextual and enhancing factors such as student perception of the subject, holding of debugging hours, motivation in the faculty and student, and reducing factors such as the nature of course theory, the student's low academic level, high volume of practical work, limited time, and lack of self-confidence. The results also showed that student engagement strategies and methods were included general, conditioned, and studentinteraction strategies. In addition, the consequences of adopting faculty-student interaction strategies also includedstudent-centered outcomes such as scientific, personality, social, occupational, as well as faculty-based outcomes such as gaining experience, updating faculty’s information and knowledge, inner satisfaction, and feedback was provided to identify strengths and weaknesses. 

 The results have important implications for higher education curriculum planners in order to improve the areas of faculty-student interaction. Accordingly, it is necessary to use interactive content with a practical and collaborative nature, and teaching methods based on different interactive strategies, and planning to provide more student access to the faculty through out-of-class activities and provide more opportunities for students to communicate with the faculty members on a more personal level.

The identification of effective factors and methods for increasing the productivity of human resources are the main concerns of managers of organizations. Meanwhile, the improvement of human resources productivity in universities, as a training center of powerful and expert human resource, is of great importance. Therefore, this research was designed to investigate the relationship between social happiness and scientific productivity of faculty members of Mazandaran University. A survey method was used and data was collected using a happiness standardized Questionnaire and Academic Productivity researcher-made Questionnaire. The statistical population of this study included all faculty members of Mazandaran University. The sample volume of this study was 100 people which were collected by complete enumeration method. Cronbach's alpha was used to measure the reliability of the indices, which was more than 0.8 and it was acceptable. The findings of the hypothesis test showed that there is no significant relationship between social Happiness and Academic Productivity of faculty members. Academic Productivity is not different between male and female teachers. Social happiness is different among teachers with a different employment status. The rate of productivity among faculty members was different based on their scientific degree and the highest frequency was among faculty members with a moderate level of productivity. In this regard, the data showed that the social happiness of these people is of an average level.

The purpose of this study is to investigate the social phenomenon of bullying among faculty members. In this way, various aspects of these issues were tried and presented with respect to the context of the institution of university in Iran. The present study was conducted within the framework of the qualitative approach and using the fundamental theory research method (with a Strauss and Corbin system look). For data collection, informative media, in-depth interviews and informal interviews were used. Selection of information media of the research was done purposefully and using sampling strategies with maximum variation and theoretical sampling. The research media included 32 faculty members  of comprehensive universities in Tehran. Data analysis was performed in three stages of open, axial, and selective coding.. According to the findings, the phenomenon of bullying in faculty members' relations in Iran's higher education has verbal, physical, or psychological and social dimensions(Phenomena). This phenomenon has arisen due to organizational and individual circumstances(Causal Conditions) and resulted in reactions such as avoidance, conflict, acceptance(Strategy). These reactions have been affected by the responses of the authorities, the persistence and common beliefs (intervening conditions), structure and academic culture (context), resulting in occupational, personal, social and economic vulnerability(Consequences)

The present research study endeavors to define the role of social media in the scientific communication of faculty members at Allameh Tabatabai University. It uses an analytical survey method. To collect the necessary data, a questionnaire was developed in accordance with Kietzmanns social media model and Zuccala’s invisible college concept as applied to scientific communication. The Cronbach alpha coefficient was used to verify the validity of the questionnaire; its value was 0.91. The statistical population was 460 members of the university’s academic staff. From this population, 150 people were randomly selected. SPSS software was used for data analysis. The results showed that the social medium preferred by faculty members was Google Scholar. An analysis of relationships showed that faculty members interacted mostly with other specialists in the country, while they also followed other colleagues and specialists via social media. The formation of groups occurred mostly within the university. Regarding dialogue and conversation, e-mail was the most popular medium in communication. Faculty members were honest in their use of social media in their communication. Finally, trust, identity, and information sharing were found to be at a medium level in communication through social media.

  With the aim of the present study review of the status of applying information and communicationstechnologyintheprocessofthought- learningfromtheperspectiveofmembersoftheacademicunitfreeRudehenResearchMethodologyadescriptionofthesurveytype. Thestudycommunityincludesallthememberof the scientificresearchunitandinclude 96 people who were elected random sampling method that have responded to the questionnaire. Datawiththeuseofstatisticaltests (L) wasanalyzed. Thefindingsgenerallyshowedthattheaveragedimensionsinformationandcommunicationstechnologyintheprocessofthought- learningfacultymembersaboveaverageandalsosignificantdifferenceforwomen, andultimatelytherebetweenacademicgroupsalsotherehasbeennosignificantdifferences .

While paving the way for access to university education, the higher education institution pursues some social policies with the aim of securing welfare services for interested groups such as students, managers, university office workers and faculty members. The present research deals with the study and analysis of documents (laws, bylaws and decrees) as the legal input of social policies. These are related to securing welfare for faculty members of public universities in Iran during 1981-2011. Using qualitative method and content analysis technique, welfare policies for faculty members in this period have been represented under the two concepts of “occupational well-being policies” and “promotional and job security policies”, and the process and procedure of these policies have been recognized. Apart from some “predictive policies”, which are based on Faculty Member Employment Bylaw and mainly concerned with occupational welfare services and promotion policies, other policies especially welfare policies in the framework of programs of Welfare and Organization and Fund for Faculty Members Support, have a “reactive” characteristic. This means that in spite of the enforcement of some welfare policies, the policymakers and even official executives have no clear and comprehensive understanding of the concept of welfare concerning faculty members in Iran. In the light of such an incoherent perception, some social welfare policies have been neglected by policymaker, and the enforcement of the existing half-done policies, due to political and economic policies and also governments’ approaches to the welfare of faculty members, has been affected by the tastes of policymakers and official executives.

Social capital is multi dimension concept in social sciences that have strong effect on social sciences areas. The purpose of this research was an analysis of relationship between social capital and quality of work environment in university of Kashan one base view of faculty member’s. The research type was descriptive - correlative method. The statistical population consisted of 203 faculty member’s which through classified random sampling method 101 members were chosen as the sample. The research instrument was include of social capital questionnaire with 24 items and quality of work environment with 25 items which by use of Cronbach alpha coefficient, reliability coefficients were obtained equal to 0.85 for social capital questionnaire and 0.91 for quality of work environment questionnaire. Collected data was analyzed at level of descriptive statistic (frequency, percentage and mean) and level of inferential statistic (correlation coefficient, regression, t-test and one way ANOVA). Research findings revealed that mean of quality of work environment and social capital dimensions except social trust is bigger than average. There is a positive relationship between social capital and its components with quality of work environment. Evidence from this study show that it is possible through the creation of social capital, social trust, social participation, social cohesion and social relations helped to improve the quality of environment in organizations.

Higher education as a human resource development and production of knowledge system play an important role in economic development، social and cultural rights in any country. The role of human development، particularly in developing countries and experienced professionals، especially faculty is undeniable. In this twenty-year perspective can be considered for future community development. In this document، the need to develop human resources with advanced knowledge، enabling the production of science and technology، human resources and social capital rests on top of emphasis. Hence the importance of higher education can be realized in the future development of the country. Thus، the nature and quality of an institution of higher education depends on the quality of its faculty member. Respond to the emerging needs of the scientific communities interdisciplinary studies are needed. The article focus on the concept of the faculty development and different aspect of it then new approaches to the role of faculty in promoting interdisciplinary research located at the end of the analysis and new strategies is presented to improve the quality of interdisciplinary science.

The purpose of this research is to study the relationship between social influence of department heads (from the viewpoints of faculty members) on organizational commitment of faculty members at Isfahan University of Medical Sciences in the academic year 1387-88. Social influence is composed of 11 items and organizational commitment has 3 items. The Research method is survey، and research population is all faculty members at Isfahan University of Medical Science، whose number is 645. Of this number، 104 individuals were randomly selected to constitute research sample size. The Data was collected by means of two questionnaires: Yukl’s (2003) social influence questionnaire، which has 44 items and Allen &Meyer’s Organizational Commitment questionnaire with 24 items، which considers demographic characteristics such as sex، age، education، academic ranking، management experience and place of study. The reliability coefficients of these questionnaires were 83% and76%، respectively. Our correlation analysis indicates that although there is not a significant relationship between research variables and demographic characteristics، significant relationships exist between some of the indices of social influence and organizational commitment. Items of co-operation، ingratiation، consolation، and personal attractiveness are in a meaningful relationship with organizational commitment.