university functions

Understanding the situations, recognizing the issues and challenges ahead, matching the organization’s structure and plan for proper and timely accountability in order to predict the future events and to analyze the affairs correctly are among the most fundamental requirements of security-intelligence organizations. In these organizations, education plays a vital role, and its employees pass specific and targeted training courses at different levels of work and service. The security-intelligence training centers will play a significant role in the excellence and success of their respective organizations, provided they fulfill the expected values and functions. The present research aims at explaining the status of the fulfillment of university values and functions in security-intelligence training centers based on the qualitative approach of the interpretive method. Also, document analysis has been used as a data collection instrument. In the context of university values of the country’s security-intelligence training centers, the research findings show that organizational values have been prioritized higher than institutional values. In the context of university functions, two types of “Learning to know” and “Learning to live together” have been largely overlooked.

The objective of this paper is to study the concept of academic identity and professorship identity through investigating the intellectual-valuational fundamentals of academics. Access to these fundamentals is difficult and requires an indirect method. Hence, attempts have been made to interpret the experiences of the academics who have had the experience of teaching at the foreign universities as well as Iranian universities on the margin. These academics of the universities on the margin have studied outside Iran and are still in contact with the top universities of the world, but their income as well as educational and research facilities are not at standard level. Why these academics do not immigrate to other countries? Interpretive phenomenology was employed for the analysis of the problem and targeted sampling was continued to collect the data from amongst the said academics based on theoretical saturation. The results indicate that the said academics enjoy a valuational-intellectual system which is called “academic patriotism” here. This academic patriotism includes accompanying “the society” through establishing a dynamic connection with the body of the society; marketing for the university; working “for the society” through educating human force for the future and production of a knowledge that solves a problem of the society.