social responsibility

In today's competitive and complex environment, building and maintaining a strong entrepreneurial brand is crucial for business growth and sustainability. Branding plays a pivotal role in enhancing the effectiveness of enterprises and empowering them to establish connections between their internal and external environments. Concurrently, the interrelationships between businesses and society have become more apparent than ever, emphasizing the necessity of organizational social responsibility for survival and prosperity.This research aims to leverage innovative skill training in entrepreneurial branding and social responsibility (Case Study: Conservation Support for Endangered Wildlife). The study was conducted using a case study method. The findings indicate a process model for leveraging innovative skill training in entrepreneurial branding and social responsibility, consisting of three stages:The first stage involves skills aimed at achieving competitive advantage and initiating differentiation efforts to escape price competition and attain distinctive advantages.The second stage focuses on skills used to identify branding opportunities, design brand slogans, and effectively communicate them to customers and the community, moving towards fulfilling brand promises.The third stage encompasses skills directly related to social responsibility, impacting the fulfillment of brand promises. Despite challenges and obstacles, companies act on their promises towards social responsibility, enhancing their marketing activities to communicate their brand message effectively.

Internet information literacy plays a significant role in enhancing students' self-sufficiency in accessing reliable academic resources and preparing them for lifelong learning. Therefore, the aim of the present study was to determine the effectiveness of internet information literacy training on problem solving skills, high level thinking, and self-directed learning of elementary school students. The population of this study included all third grade female students in District 2 of Yazd during 2021-2022 academic year. The research method was quasi-experimental with pre-test, post-test with control group. For this purpose, 30 female students of the third grade of elementary schools in District 2 of Yazd were selected using available sampling method and were placed in two experimental (15 people) and control (15 people) groups. The research tools for data collection were the self-directed learning questionnaire by Fisher et al (2001); the high level thinking questionnaire by Abdi and colleagues (2014); and the problem solving skills questionnaire by Heppner and Petersen (1982). Internet information literacy instruction was conducted for the experimental group over eight 60 minute sessions by the researcher. Hypothesis testing through mancova analysis (at a significance level of 0.05) showed that internet information literacy training positively impacts and improves problem solving skills, high level thinking, and self-directed learning among third grade female students in primary schools. Therefore, teachers and educational officials can help students improve their academic performance and academic success by teaching internet information literacy to them

The aim of this study was to model structural equations of professional ethics based on social responsibility, organizational transparency, and organizational commitment, with the mediating role of social cynicism. This research was fundamental, non-experimental, descriptive-survey, and correlational in terms of examining relationships through structural equations. The statistical population included high school teachers in Urmia during the 2021–2022 academic year (N = 2,670). Using a multistage cluster random sampling method, the sample size was determined to be 400 participants based on Cochran's formula. The research data were collected through the following questionnaires: Professional Ethics (Qanbarpour et al., 2019), Social Responsibility (Carroll, 1991), Organizational Transparency (Rawlins, 2008), Organizational Commitment (Allen & Meyer, 1990), and Social Cynicism (Afshani & Kobraei, 2020). The data were analyzed using SPSS V. 28 and Lisrel V. 10 software. Results indicated that social responsibility, organizational transparency, and organizational commitment have a direct, negative, and significant effect on social cynicism. Additionally, social responsibility, organizational transparency, and organizational commitment have a direct, positive, and significant effect on professional ethics. Social cynicism has a direct, negative, and significant effect on professional ethics. Moreover, social responsibility, organizational transparency, and organizational commitment have an indirect, positive, and significant effect on professional ethics through the mediating role of social cynicism. Authorities should address the legitimate demands of teachers by fostering a transparent environment, which could enhance teachers' commitment and responsibility in teaching. This, in turn, could contribute to their professional success while also advancing societal scientific success.

The purpose of this study was to understand the professional actions of teachers and their responsibilities in different social environments.

The research was conducted using the Grounded theory method. Based on the Grounded theory, the statistical population was selected from teachers, professor-teachers and education experts using available sampling. The final sample consisted of 11 people.

As a result of coding, the teacher's professional social responsibility as a central phenomenon was affected by various factors such as the teacher being an authority, an agent of the official system, moving from a job role to a professional role and multiple responsibilities. This phenomenon has had different intensity and severity and limits and loopholes in the context of structural changes and technologies of each time. As a result, it was found that teachers act on their social responsibilities by considering or controlling interfering conditions such as welfare conditions or evaluating the responsibilities of other actors such as the official system. The understood strategy for teachers' action was conceptualized as honest and realistic action.

Also, the consequences of improving the status of teachers in the field of discourse and belief, improving the welfare of teachers, reducing costs through culture building, forming mutual trust, strengthening the bond between the society and the institution of education and public awareness, the official system and the teacher was conceptualized in relation to each other's rights, expectations and assignments.

To explore the experiences of teachers and principals with the concept of social responsibility, 18 of them were carefully selected and interviewed. The analysis of the responses yielded 6 main themes and 33 extensions thereof which included constructive interaction with  students’ environment, constructive interaction with colleagues, maintenance of appearance and behavior, lack of awareness and indifference within the school community, acting within the confounds of rules and regulation, and getting involved in students’ personal issues. The results show that teachers while improving their own behavior, can serve as models for students’ development and actualization. Nevertheless, acting within the confounds of organizational regulations is not all that social responsibility is about, rather its true meaning is going beyond the line of duty.

Nowadays, attention to the environmental approaches of social responsibility is more important, therefore, many higher education centers are trying to be more socially responsible and less harmful to the environment due to environmental pressures from society. Social responsibility is of great importance and has strategic for organizations in all industries, universities and higher education institutions are no exception. Today's higher education industry has become increasingly competitive. As a result, the organization’s social responsibility activities contribute to social welfare and enhance the university's reputation. Social responsibility as a strategy affects the performance of an organization in general and is expected to increase the equity value of a brand in particular. However, few studies specifically address the relationship between social responsibility and branding in higher education. Given this research gap, the authors aim to investigate how social responsibilities impact brand value and loyalty in this sector.

This descriptive survey study involves students from the Shahid Chamran University of Ahvaz. A sample of 229 students was selected and surveyed. Data were gathered from field and library sources, and a standardized questionnaire was used for this goal. The field data was analyzed using the PLS-SEM method.

This research highlights the importance of social responsibility in fostering brand confidence in higher education. Increased trust in an educational brand correlates with greater loyalty among individuals. Thus, establishing and maintaining reliable, long-term relationships is crucial for a brand's success in the competitive higher education market.

University presidents should work to enhance the university's relationship with industry and society, alongside financial aspects, to boost overall community satisfaction and foster a positive, responsible image of the higher education brand.

This study aims to investigate the impact of the social responsibility of ports on the development of coastal cities. In terms of purpose, this study is applied research that has been conducted with a mixed (qualitative-quantitative) approach in terms of its nature and implementation. The statistical sample in the qualitative section includes 13 university experts and senior managers of the Ports and Maritime Organization, and the quantitative section includes 300 employees of the Ports and Maritime Organization. Semi-structured interviews and questionnaires were used to collect data in the qualitative and quantitative sections, respectively. The validity of the questionnaire was confirmed by face validity, content validity, and convergent validity, and its reliability was confirmed by calculating Cronbach's alpha coefficient and combined reliability. To analyze the data in the qualitative part, the content analysis method was used, and in the quantitative part, the partial least squares technique was applied. Based on the results obtained in this study, it was found that the social responsibility of ports from four perspectives—improving the livelihood of coastal residents, tourism development, empowerment of local communities, and providing a platform for sustainable development—affects the development of coastal cities. Validation of the model obtained in a survey study showed that the proposed model has good validity. At the end of this article, in addition to discussing the research findings, practical guidelines are provided.

Scholars, as intellectual and religious leaders in society, play a crucial role in establishing social justice beyond their functions of guidance and propagation of religious teachings, bearing significant social responsibility. This article aims to elucidate the social responsibility of scholars as expressed in Imam Reza's (pbuh) statements, employing analytical and deductive methods and referencing narrative texts. Examining Imam Reza's (pbuh) words, the study highlights "being a source of goodness" as one of the scholars' duties. Analysis of the concept of "goodness" in the Quran and narrations reveals its broad scope and specific manifestations, including Jihād, observance of piety, enjoining good and forbidding evil, defending and saving people from enemies' harm, environmental protection, and prevention of oppression. Furthermore, Imam Reza (pbuh) considers scholars responsible for safeguarding people's lives, property, and beliefs, as well as facilitating divine blessings and pleasure. The article concludes that if scholars fulfill their social responsibility by implementing principles and values of justice in social life, they can contribute to developing policies and programs that enhance social justice.

The objective of the research is to evaluate the level of social responsibility in technical and professional universities of the country. This research is descriptive and applied. The data collection tool is a questionnaire. The statistical population of the research was 490 policymakers and managers of technical and professional universities in the country and The statistical sample is determined to be 216 people based on Cochran's formula. The questionnaires included 11 variables and 52 items, which were prepared and analyzed in order to evaluate the level of social responsibility of technical and professional universities. The results show that in the current curriculum of technical and professional universities of the country, the amount of attention paid to the concept of social responsibility was average. Only three variables of standardization of contents and guarantee of curriculum contents and factors related to governing laws and regulations and examination of educational approach and philosophy governing the society were more than average. Also, the results show that the distance between the current situation and the ideal situation of the curriculum based on social responsibility of the university is large and it is necessary for universities to take measures to reduce this gap. Therefore, it is necessary for policy makers, curriculum designers, managers and educators to reach a scientific and logical understanding of social responsibility. And they should learn that supporting the external environment of the university is a conscious and scientific action that affects the society and is considered an important part of their lives.

The purpose of this research was the intermediate role of ethics in relationship between organizational culture & social responsibility among managers of high schools in Mamasani. Research method was correlational. Participants contained of all managers of high schools in Mamasani in 2023. 246 managers of high schools were selected via simple accessible method. Questionnaires contained ethics, organizational culture & social responsibility scales. All scales had obtimal raliability & validiry. Statistical analyses was done via structural equation with SPSS-26 and AMOS-24. Results showed there was a significant relationship between organizational culture & social responsibility among managers among managers. There was a significant relationship between organizational culture & ethics among managers among managers. There was a significant relationship between social responsibility & ethics among managers among managers. Also ethics had the intermediate role in relationship between organizational culture & social responsibility among managers.Key words: Ethics, organizational culture, social responsibility, managers. students

The study aimed to analyze the pathology of faculty members’ social responsibility in research area and to provide solutions to increase the fit between research outputs and local and regional needs.

Semi-structured interviews were held with 12 faculty members from Shiraz, Ilam and Yazd universities. The sampling method was theoretical sampling. The collection of data continued until theoretical saturation was achieved. The data were analyzed by thematic analysis method.

Intra-institutional factors were research expediency, lack of belief in the function of problem–solving, insufficient support of social responsibility in promotion regulations, quantity orientation and article orientation, minimal research per capita. Extra-institutional factors were clientless research, lack of acceptance of need-based research, research lobbying, weak mutual trust between the university and society, luxury and marginality of research, lack of comprehensiveness in upstream documents, lack of meritocracy in appointments, employer’s unprofessional behavior, industry lack of trust in internal power, and incomplete database.

In order to respond to the local and regional needs, it is possible to increase the faculty members’ adherence to the research social responsibility to a desirable level by providing funds and injecting financial credits, creating permanent joint desks and scientific communities consisting of local researchers and policy makers, revising the policies of faculty members’ promotion and encouragement, reviewing understanding of science and the world of localization, strengthening interdisciplinary research teams, mission orientation of universities, meritocracy in the appointment of managers and strong supervision, and prevention of collusions in research.
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This research has been done with the aim of providing a curriculum model to fulfill the mission of the fourth-generation university with a qualitative approach and basic method. The sample for the study was selected based on the criterion sampling method and based on the rule of reaching the saturation limit in qualitative research, with the presence of 13 experts in the field of higher education curriculum. The research tool was a semi-structured interview. The coding method was used to analyze the data and the validity of the data was determined through the review of the members and the external auditor. The results showed that the philosophical foundations of the curriculum model are Islamic realism, pragmatism, neo-pragmatism and phenomenology, the main theory supporting social reconstruction and selective theories included special competencies, complexity, neo-conceptualism and progressivism. Following these findings, a total of 140 category were extracted for the curriculum elements, CVR was used to determine the validity of the model and its rate was calculated as 93.92 percent. In general, it can be said that in order to revise the curricula in order to answer and address the obvious and hidden problems of the society, presenting a curriculum model based on social responsibility can be a way forward.

The institution of education is considered one of the most important institutions of all societies. Due to the high importance and sensitivity of the teaching job, job passion in education and among teachers is very important. Based on this, the purpose of this research was to investigate the mediating role of social capital in the relationship between social responsibility and job enthusiasm of teachers in Dehdasht city.. The current research was applied in terms of purpose, in terms of nature and in terms of data collection method, it was a correlational descriptive research and cross-sectional in terms of time. The statistical population of secondary school teachers in Kohgiluyeh city was 400 people in the academic year 1400-1401. The statistical sample was based on Cochran's formula and by simple cluster random sampling, 196 teachers were selected. The data were used with the help of standard questionnaires of job enthusiasm Salvano and Shafli (2008), social responsibility Heydarzadeh and Rahe Pima (2012) and social capital, Nahapit and Ghoshal (1998). The combined reliability of social responsibility questionnaire was 0.89, social capital was 0.91, and job enthusiasm was 0.92. The convergent validity of social responsibility questionnaire was 0.63, social capital was 0.77, and job enthusiasm was 0.80. Path coefficients between social responsibility and job passion equal to 0.44, social responsibility and social capital equal to 0.58, social capital and job passion equal to 0.35, and the indirect path coefficient of social responsibility with the mediating role of social capital and job passion 0.33 was obtained. Teachers' job enthusiasm as a psychological variable can be promoted and improved with the help of social variables. In this research, the variables of social capital and social responsibility had a significant effect on improving teachers' job enthusiasm.

The current research aims to investigate the effect of organizational voice on social responsibility with the mediating role of organizational citizenship behavior.

The statistical population included all the teachers working in the city of Silvana in the academic year of 2021-2023 in the number of 1297 people whom 297 were selected as a statistical sample for the study using the stratified cluster sampling method and based on Morgan's table. The required information was collected through the standard social responsibility questionnaires of Caroll, (1991), the organizational voice scale of Hames, (2012), and the organizational citizenship behavior questionnaire of Li & Alen, (2002). To measure the validity of the questionnaires, confirmatory factor analysis was used and their reliability was confirmed with the help of Cronbach's alpha. The collected data were analyzed using Pearson's correlation coefficient and structural equation model in SPSS 24 and LISREL 8.8 software.

The obtained results showed that organizational voice has a direct and significant effect on social responsibility (0.43) and organizational citizenship behavior (0.61); Organizational citizenship behavior has a direct and significant effect on social responsibility (0.51); Also, the indirect effect of organizational voice on social responsibility with the mediating role of organizational citizenship behavior is positive and significant with a coefficient (0.31).

Based on the obtained results, to promote and improve the social responsibility of teachers, it seems necessary to pay attention to the organizational voice welcome constructive comments and ideas, and encourage them for cooperative and collaborative activities.

Introduction and goal: 

The main goal of this research was the relationship between competitive intelligence and social responsibility of directors of non-profit schools in Kazeron city. The research method was a correlational description.

The research method was a correlational description. The research community was made up of all principals and assistant principals of non-profit elementary schools in Kazerun city. And using the total number of 71 managers and assistants participated in the research. The tool used in this research was a questionnaire, which was calculated and reported favorably by previous researchers. The data was analyzed with SPSS 24 software.

The results showed that the existence of the relationship between competitive intelligence and social responsibility of managers of non-profit schools in Kazeron city is confirmed. Pearson's correlation coefficient between competitive intelligence and social responsibility of non-profit school managers is equal to 0.696. Also, a positive and significant relationship was found between the components of competitive intelligence and the social responsibility of managers. According to some beta or standardized regression coefficient, it can be said that the components of business intelligence and social intelligence have the ability to predict the social responsibility of managers. In this regard, business intelligence with a beta value of 0.515 and social intelligence with a beta value of 0.242 have an impact in the model and are significant at the P<0.01 level.

It can be concluded that the higher the competitive intelligence of managers, the higher their social responsibility will be. This positive and significant relationship shows that competitive intelligence acts as one of the important factors in the social responsibility of non-profit school managers. By strengthening the competitive intelligence of managers through the necessary training, it can be expected that their level of social responsibility will also increase.

The purpose of the following article is to investigate the conceptual dimensions of organizational spirituality and show its effect on improving the quality of work life. The research method is descriptive-analytical. Collecting data was done through studying and reviewing library data, articles, theses, internet databases and scientific databases. The findings showed that the new understanding of spirituality in the organization includes transpersonal, intrapersonal, interpersonal, and extrapersonal communications, each of which is linked to the dimensions of human existence. In addition, spirituality in the organization is a construct consisting of five dimensions of participation, sense of belonging to the group, inner life, alignment with organizational values, and meaningfulness of work as well as three levels of individual, group and organization. These dimensions and levels together create conditions in the organization that lead to the improvement of the quality of work life. Working life quality as a component with a wide scope in lifestyle can be organized through factors such as promoting spiritual beliefs, promoting the culture of spirituality with the participation of employees, attracting spiritual people in the organization, leading the organization with a spiritual approach, and emphasizing the integration of spirituality with social responsibility in the organization facilitate reaching this destination.