جستجوی مقالات مرتبط با کلیدواژه « آموزش عالی » در نشریات گروه « کتابداری و مدیریت اطلاعات »

The migration of professionals is a kind of conscious and purposeful emigration of human resources with capital and knowledge and studying the migration patterns of Iranian society, especially educated people, in the contemporary era will be one of the most important research requirements in line with national interests. As one of the most important immigration corridors, the Islamic Republic of Iran has a strategic position because it is the country of origin, transit and destination of millions of immigrants at the same time. The main goal of this research is meta-analysis of the studies conducted regarding the position of migration in the educated Iranians’ intersubjectivity and its effect on their behavioral patterns and social belonging; The method of this research is based on the meta-analysis of 154 documents in the form of articles, research projects and books. The migration of educated people will be done based on the three levels of the migration cycle: analyzing the emigration behavior of educated people with educational goals, discussing the stability and permanence of educated immigrants in the destination and also Transnational activities as well as the return migration of educated people to the country of origin will be studied, which will lead to the production and consolidation of theoretical and practical literature in the field mobility of elites.

The purpose of this research was to identify and explain the service components of libraries and information centers based on information society criteria and dimensions of globalization.

This applied qualitative research was conducted using the method of qualitative content analysis, grounded theory, and interview tools. The sampling method was purposeful. The research community consists of 22 experts in library and information science with the specialized field of information society, globalization, and evaluation of library services, with whom a semi-structured interview was conducted.

The findings of the interviews were presented in the form of axial coding and open coding in five sections: causal conditions, strategies, contextual conditions, intervening conditions, and consequences. The core codes for the causal conditions of the service components of libraries and information centers are: economic factors, production and organization of knowledge and information, infrastructural factors, etc. The core codes for the strategies of the service components of libraries and information centers include coordination and integration, planning Strategic, analysis of internal and external environments. The core codes for the background conditions of the service components of libraries and information centers include legal and economic factors, cultural factors, communication, and interactive factors, etc. The core codes for the intervening or modulating conditions of the service components of libraries and information centers are: budget and income factors, socio-cultural diversity, macro and management factors, etc. The core codes for the consequences of the service components of libraries and information centers consist of the development and exchange of communication, the development and strengthening of knowledge management, the strengthening of the library's position, the improvement of infrastructure, differentiated library services, and sustainable development, each of these core codes includes several subcategories (open codes).  

Several factors such as causal conditions, strategies, background conditions, intervening conditions lead to increasing or decreasing the efficiency of academic libraries. This will lead to positive consequences in the progress and development of these libraries if the strengths are strengthened and the weaknesses are eliminated. In this regard, it is expected that according to the criteria set for the information society, they will improve their performance, and according to global dimensions, they should provide a suitable ground for the research and educational activities of professors, students, and researchers. According to the obtained results, it can be said that it is very important for academic libraries and information centers to provide comprehensive services using modern technologies and in accordance with the standards of the information society and global dimensions.

Higher education has been considered as one of the centers of society's progress and the foundation for progress in other fields. Therefore, the quality of this institution and the achievement of its goals are of great importance. This shows itself even more due to the change of development paradigms from economic development to human development, because in human development, man is the center and goal of development too, and the approach that emphasizes it is called the capabilities approach. The capabilities approach provides a more complete, holistic, and transformative approach to higher education curriculum design because it is not limited by predetermined contextual needs. Looking at the importance of the subject, the current research focuses on the implications of the human capabilities approach in higher education. The present research is developmental-applied based on purpose, qualitative based on the nature of data, and documentation based on data collection methods. The research method is analytical-descriptive and the qualitative data have been collected using the meta-synthesis qualitative research method according to Barroso and Sandelowski’s seven-step method. For this purpose, by searching 16 reliable scientific databases, 1945 articles were identified between 1979 and 2022. Among all the 1945 identified original texts, 12 relevant articles were selected finally. Then the selected articles were reviewed and coded. The meta-synthesis of previous studies shows that the implications of the capabilities approach in higher education can be classified under four categories: contextual capabilities, behavioral capabilities, educational capabilities, and economic-welfare capabilities. The identified concepts (capabilities) also include 20 concepts.

Universities and higher education institutions have moved towards diversifying their sources of income due to declining government budgets, economic pressures, intense competition, declining demand for graduate education, and international financial crises. Therefore, the present study seeks to identify the most important drivers of the future of universities' revenue sources.

The present study is applied in terms of orientation and its methodology is quantitative multiple. The theoretical population of the research is the planning and programming managers of the major universities in the country and experts in the field of education financing. The sampling method was judgmental according to the skill of experts in the field of higher education financing. The sample size in this study was 10 people. Research drivers were obtained through a literature review and interviews with experts. Then, two questionnaires of expert evaluation and effectiveness evaluation were used to screen and analyze the effectiveness of the drivers. These questionnaires were analyzed by two techniques of fuzzy Delphi and fuzzy Dematel.

25 drivers were obtained through a literature review and interviews with experts. Among the factors of the study, 10 drivers had a defuzzy value greater than 0.6 and were selected for final analysis. The effectiveness of the remaining drivers was evaluated with fuzzy Dematel. According to the net effect index, the drivers of sanctions and external restrictions, the economic conditions of the society, the nature of the relationship between universities and industries and businesses in the society, and the policies of the Ministry of Science regarding student admission had the most impact.

The practical suggestions of the research were presented according to the most effective drivers. In this regard, suggestions such as the resilience of universities, attention of universities to the production of wealth in society, directing graduate theses and research towards problem-oriented and attracting students based on the needs of industry and market, land use planning, and local requirements were presented.

The present study aimed to analyze the recruitment process and employment challenges of Information Science and Knowledge Studies students in order to provide policy solutions to meet the needs of the higher education system.

This research is an applied research and its method is a qualitative method in the interviews section and descriptive-analytical in the documents and statistics section. In order to study the process of attracting students of Information Science and Knowledge Studies, statistical data of the Institute of Research and Planning of Higher Education during the years 2011-12 to 2017-18 were used. In order to collect information from the qualitative department, a purposeful semi-structured interview was conducted with 14 graduate and doctoral students in the field of Information Science and Knowledge Studies. Descriptive analysis method has been used to analyze the data of the statistics section and thematic analysis has been used as a research strategy to analyze the semi-structured interviews section.

The findings of the research in the statistical review section showed that the highest number of enrollees in the field of Information Science and Knowledge Studies in the doctoral program in the academic year 2016-2017, in the master's degree program in the academic year 2016-2017, and in the undergraduate program in 2011-2012. In terms of gender, in all the years studied, the total number of female enrollees was more than the number of male enrollees. Findings indicated that the highest number of enrollments in the field of Information Science and Knowledge Studies was related to the academic year 2011-2012. Then the enrollment has taken a downward trend in the academic year 2014-2015 with a slight, there has been an increase.

To address the employment challenges of graduates in the field of Information Science and Knowledge Studies, three steps should be considered before the student and during the student recruitment process, during the student and post-student. Before attracting and admitting students, it is necessary to pay attention to their basic practical skills and competencies and their motivation and interest in this field. During their student time, it is necessary to find employment courses for students in this field to get acquainted with various jobs related to their expertise should be held and while identifying the needs and skills required by jobs, society and industry by the university and policy-making institutions and their application in university content and topics, carding skills, communication skills, scientific research skills, knowledge and practical skills of students. This field should be strengthened in the university. Also, the titles of dissertations and doctoral dissertations in this field should be selected based on the needs assessment of the labor market and society and the demand-oriented approach.

In today’s knowledge society, it is vital to use the experiences gained by directors and chancellors of organizations and their experts for success and educate new directors. But unfortunately, in higher education and especially in research centers and institutes, despite the important role of experience, documentation of experiences and the tacit knowledge are neglected for several reasons such as: lack of culture of writing, vagueness of the concept of organizational experience, lack of a proper method for documentation and sharing it, and lack of legal and supportive infrastructure. Accordingly, efforts should be made to extract accumulated knowledge in the minds of Chancellors and deputies of research centers and institutes, by documentation of experiences.  So, it will be possible to share knowledge and experience among new Chancellors and deputies. Therefore, the knowledge stored in research centers and institutes become a permanent usable resource. This study aimed to provide a model for establishing and improving of tacit knowledge sharing network in higher education. 

This research was developmental and applied research. In this research, according to the subject and nature of the research, the research method was exploratory mixed method and. Therefore, this research began with a qualitative method and continued with the quantitative method for the generalization of the findings to the statistical population. In qualitative section, interview was used for data gathering. The questions of interview selected through literature review and consultation with some experts. It is notable that the interviews were semi-structured. Participants in qualitative section were experienced experts (Chancellors and deputies of research centers and institutes), theoretical experts (experts in the field of higher education), and experts in the field of experiences documentation. Some participants were experts in two or three fields of expertise. After implementing the interviews, an open coding method was used to analyze the qualitative data. Then, by calculating the reliability and validity, based on the gathered data, a questionnaire was developed. In the next phase, validity and reliability (by calculating Cronbach’s alpha) of questionnaire were confirmed and the questionnaire sent to the statistical population of the study (including all Chancellors and deputies, Heads of Offices of Chancellors and deputies, and Heads of Public Relations in research centers and institutes affiliated by the Ministry of Science and Technology and Research). Also, in quantitative phase, descriptive statistics and inferential statistics were used to analyze the collected data. 

One objective of study was to establish and improve the tacit knowledge sharing network in higher education. The other objective was to develop a model for documentation of experiences of chancellors and deputies of research centers and institutes in Iran. The findings indicated that four basic steps were involved in the process of establishing a knowledge sharing network and experiences and documenting organizational experiences of research institutes chancellors, which were the main pillar of the model.According to the results, the model had four factors including: documentation policy-making, documentation planning, documentation implementation, and monitoring, control, and sharing. The factors divided to 11 steps and 31 activities. Each activities complete one-step in the process. The model had a circle form to show that there was no stopping point in documenting experiences and at the moment the documentation of the experiences was completed and shared, a new stage of documentation of experiences begin to complete the previous experiences. 

To document experiences in higher education, organizational and extra organizational policies should be reviewed and amended as necessary. Also, the documentation cycle of an experience never ends and is always reviewed and modified. In the issue of documenting experiences and sharing them, we are confronted with two related issues. But both have common prerequisites. The prerequisite for documenting organizational experiences and sharing tacit knowledge and experience in Iranian research institutes and centers includes: academic policy, legal support, organizational climate, academic culture, and individual culture. Research institutes and centers need policy and legal infrastructure to create contexts for documenting experiences and implicit knowledge sharing. Accordingly, efforts should be made to extract accumulated knowledge in the minds of Chancellors and deputies of research centers and institutes, by documentation of experiences. So, it will be possible to share knowledge and experience among new Chancellors and deputies. Therefore, the knowledge stored in research centers and institutes become a permanent usable resource. If Ministry of Science, Research and Technology would like to document organizational experiences, and to avoid trial and error at research institutions, it is suggested that the real will for documentation of experiences be developed in Higher Education Directors. Also, policy and legal and judicial issues in this regard be developed. It is suggested that the issue of documentation of organizational experience be included in the appointment of all chancellors of research institutions. Through the Board of Trustees, the subject of documentation of organizational experiences is cited as mission or vision. Finally, it is suggested to set up supportive and incentive laws (such as financial or spiritual, promotion laws, etc.) to support documentary makers and users of experiences.

Considering the importance of theory building in scientific progress and development, the Iranian policy-makers have focused on this issue in policy-documents related to science, technology, and innovation. But it seems that in spite of the importance of this phenomenon in Iran, theory building has not been able to make significant progress. The purpose of this study is to examine the extra-organizational barriers to the growth of theory building capacity in Iran.

Through a qualitative approach and Miles and Huberman method for analyzing qualitative data, 12 experts at Tarbiat Modarres University have been interviewed, and gathered data were analyzed and coded by MAXQDA software. Thus, extracted codes categorized in major themes to address research questions.

According to the findings, the barriers to the theory building can be categorized into organizational and meta-organizational groups. Since the focus of this study is on extra-organizational barriers, these barriers can be found in seven general categories, namely, the weak link between science and society, country's economic challenges, ineffective management of higher education, inefficient higher education, the difficulty of theory building, inappropriate educational policy, and inappropriate research policy.

Originality: 

Theory building is one of the key phenomena of higher education, which should not be neglected in the scientific progress; the first step towards realizing this phenomenon is identifying obstacles and challenges in this regards. The present study is conducted through a qualitative approach which provides an overview of the barriers of the theory building and allows policy-makers to think differently about the matter.

The purpose of this study is to investigate the layered analysis of obstacles in the way of achieving scientific authority at different individual, organizational and subject levels in medical sciences. The present study is a qualitative study of the content analysis type, the data of which is obtained from the integration of the findings of the review of related studies, interviews with experts, and data from group discussion sessions. Using a coded search strategy, studies related to the obstacles to achieving scientific authority in Iran were retrieved in databases such as SID, PubMed, and Scopus, And then their content, along with the content of interviews and group discussion sessions, were analyzed by framework analysis using the cause layered analysis (CLA) framework. The findings of this study examined the barriers of scientific authority in layers and at four levels. At the obvious level (litany), obvious issues and defects such as the lack of facilities and manpower that are visible at first glance were examined, at the structural level, defects and problems that are found in hard structures (organizations) or soft structures (laws and regulations) There are problems such as meritocracy or cumbersome rules and regulations. At the cultural level, the underlying problems and defects that exist secretly in every member of the society and cause problems at higher levels were investigated, including the weak spirit of collective work, insufficient belief in the principles of cooperative management, and lawlessness. And finally, at the fourth level of underlying beliefs and values, basic and very hidden problems such as self-conceit and looking outside, and believing in the superiority of the individual over the collective, which lead to the emergence of cultural defects and problems at higher levels, were examined. Identifying the existing obstacles on the way of scientific authority will play a significant role in developing a comprehensive road map in this direction. Therefore, reforming institutionalized values and beliefs at the level of society and universities will change cultural views and change people's attitudes and take effective steps towards scientific authority in the country.

Scientific leadership is one of the demands of Iran’s Leader and one of the major policies in the discourse of scientific progress in Iran, and in recent years, leadership in the field of science and technology has been explicitly and sometimes implicitly mentioned in the top documents and laws of the country. The current research aims to estimate the effective factors and strategies for realizing scientific leadership in the field of higher education in the country and to present a conceptual model related to it. This research is of a qualitative research type and in terms of its purpose, it is applied-developmental. For achieving the purpose of the research, the foundational data theory and the systematic approach of Strauss and Corbin have been used. Foundation data theory is a theory that is directly extracted from the data that has been regularly collected and analyzed during the research. In the Strauss and Corbin approach, which is also known as the paradigm approach, the theory is usually presented in the form of a structural model. In this approach, three types of coding are used: open, central, and selective coding. The core codes are structure (including causal conditions, intervention and context (background conditions)), and process (including strategy (action)). The data collection of this research was done through interviews in the form of specialized meetings with 19 experts in the field of higher education in person in February 1401. on average, each of the experts answered questions in the meeting for about 25-30 minutes. The interview questions included key questions related to the statistics of factors affecting the realization of scientific leadership at the level of higher education in the country and appropriate solutions to achieve it. The results of the research show that the key strategies for realizing scientific leadership in the field of higher education of the country include assessing the needs and determining the priorities of leadership, mission-oriented higher education centers, supporting human capital, program-oriented scientific leadership of the country, international scientific interactions, discourse creation and promotion, commercialization of achievements. Science, freedom of action and independence are the most scientific centers, and national leadership, civilization and economic prosperity are among the consequences of applying the mentioned guidelines and realizing scientific leadership in the field of higher education in the country. In this framework, the factors affecting the central category, which is the realization of scientific leadership in the country's higher education, were examined in three dimensions: causal factors, intervening factors, and contextual factors, and strategies were proposed to achieve the desired results of the research. Causal conditions include the production of scientific creations, researches based on solving problems and visibility, which were identified as the main factors and fields for the realization of scientific leadership in the field of higher education in the country. This indicates that on one hand, researchers and technologists should seek innovation and expand the boundaries of knowledge, and on the other hand, they should be committed to internal needs and solving current and future issues. In this way, while keeping pace with the world's science and technology developments, the challenges and problems of the country are also taken into consideration and measures are devised for them. The development of the frontiers of science and technology will establish the leadership of the country at the international level. Solving internal problems will also improve the leadership of the education and research system at the national level. In this way, while keeping pace with the world's science and technology developments, the challenges and problems of the country are also taken into consideration and measures are devised for them. In this way, amending laws, regulations, etc. will be very helpful and guide the way. Scientific streamlining, scientific diplomacy, global access to scientific products, and branding are among the things that will affect visibility. For this purpose, encouraging faculty members to publish their scientific achievements in official circles, as well as an active and continuous presence in scientific social networks, will provide the basis for their introduction and recognition and will bring further benefits to them. Also, the results of the research showed that the most important effective factors in the realization of scientific leadership in the field of higher education of the country are hardware and software infrastructures, elite human resources, and investment and financing, and they act as intervening factors. Strengthening research infrastructures such as laboratories, libraries and access to international bases, developing and providing educational and research facilities, creating joint educational systems, establishing large laboratories and observatories, equipping universities, providing up-to-date laboratory equipment and facilities..., trying to attract and Maintaining elite human resources in the country's science and technology sector and providing sustainable financial resources for the higher education system are among the things that policymakers and planners should pay attention to in this field. The approval of the guidelines for the selection of educational leaders of universities and higher education institutions is one of the executive policies of the Ministry of Science, Research and Technology in the field of preserving human resources in this field. Investing in priority areas, non-governmental financing, financial support for universities, investment and financing for research and innovation, creating a special budget line for scientific leadership, etc. The realization of scientific leadership by experts has been proposed.

Iran's, national policy documents and appeared in science policymakers' orations however there is no consensus on definition and indicators to evaluate it. Previous studies tried to dedicate a comprehensive definition but there is no common image of the concept of scientific authority. This research aimed to discuss different aspects of the concept of scientific authority based on a qualitative research method using experts' judgments (a selection of Iranian scientists affiliated with the Ministry of Science, Research and Technology who are listed in ESI 1% and the annual ISC list). Semi-structured interviews and content analysis were implemented to present a definition of scientific authority and characteristics to identify a person or system with authority in science. Moreover, major challenges as initiators of the science and technology policymaking process were identified and prioritized. Findings showed it could be claimed that for evolving concepts, such as scientific authority, which are context dependent lack of a consensus definition is not a defect, but the best explanations are expected to present by research communities. Moreover, it has been revealed that scientific authority emerged at both individual and institutional levels that can facilitate national scientific development if they interact systematically. Also, findings showed reinforcing communication networks and respond to the society stabilize the scientific authority.

The education and learning of university in the world changed from face-to-face to e-learning under the pressure of the corona pandemic. This change in Iran improved the awareness and attitude of academics regarding the capacities of this educational method. However, it has been accompanied with numerous disorders and shortcomings in its application. In this study, the theoretical background of this problem formation has been explained and then has been presented a coherent model. That review and develop the applicability of e-learning in Iran's higher education for the post-Corona era. This model was created based on the grounded theory method with a qualitative analysis of the views and experiences of 18 selected participants. It is composed of related dimensions, including; quantitative and qualitative development of technical possibilities, optimal and agile training of human factors, individual and collective agency, research and knowledge management in universities. These are realized and improved around the core of the model. The model core is the dynamic and supportive macro structure. Hence, this model intends to synchronize universities and structures of higher education. In order to review and develop the e-learning in the post-corona. In addition, it offers policy insights for its actualization. The most important of these insights at the macro level; Decentralization on the management and planning of e-learning, ability to talk with universities to provide opportunities based on field, drawing supportive policies based on scientific evidence, and systematic and contextual monitoring of university performance. On the other hand, at the university level, insights such as; the action freedom of academic agents in the quantity and quality of using e-learning, demanding and intelligent intervention in the policies of institutional structures, optimal and fair learning opportunities for the development of e-learning literacy of human agents, active and critical participation of academic agents in university policies and programs, and the development of electronic systems focusing on the interaction of pedagogy and technology.

The purpose of this study is to determine the status of knowledge management in the titles of specialized doctoral courses in the humanities of higher education.

The present study is a type of mixed exploratory research projects. Hence, a combination of qualitative and quantitative methods has been used. First, the components of knowledge management were extracted by content analysis method with inductive approach, and based on that, a questionnaire in the form of 9 main components and 44 questions was prepared and provided to the experts. In addition, the checklist was prepared in the form of 442 sub-items..

In content analysis of 2250 specialized courses in 11 humanities disciplines in the doctoral program, 3260 identifiers were extracted. This study showed that knowledge sharing 25.46%, knowledge application 17.48%, knowledge change 12.73%, knowledge creation 11.75%, knowledge identification 9.97%, knowledge organization 7.73%, knowledge development 23 6.6% obtained knowledge presentation, 4.97% and knowledge protection obtained 3.68% of the data.

In order to prepare graduates as capable future leaders, higher education needs to play a pivotal and effective role in teaching knowledge management to students. Utilizing knowledge management-based curricula facilitates the skills needed to apply and rely on knowledge. Applying standard methods in education and research prepares future managers to present and share knowledge in organizations. Knowledge management promotes a comprehensive approach to identifying, capturing, retrieving, sharing and evaluating the knowledge capital of organizations.

Higher education as an organized and planned social system (Mazo, 2021) is considered to deal with all kinds of social, political, economic, and geographical inequalities in low-income and less-developed countries. This institution, as an institution that has the task of socialization, guides the seekers of knowledge in a defined process in the cognitive and psychological field and creates characteristics in him and several functions for it is listed (Shaoming & Hui-Shu, 2014; Mapulanga, 2014; Rezaei, 2019).What is the main mission of universities is a subject that is a subject of controversy and research not only in Iran, but also in the world community and the educational systems of different countries, and it has been raised as an important challenge. Challenges such as the diversity in Canadian universities, the abundance of environmental information and the early non-compliance of German universities with them, the risk of reputation, the size and international and research orientation or the degree of the academy in English universities, lack of uniformity, lack of clear direction, weak regulatory standards, lack of resources, and corruption have been introduced in Pakistan universities. This diversity in challenges led to generational paradigmatic changes in higher education and we are currently in the fifth generation. This generation sequence can somehow be attributed to the lack of understanding of the society's situation and the future compared to the real needs. Perhaps the idea of a Meta-generation University can be presented as an alternative for university generations. Meta-generation University is a university that is based on general, stable and universal principles and seeks to provide the basis for achieving the prosperity of the society by producing science, knowledge and technology. On the other hand, the issue of the academic authority of the university system is seriously emphasized in the 1404 vision document, the comprehensive scientific map of the country, and the fifth development plan. According to the research, reference strategy is identified with factors such as focus, capabilities, use of opportunities, competitive advantage, determining the scope of action and choosing the scientific field. These factors appear in the context of the university system, which is not captured by the passing waves in the scientific world and cannot forget its mission and mission despite frequent turbulences.Rereading the paradigmatic change of academic generations has at least a few clear messages: First, the university and the institution of science, research and culture, rather than being a driver, has determined and pursued its direction, subject to external developments, environmental conditions, and external requirements. Second, the expectation from the institution of science, research, and technology in the past periods has been superficial and partial, not fundamental and deep, and for this reason, we have witnessed major changes in academic generations. Thirdly, the classification of academic generations is affected by It has been the philosophy and worldview of the thinkers in this field. For this reason, with the rise and fall of philosophical theories and worldviews, these generations have been formed or gone out of center. Therefore, the classification of university generations is based on three keywords, which can be referred to as the triangle of inefficiency of universities, and those three terms are contingency, passivity, and expiration.To deal with the lack of stability in academic generations, the idea of a "Wisdom-based University" can be proposed. Wisdom-based University is an institution that is the starting point of the Islamic-Iranian model of progress. Imam Khomeini said in this regard: "If the universities are not repaired and our schools are not repaired, we have no hope of finding the Islamic Republic" (Jafari, Seyedjavadi & Zaboli, 2021). This active role of higher education and consequently the university system is because universities have basic scientific actors who conduct research at the frontiers of knowledge and establish scientific authority.The Nth generation of universities is based on three stable principles, which are comprehensiveness, multifacetedness, and intelligence, instead of the triad of contingency, passivity, and expiration. These three elements can be found more than any other model in the model of Wisdom-based University. In Meta-generation and Wisdom-based Universities, talking about generation as an approach or paradigm does not have an expiry date, but this particular university system aims to divide universities into different generations while accelerating changes. In today's environment, these classifications will be nothing but a fruitless attempt to accompany and harmonize with external developments, and we must seek to go beyond the definitions and limitations of generations, a great mission that is the truth of existence and deep insight is based on monotheistic and divine worldview, it should be at the forefront. This long-lasting academic generation emphasizes Wisdom-based Universities because it considers the mission of universities to be transcendental and trans-spatial. A university that seeks to build a society based on ethics and transcendence based on monotheistic naturalism for the education of a transcendent human being; and it is not built in response to problems, problems, and environmental issues. In other words, a Wisdom-based University does not act passively to define the environment of its mission and to give it a special generation title to create a new generation. It determines the mission of the society and human happiness

Following the increase in referrals of academic affairs to the Ministry of Science (intensification of concentration and bureaucracy), the reduction of participation of universities in decision-making and planning (reduction of accountability) and the reduction of the quality of higher education system (serious imbalance between academic activities and the talents, advantages and needs of the regions) "Regional management of higher education" studies started in the second half of the 90s, but successive changes and slow progress in advancing this plan have become a problem. This research aims to analyze the key factors in the implementation of the regional management of higher education, the drivers affecting the success or failure of the plan, which are the macro decision-making variables in the regulation, direction and order of the effect of this plan. Researchers have identified the factors by conducting library studies and referring to experts, distributing questionnaires among 41 experts in the fields of futures studies, science and technology policy-making, and higher education management, and using interpretive structural modeling to determine the relationships between driving forces. The final model had 7 levels in which the factors were divided into three types: dependent, hybrid and stimulus in a logical continuum. This study showed that the three drivers of "legal action", "strengthening academic independence" and "education-oriented, research-oriented or integrated performance of the Ministry to manage the transition" are the basic prerequisites for implementing the Regional HE Management Plan.

Critical literacy of students with the production and modernization of knowledge and validity of knowledge claims to accurately evaluate texts (print-digital) in the age of information and communication technology. Therefore, the aim of this study was to identify the components of students' critical literacy in higher education.

The design of this research is a qualitative synthesis research of the type of Translation meta-synthesis.The statistical population of the study includes qualitative and mixed method scientific research articles published in prestigious journals in the field of critical literacy between 2010 to 2021 and 1389 to 1399.This research has been done using the six-step method of Sandlowski and Barroso.In the first step, after selecting the meta-synthesis team, the research question was set to discover the components of students' critical literacy in higher education and the criteria for including articles were identified. In the second step, a systematic search of resources in Latin databases was performed. In the third step, the quality of the articles was evaluated and finally, according to the exclusion criteria, 51 original articles were selected. In the fourth step, the basic themes were extracted by the technique of Classification the findings and the technique of Meta-summery. Validation of findings was also done with validation and transferability techniques.

By performing the fifth step of the six-step process of Sandlowski and Barroso, i.e. combining and presenting the findings, 37 basic themes were extracted, in 13 themes of the first level organizer and 4 organizers of the second level (knowledge, skill, attitude and social) as components of students' critical literacy were categorized.Finally, all the mentioned topics were presented in the form of the comprehensive theme of students' critical literacy. In the sixth step, the findings were validated.

After conducting the meta-synthesisresearch steps, the four components were described and finally the critical literacy framework was introduced as a social competence of students that can be the headline of curriculum policy makers at the university level during curriculum design.

One of the key implications of the growing trend of higher education in Iran has been the devaluation of university education and its emergance as a phenomenon of vacant seats. Therefore, the question of this study is how the massification of higher education in Iran led to the formation of empty seats? For this purpose, the qualitative method of phenomenology was used. The community of participants in this approach included 14 higher education experts who were purposefully selected with the criterion of having lived experiences in the field of mass education of higher education and Semi-structured interviews and content analysis were performed using spiral qualitative analysis. In the context of this analysis, the framework of understanding how the phenomenon of vacant seats was formed during the mass higher education period in Iran was understood and created. This framework shows that the four key factors include the dominance of government interventionist thinking in higher education with different political, economic, justice-seeking logics, science-evasive academic management system, Academic processes incompatible with a changing social environment and a transformative quality-seeking society underlie the failure of mass education in Iran. This study can help to rethink the mass flow of higher education in Iran for Facing the phenomenon of empty seats.

The purpose of this study is to determine the status of knowledge management components in higher education resources and curricula using the study of previous research.

The present study is a type of mixed exploratory research projects. First, knowledge management components were extracted by content analysis method. Based on that, a questionnaire in the form of 9 main components and 44 questions was provided to knowledge management experts. In addition to the questionnaire, a check-list was prepared in the form of 442 sub-items. In order to prepare a list of doctoral dissertations in the field of knowledge and information science, the orientation of knowledge and information management and the master's degree of management in the field of knowledge and information management were examined. Then, 122 published Persian and English articles between 2000 and 2020 in the field of knowledge management in higher education were reviewed.

The review of previous texts showed that among the nine components studied, the knowledge sharing component had the highest share of 26/67 percent and the knowledge protection component had the lowest share of 4/43 percent. The components of knowledge application were 15/85 percent knowledge creation was 14/17 percent, knowledge change was 10/63 percent, and knowledge organization was 9/65 percent. The components of knowledge identification gained 7/68 percent, knowledge development gained 5/91 percent and the component of knowledge presentation gained 5/02 percent.

Higher education is considered as the most important source of knowledge sharing by presenting new models of knowledge and measuring and evaluating knowledge, which is a necessary precondition for successful application of knowledge. Knowledge creation and development are also among the most important missions of higher education that lead to the application and updating of theoretical knowledge. Knowledge change is also a reciprocal process between explicit and implicit knowledge that leads to the creation of new knowledge. Knowledge protection is one of the gaps in higher education that failure to pay attention to it disrupts the success of knowledge management because the success of knowledge management is the product of adopting and implementing an appropriate and integrated strategy in higher education. The textbook is a basic learning resource in higher education that determines the structure of study within the curriculum. Therefore, it is necessary for higher education to pay more attention to the proposed curriculum resources to provide and teach all components of knowledge so that professionals and graduates of higher education have sufficient abilities to acquire knowledge, apply knowledge, share knowledge and have the necessary innovation and creativity in society.

The purpose of this article is to explain the relationship between knowledge management and educational affairs through explaining the basic components and main elements related to the aforementioned fields based on influential conceptual models.

This descriptive-analytical article explained the research back ground in the relations between knowledge management and education in Iran based on the documentary research method. In the explanation of the mentioned relations, the influential international conceptual models have been interpreted and analyzed to clarify the related process.

Knowledge and knowing are considered as the two main infrastructures in the field of educational affairs and the establishment of knowledge-based systems. From another perspective, tacit and explicit knowledge and the relationship between them are considered as a basis for the historical root of the application of knowledge management in education. The relationship between different types of knowledge leads to the development of individual, group and organizational knowledge. The systematic and internal relationships between educational fields, especially higher education and the knowledge management process can be analyzed by explaining the main elements of education and the knowledge management cycle. In rooting out these findings, three international authorized and valid conceptual models, including Knowledge and Knowledge Matrix, SECI conceptual model and Knowledge Management Framework for Teaching Universities have been interpreted.

The process of adaptation and knowledge exchange as the main components of knowledge management is fully related to the goals of educational affairs in knowledge-based empowerment and knowledge enhancement of all stakeholders in the field of education. Thus, in any knowledge dissemination program, the content of education, that is, knowledge and how to transfer it through knowledge management mechanisms should be taken into account for the learner as the end user.

Innovation districts as creators and disseminators of the innovation ecosystems have been highly regarded by academics, researchers, policymakers, and businesses in recent years. This study aimed to fully understand the main approaches that create innovation districts, the concept and development timeline, and finally, an implementing model by an in-depth look at the infrastructures. Due to the multidisciplinary and multidimensional nature of the previous literature, this study used the meta-synthesis method. The need for sufficient accuracy, besides the voluminous contents of previous research, led us to use the new data mining method to extract items and check their frequency of use in the resources. In the first step, the findings reveal the indicators needed to create an innovation ecosystem. In the second step, the findings reveal the concept, nature, and development paradigms. Finally, the finding provides the innovation districts' implementing model based on upstream paradigms in the third one. The findings are essential for scientists, policymakers, and executives active in the fields of higher education, business, and technology because they reveal the roles, positions, value chains, and infrastructures of all required elements together in an integrated system to shape an innovation ecosystem.

The Corona virus pandemic has challenged all of society's institutions, including higher education and higher vocational education, as part of it; Various policy actions at the governmental and academic levels have been taken in different countries to respond to this crisis. The purpose of this study is to review the global experiences in this field and to summarize these actions and policies and to share them and present innovative policy suggestions, with the aim of helping to reduce the effects of Corona pandemics in vocational higher education. This research is based on the type of a qualitative content analysis and has been developed using descriptive-analytical research method. Examples of challenges facing universities as well as TVET universities during the Corona period have been collected and presented, and policy solutions and measures taken to deal with the crisis have been reviewed. Policy proposals collected and analyzed in five areas: 1- Health actions and measures including the production of Health supplies and medical equipment, development of health instructions for workshop environments, etc. 2- Administrative measures to protect the performance of the educational system, including revision of accreditation processes, providing the ground for universities to collaborate with research centers and improve networking with stakeholders, etc., 3-Financial support Includes financial support for students and professors. 4- Socio-emotional support of the university community, including psychological support and social dialogue networks of the university community, the use of tools such as virtual reality, augmented reality and simulation to provide practical lessons and workshops, etc.