Higher Education

The sustainable development of the country requires the establishment and formation of the innovation system, knowledge-based industry and entrepreneurial university, and this depends on the relationship based on coexistence and mutual cooperation between the industry and the scientific system and higher education. So, attention to entrepreneurship and innovation in Iran has been taken into consideration at the same time as the fourth development plan, and over time, it has been mentioned in other high-level documents including the general employment policies notified by the Supreme Leader. Therefore, this study aims to provide a model for the implementation of the general policies of the higher education entrepreneurship ecosystem of the country based on the general employment policies of the Supreme Leader.

The internationalization of universities, student migration, and the diversity of international students from various cultures have led to elevated communication, interactions, and human commitments. This phenomenon has sparked the interest of scholars in the concept of acculturation and its social, cultural, political, and psychological impacts. The process of acculturation among international students is recognized as stress-inducing due to various factors. The interaction between these students and the host community plays a crucial role in their cross-cultural adaptation. However, limited research has explored and evaluated such interactions in the context of international students' acculturation. Therefore, the main objective of this study has been to enumerate and evaluate the influential factors affecting international students’ acculturation in the Medical Science universities of Tehran, towards facilitating living conditions and enhancing the academic performance of these students in Iran. Consequently, this research, grounded in acculturation, aims to investigate the alignment between students and the university in various dimensions as predictors of the psychological adjustment of international students in Medical Sciences universities in Tehran. The research population consisted of 56 international students enrolled in Medical Sciences universities in Tehran, who were selected using snowball sampling. To analyze the obtained data, statistical analysis was employed in conjunction with descriptive indices. The results indicated that cultural norms significantly influence the level of acculturation in these students. Additionally, the analysis revealed a significant gender difference in lifestyle factors among female and male students, which, in turn, plays a fundamental role in acculturation.

Higher education in different societies has been receiving serious attention in order to provide expert and capable human resources and closely related to the discussion of development, and therefore requires correct and efficient policy making in this field. Our attempt in this article is to analyze the policy cycle of higher education in post-revolutionary Iran and examine the success or failure of this system. the main question of the article is what is the policy cycle of higher education in Iran and what have been the positive and negative achievements of these policies? The findings of the research indicate that educational policy making in Iran has a centralized, top-down, idealistic and ideology-oriented process in the design phase and has fundamental weaknesses in the implementation phase. Quantitative growth of universities and increase in literate population of the country, increase of educated women, establishment of Azad University and non-government universities, establishment of Payam Noor University and distance education as well as establishment of international universities are among the positive achievements of the education policy system. It has been great in Iran. the lack of independence of universities, the disproportion between the quantitative and qualitative growth of universities, the lack of active public sphere to express the opinions of stakeholders and academic experts, the prevalence of degree orientation, the incompatibility of academic disciplines with the needs of society and the labor market and The large number of unemployed academics is one of the inefficiencies of the higher education policy system in the country.

This study aims to conduct a comprehensive qualitative meta-synthesis of knowledge management implementation in higher education institutions, focusing on identifying critical success factors, challenges, and implementation strategies. The research seeks to develop an integrated framework that captures the multifaceted nature of knowledge management in academic settings while providing practical guidelines for successful implementation.

The study employs a systematic qualitative meta-synthesis methodology following Sandelowski and Barroso's (2006) seven-step approach. From an initial pool of 80 articles published between 2018 and 2023, nine high-quality studies were selected through rigorous inclusion criteria. The research utilized systematic database searches across Web of Science, Scopus, and Google Scholar. The selected studies were analyzed using qualitative content analysis to identify recurring themes, patterns, and relationships. The Critical Appraisal Skills Programme (CASP) was employed to ensure methodological rigor, and peer review was used to enhance the reliability of the findings.

The meta-synthesis revealed five critical success factors for knowledge management implementation in higher education:1. Supportive organizational culture emerged as the most crucial factor, emphasizing the need for trust, transparency, and continuous learning values.2. Information technology infrastructure was identified as essential for facilitating knowledge storage, retrieval, and sharing.3. Senior management support was found to be vital for resource allocation and strategic alignment.4. Reward and motivation systems were recognized as crucial for encouraging knowledge-sharing behaviors.5. Flexible organizational structure was determined to be necessary for facilitating cross-departmental collaboration and knowledge flow.The study also identified significant challenges, including:- Resistance to change among academic staff- Lack of knowledge-sharing culture- Resource constraints (both financial and human)- Bureaucratic organizational structures- Limited understanding of knowledge management benefitsImplementation strategies were categorized into three main areas:1. Cultural interventions (fostering trust, promoting collaboration)2. Structural modifications (creating knowledge management roles, establishing communities of practice)3. Technological solutions (implementing knowledge management systems, developing digital repositories)The research culminated in developing a comprehensive conceptual model that illustrates the interrelationships between success factors, challenges, and implementation strategies in academic knowledge management.Research limitations: Several limitations should be considered:- The relatively small sample size of nine studies may not capture all relevant perspectives- Geographic concentration of studies in specific regions may limit global generalizability- Lack of access to raw data from primary studies restricted certain types of analysis- Temporal limitations of selected studies may not reflect the most recent developments- Methodological variations across studies complicated direct comparisonsThese limitations suggest opportunities for future research, including:- Longitudinal studies examining long-term impacts of knowledge management initiatives- Cross-cultural comparative studies of knowledge management implementation- Investigation of emerging technologies' impact on academic knowledge management- Studies focusing on knowledge management's role in achieving sustainable development goals- Research on the relationship between knowledge management and intellectual capital in universitiesPractical implications: The study provides several actionable recommendations for higher education institutions:1. Develop comprehensive knowledge management strategies aligned with institutional objectives2. Implement targeted training programs to enhance awareness and skills3. Design appropriate incentive systems to encourage knowledge sharing4. Review and modify organizational structures to facilitate knowledge flow5. Invest in suitable information technology infrastructure6. Create specialized knowledge management roles and teams7. Establish regular knowledge-sharing sessions across departments8. Develop knowledge repositories and information banks9. Implement mentoring programs for tacit knowledge transfer10. Regular assessment of knowledge management effectivenessThe findings emphasize the need for a holistic approach that addresses cultural, structural, and technological dimensions simultaneously. The study provides practical guidelines for academic leaders and administrators implementing knowledge management initiatives.

This meta-synthesis offers several unique contributions to the field:1. Provides a comprehensive and integrated perspective on knowledge management in higher education by synthesizing recent qualitative research2. Develops a novel conceptual framework that captures the dynamic relationships between success factors, challenges, and implementation strategies3. Offers practical, evidence-based recommendations for academic institutions4. Identifies gaps in current understanding and suggests directions for future research5. Addresses the complex interplay between organizational culture, technology, and human factors in academic knowledge management6. Contributes to the theoretical understanding of knowledge management in educational contexts7. Presents a systematic analysis of implementation challenges and corresponding solutionsThe study's value lies in its synthesis of diverse perspectives and experiences, providing a robust foundation for both theoretical advancement and practical application in higher education knowledge management. It serves as a valuable resource for academic leaders, administrators, and researchers working to enhance knowledge management practices in higher education institutions.The findings underscore the importance of adopting a systemic, long-term approach to knowledge management implementation, recognizing that success requires careful attention to cultural, structural, and technological factors. This research contributes to both the theoretical understanding of knowledge management in academic settings and provides practical guidance for its implementation.

this research was carried out with the aim of identifying the requirements for the implementation of the mentoring process of faculty members in Ferdowsi University of Mashhad.

This research was written with a qualitative approach and using a theoretical research method based on thematic analysis. The population is all faculty members in all faculties of Ferdowsi University of Mashhad, who are working at the academic levels of assistant professor, associate professor, and professor. Purposive sampling method was used for sampling and semi-structured interviews with 19 faculty members of Ferdowsi University of Mashhad were used to collect the data.

The requirements for mentoring faculty members in Ferdowsi University of Mashhad were identified in 3 main categories of organizational, individual and managerial requirements, and they contain 14 subcategories, which are under the category of Organization 6 is under the category of cultural, institutional, communicative and interactive, social, administrative, occupational and incentive requirements. The individual requirements of the faculty members' mentoring process include 3 sub-categories of personal, professional and specialized requirements and impersonal orientation. Managerial executive duties also include 5 categories of identifying and using opportunities, identifying and using challenges, policy making and decision making, management and leadership, and implementation and execution.

In order to implement the Mentoring, in addition to the importance of the implementation process, attention must be paid to the underlying factors and components that influence this process so that the Mentoring program of the faculty members in the university can be implemented successfully.

The knowledge about human capital as a driving force of economic development has increased in recent years (Rashki , 2019). "Industry 0. 4" or "Fourth Industrial Revolution" is changing our lifestyles and customer-bank relations. It inevitably interprets that both existing commercial techniques and monetary management are not excluded from this change (Singh , 2022). Rapid changes in today's world have created great challenges for banks. Pioneer banks took advantage of opportunities with managerial tools and advanced technologies to achieve banking objectives (Najafbeigi et al , 2011). Such measures lead to bank changes, discussion of the bank's problems, solving problems, and preparing the bank for a successful future.

This research was written with the aim of designing a mentoring process model for Ferdowsi University of Mashhad faculty members with a qualitative approach and using a theoretical research method based on thematic analysis. The population of this research is all faculty members in all faculties of Ferdowsi University of Mashhad, who are working at the academic levels of assistant professor, associate professor, and professor. Purposive sampling method (combined type) was used for sampling and semi-structured interviews with 25 faculty members were used to collect the data of this research. The findings of the research showed that the mentoring process model of faculty members in Ferdowsi University of Mashhad was formed under three main themes: before implementation, implementation and after implementation. The theme before implementation includes sub-themes related to establishing a platform, creating a mentoring context, and planning and preparation. In the main theme of implementation, primary actions, content and communication actions, and management actions have been placed, and finally, the theme of measurement and evaluation has been formed under the main theme after implementation. As a result, it should be said that mentoring of faculty members is a multi-dimensional and complex phenomenon that for its implementation in Ferdowsi University of Mashhad, various factors and components must be considered in order to successfully implement the mentoring program of faculty members in the university.

Exploring how students' entrepreneurial intention is formed has become a fundamental topic in management and educational planning research in the last few decades. An individual and personality characteristic that plays a significant role in strengthening entrepreneurial intention is financial intelligence, which has received very little attention in previous studies. High financial intelligence is necessary for entrepreneurship because entrepreneurs face financial challenges in creating new businesses and must make informed financial decisions. Therefore, the present research aims to investigate the role of financial intelligence dimensions in the development of entrepreneurial intention among Iranian accounting students. In addition, the moderating role of gender in the relationship between financial intelligence dimensions and entrepreneurial intention is investigated.

The statistical population included all accounting students in Iran's higher education system, 252 of whom were sampled by simple randomization. Data were collected with a standard online questionnaire in the form of a five-point Likert scale. The construct validity (convergent and diagnostic validity) of the questionnaire was checked by a panel of entrepreneurship, financial management, and accounting experts. Also, Cronbach's alpha coefficient (α) and composite reliability were used to measure its reliability. Data was analyzed using the structural equation modeling approach with the SPSS and SmartPLS software packages.

The results at the 95% confidence level showed that the dimension of saving intelligence had a positive and significant effect on the entrepreneurial intention of accounting students, but the effects of the dimensions of spending and money-giving intelligence were not confirmed. In addition, the multigroup analysis (MGA) revealed that gender moderated the effect of the spending and money-giving dimensions on entrepreneurial intention among Iranian accounting students such that the impact of the spending dimension of financial intelligence on entrepreneurial intention was greater in female students than in males, and the effect of the money-giving dimension of financial intelligence on entrepreneurial intention was greater among boys than among girls. The MGA results did not validate the moderating role of gender in the relationship between the saving dimension of financial intelligence and entrepreneurial intention.

Conclusion/ Implications:

 The research results clarified the role of financial intelligence dimensions in strengthening the entrepreneurial intention of students, so researchers and governmental and educational policymakers can use the theoretical and practical findings of this study. In fact, the present research contributes to developing the entrepreneurship literature by revealing the effectiveness of the financial intelligence dimensions in entrepreneurial intention as well as the gender differences in the context of the relationship between the dimensions of financial intelligence and entrepreneurial intention. In addition, it is suggested that government and educational policymakers include the methods of saving and managing income and expenses, financial budgeting, and improving financial skills in the curricula of the educational courses and subjects. Furthermore, given the gender differences in the effects of financial intelligence on entrepreneurial intention among students, it is necessary to design and implement financial and entrepreneurship education taking into account different motivations, goals, and spirits of girls and boys.

The aim of the current research is the structural model of improving the productivity of higher education administrators. The research method is applicable according to its purpose; mixed (qualitative-quantitative) in terms of implementation method; descriptive in terms of nature and method; and in terms of the implementation method, fuzzy Delphi analysis in the qualitative part, and cross-sectional survey in the quantitative part. The statistical population of the research in the qualitative part is 18 people from managers, professors and experts; sampling by snowball and purposeful method, and in the quantitative part, 243 people of the faculty members of government and azad universities, from the field of educational management participation; were chosen by stratified sampling. Data collection was done in the qualitative part by the interview; and in the quantitative part by the questionnaire. Delphi method was used in qualitative data analysis; and SPSS and PLS softwares were used in quantitative part. According to the findings, the 9 main factors identified in the structural model are: the processing of higher education, job and skill needs assessment, development of communication skills, educational planning, promotion of organizational culture, environmental factors, continuous and constant evaluation, development of strategic thinking, and process reengineering. The results of Friedman's ranking test showed that the highest priority among the effective factors is related to educational planning, development of strategic thinking, and process reengineering. The findings indicate that improving the productivity of higher education managers in Iran requires  re-engineering in all organizational elements; from executive methods to personal and professional competencies of managers, as well as development based on the processing of higher education.

foundation data method. The data were collected through 15 semi-structured interviews with professors who had valuable experiences and researches related to the research topic, using purposeful sampling based on collection criteria, and based on the instructions of Strauss and Corbin, which include three main stages of coding. It is open, central and selective. Lincoln and Guba (1985) criteria were used for validation.

The results of the research indicated a pattern consisting of 10 main categories and 29 sub-categories in the form of causal conditions, contextual conditions, intervention factors, strategies and consequences. The results of the current research indicated that components such as distance Adoption of traditional curriculum, survival in the modern world of education, management based on absorbing and accepting new ideas, traditional and rejecting management, political work, use of modern programs and new educational related information to cover current knowledge in the field of social security in the university was found as a central category.

According to the findings of the current research, social security education plays a key role in various cultural, economic and political dimensions of the society, so the need to address it in higher education is more ob

The general goal is to examine the current situation of the suitability of agricultural higher education curricula with the needs of the Ardabil labor market and to provide a solution, and it was done with a mixed method. The statistical population of all employers, university professors and agricultural graduates of Ardabil is 900 people, based on Morgan's table and stratified random sampling 270 people were.In qualitative part, the data collection tool is interview and 12 experts were interviewed with a targeted sampling. The validity of interview was checked by triangulation of data sources and review by colleagues, and its reliability was checked with stability and repeatability index. Data analysis was done with three-step coding. In the quantitative part, data collection tool is a questionnaire.Its content, form and structure validity were investigated and its reliability was estimated with Cronbach's alpha. Data analysis was done with descriptive tests and inferential statistics analysis (one-sample T) with SPSS 19 and Excel 2007 software. The results of qualitative part in extraction of 25 categories of measurable variables that are identified in form of five components: 1. Causal conditions fit with needs of the labor market 2. Contextual conditions 3. Intervening conditions 4. Strategies 6. Indicators 5. consequences.In quantitative section, based on these findings, a questionnaire was designed and the data were analyzed.There is a mismatch between the curricula of higher education in the field of agriculture and the needs of the labor market. It is suggested that researchers provide a suitable model for university planning.

Most of the administrators of the universities are faculty members and they have not received the necessary training and have not been evaluated in an organized manner. Considering the importance of paying attention to competency in the selection of efficient and effective administrators and considering the critical role of universities in the society, the aim of the current research is to development and validation a general competencies model for public universities’ administrators in Tehran. A qualitative method was used in this research; Thematic analysis method was used to design the competency model and Delphi technique was used to validation the designed model. The sample was the administrators of the public universities in Tehran, and semi-structured interviews were conducted with 27 of them. After the qualitative analysis of the implemented interviews, the primary model was extracted using thematic analysis. Delphi technique was used to validating the extracted model, and the final competency model, which consists of 12 competencies, was formulated with the opinion of experts. Competencies were classified into three general categories: managerial competencies, interpersonal competencies, and personal characteristics. Managerial competencies include leadership, organizational awareness, problem solving, planning and organizing, and supervision and control; Interpersonal competencies include communication skills, networking and negotiation and persuasion, and personal characteristics include result orientation, continuous learning, resilience and professionalism. Considering the key role of managers in achieving the goals of universities, it is recommended to use the competency model extracted in this research for the appointment and promotion of administrators.

The aim of the research was to evaluate the teaching of Arabic in higher education institutions in Tehran based on the Kirkpatrick model. The research method was applicable in terms of its purpose, and descriptive-survey in terms of data collection, using a questionnaire as the tool. The statistical population of the present study included students of higher education institutions in the city of Tehran, with a total of 291 individuals. The sample size was estimated using the Cochran sample size estimation formula, and 166 students from higher education institutions in Tehran will be selected as the research sample. The sampling method in this research is simple random sampling. The effectiveness evaluation questionnaire of the Arabic course was developed by Abbas Arab; a PhD. Student in educational management of Semnan University, in 2014, and is based on the Kirkpatrick evaluation model, consisting of 29 questions. The findings of the research showed that the evaluation components of training effectiveness, including reaction, learning, and results, are able to predict the effectiveness of teaching Arabic in higher education institutions based on the Kirkpatrick model. According to the research findings, the teaching of Arabic in higher education institutions in Tehran is at a satisfactory level in terms of the reaction, learning, and results components.

Today, all the countries of the world are trying to pay attention to the role of higher education in national development and promotion of knowledge and technology. In fact, it can be said that one of the most valuable resources that society has for progress and development is education. Higher education is actually one of the most effective mechanisms of any country to deal with the biggest challenges of this century.The main goal of this research was to identify dimensions and components for evaluating higher education policies. The current research is an applied-developmental research and its method is mixed exploratory (qualitative and quantitative), which uses the qualitative strategy of thematic analysis to analyze and analyze data and count factors and indicators, and quantitative statistical methods are used to rank them. The data were extracted from document review and related literature and in-depth semi-structured interviews. Interviews with 13 experts in the field of higher education and policy making were conducted in a targeted manner until the stage of theoretical saturation. For validation, three procedures of coding test itself, use of independent coders, and receiving feedback from the interviewees were used. For data analysis, concepts were extracted in three stages. Based on this, 8 relational codes (overarching theme), 26 interpretive codes (organizing theme) and 105 descriptive codes (basic theme) related to the evaluation of higher education policies were identified and extracted and ranked using Friedman variance analysis. The results of the research showed that the components of "educational and cultural factors, legal factors and legal institution" are among the most important effective components in the evaluation of higher education policies, and among them, educational and cultural factors have the first priority.

The main purpose of this paper is to survey Globalization, its effect on Quality Concept, its Ascertainment Methods and Development Procedure of Universities.

The research method is descriptive-analytical and documentary. For this purpose, by studying the related sources and articles, the text of the articles and sources was carefully examined and analyzed, and the relationship between the concepts and the text was examined and analyzed. Then the final analysis was done.

The purpose of this paper is to examine the ways in which global influence can be achieved and how to realize its unique characteristics in the world of higher education and universities, both in developed and developing countries. To be investigated, analyzed and analyzed with the developing crisis.

Two completely different views about higher education was surveyed and analyzed. The first view, classic one, based on academic courses and the second view, operational one, based on entrepreneur were surveyed and analyzed and according to the analysis of findings, it can be concluded that higher education institutions must use a combination of the two classic and operational approaches in order to develop, improve, and make its plans and activities accountable and quality assurance regarding local, national and international and the requirements of higher education systems be applied and classic functions and some local one must be ignored and make itself concurrent with updated standards of international top universities.

Acceptance of complex and creative thinking to demonstrate knowledge from several perspectives is effective in cultivating wisdom in higher education, which provides the basis for the promotion of pedagogical wisdom. The present study aimed to design a model for Promoting Pedagogical Wisdom in Higher Education. The research method is qualitative and based on Grounded Theory. Semi-structured interviews were used to collect data and data analysis was performed by Strauss and Corbin method(1998) and paradigm model. Sampling was done in a theoretical way using targeted (judgmental) and snowball (chain) techniques, based on which 16 interviews were conducted with experts in the field of educational management and current and former directors of higher education. The results of analyzing the data obtained from the interviews during the open, axial and selective coding process and using Maxqda software to create a model for Promoting Pedagogical Wisdom in Higher Education based on the Grounded Theory of the foundation including 6 main dimensions, 38 sub-dimensions and 180 conceptual characteristics led.

Considering the importance of evaluating the performance of student affairs departments in providing favorable educational facilities for students, this research intended to identify relevant indicators for Iranian universities through a comparative study as well as validated performance evaluation criteria.

To collect the data, desk research, together with international experience were used; besides, questionnaires were administered to validate the indicators regarding the performance evaluation of student services. Also, we applied the intervention logic model and performance evaluation cycle to provide a performance evaluation framework for student affairs division.

The results of the research indicate that the functions related to the management of student affairs, according to the international experiences, are as follow: providing suitable food, providing housing services, providing suitable welfare facilities, maintaining and promoting physical and mental health and vitality, empowerment and development of students, discipline and education, providing additional educational services to students with disabilities, international student services, providing security and comfort, providing free legal advice, providing cultural and social services and providing suitable physical environment. Finally, based on the conceptual framework of the research we are presenting a set of indicators and measures are under each of the mentioned functions, which all together conform the three components of inputs, outputs, and results.

Originality: 

Applying a systematic and process-oriented approach, we have presented for the first time a framework for evaluating the student affairs divisions of universities based on international practice.

Implications: 

The suggested framework of this study can serve as a basis for appropriate policymaking for evaluating universities, allocating budgets, classifying students, and classifying services.

Learning at any age can be useful and effective, and adults can also benefit from higher education. The main purpose of this research was to analyze the lived experience of adult students studying in Islamic Azad University.

The qualitative method of theme analysis was used in the research method. The participants were adult graduate students and retirees studying at the university, and 23 people were selected from among them through a purposeful criterion-based sampling method. The criteria for selecting the participants was having the necessary experience in the field of adult education and being among adult students or retired graduate students. The selection criteria for sampling was the theoretical saturation of the data. Validation of the research was done using four criteria of credibility (credibility), impartiality (verifiability), reliability (compatibility), and applicability (transferability).

The findings showed that the conceptual framework of adult higher education consists of 3 dimensions (key, content and executive) and 20 criteria (belonging to the mind, freedom of action and respect, self-awareness, group-oriented, motivational, self-expression, skill-oriented, communication, lifelong learning, flexibility, evaluation and mentorship, need-oriented, goal setting, policy making, platform creation, content creation, implementation and evaluation).

Paying attention to the dimensions and criteria discovered in this research provides the way to create higher adult education and the necessary sensitivity in this field.