نشریه مدیریت و برنامه ریزی در نظام های آموزشی
پیاپی 30 (بهار و تابستان 1402)

This article aims to examine and evaluate the curriculum of the academic discipline of Human Resource Training and Development from the perspective of ethics and social responsibility. The purpose of this article is twofold: first, to examine the place of ethics and social responsibility in the curriculum of Human Resource Training and Development and the importance of training courses on ethics and social responsibility in this discipline; and second, to highlight the potential of this academic discipline to minimize ethical misconduct in organizations.

This study is a qualitative study based on document analysis and interviews. In this article, three documents/groups were selected to gather information: 1) the curriculum of the academic discipline of Human Resources Training and Development; 2) master's students majoring in Human Resources Training and Development; and 3) Human Resources Development professionals working in organizations.

The results of the study show that ethics and social responsibility are marginal and largely neglected in Human Resources Training and Development curriculum. In other words, this discipline focuses on individual and organizational development. Although many scholars emphasize the role of human resource development in the "development of individuals, organizations, society, the nation, and all mankind" and in the "improvement of the organization and social development," these issues are not addressed in the curriculum of the discipline of Human Resources Training and Development in Iran. The analysis of the information we obtained from the students of Human Resources Training and Development revealed that they did not deal with issues such as ethics and social responsibility of organizations through extracurricular activities and additional training in classrooms and were not aware of these issues. The study of the third sample revealed that HRD professionals in the organizations were always concerned with ethical and social issues. However, they were not learning how to deal with these issues. Many academic human resource development programs do not have a clear strategy for training professionals to deal with ethical dilemmas and create an ethical workplace.

Abjective: In the twenty-first century, school leadership and management continue to evolve and develop. One of the most striking developments is the way in which schools are learning – for a variety of reasons – to work with each other, collaborating in a number of areas. The purpose of this study is to discover and reflect the experiences of school community members from different types of innovative and undiscovered situations of "school to school collaboration" that have been useful in leading and managing schools and students' educational achievement.

This research was conducted with a qualitative approach and grounded theory method with a situation analysis model. The research field was education in Kurdistan province and the potential participants in the research were members of the school community (principals, deputies, teachers, members of the Parents and Teachers Association, etc.) who were present in situations of cooperation and collaboration between experienced schools. Therefore, 33 people were purposefully and critically invited to actively participate in the research. Data were collected using a semi-structured interview protocol. In order to analyze the data obtained from the interview, coding (open, axial and selective) was used. In addition, by analyzing different types of inter-school Collaboration and by examining human and inhuman components, individual and collective factors, discourse structures and cultural, social, economic, spatial and temporal components, the position is depicted. Finally, maps of the situation, social worlds/arenas and the position were drawn and analyzed as stages of the level analysis situation. In the present study, to increase the validity and reliability of the research, strategies such as long and active participation of the researcher in the research field, using voice recorders and taking notes to record data, searching for inconsistent evidence and obtaining feedback from participants after data coding were used.Discussion &

The findings of the study showed that the logic of forming various structures of inter-school Collaboration in most cases is to improve the situation of students, eliminate educational injustice, synergy, share resources and expertise and improve all educational indicators and it is nurtured in schools. All members of the school community, especially principals, play an important role in inter-school collaboration situations. If members of the school community have sufficient motivation to Collaboration between schools, with a common goal, common interests and by delegating authority in schools, they can progress by exchanging experiences in various fields and transferring educational facilities and equipment help to the development of your schools.

The education system of every society, especially at the level of higher education through the education of specialized human resources and capital, plays a fundamental and significant role in the continuous/sustainable development of every society and in its many dimensions such as transfer and production and development of knowledge, technology, growth and economic, cultural, social, health development, expansion of interactions and relations at the national and international level, etc. .The purpose of this study is to determine the role of educational programs with an emphasis on the higher education system in achieving the goals of continuous/sustainable development,

In this study, the library and review method is used with a critical approach, and in it, some relevant documents and sources are reviewed and analysed regarding the concepts and goals of continuous/sustainable development and related approaches and educational and higher education policies and programs.

The subject under discussion has two important dimensions or variables, including educational programs as independent variables and continuous/sustainable development as dependent variables. Each of these concepts covers a wide range of dimensions and levels. The educational program is a broad and comprehensive concept that every researcher should determine its limits and gaps based on the topic or issue and his field of study and discuss accordingly. Theory Human capital providers believe that the basis of continuous and sustainable development in different dimensions is realized by investing in education. Numerous researches have explained the effectiveness of investing in education in different countries on economic-social growth and development. Although in some studies, a considerable gap between investment in education and other dimensions of development such as economy and technology growth, culture, health, environment, etc. has been expressed, but it has not led to a change in the rule and principle of the mentioned relationship. The effectiveness of educational programs in the matter of development requires the existence of a systemic, strategic, flexibility, and a comprehensive approach. Therefore, development is a systemic, inclusive and dependent thing and cannot happen only in one sector. Therefore, we can imagine the term life cycle for development that all its parts are connected and when a ring is separated from the life ring, the whole cycle will be disturbed. Also, by delving into the relevant texts, it was concluded that from another point of view, the term continuous development is better than sustainable development, it can show its nature, which includes a kind of dynamics and transformation, and complete it, and with the same justification throughout the text. In this article, continuous development is introduced as synonymous with sustainable development.

The contemporary world is changing more and more, and higher education and universities are not unaffected by these developments; The role of universities and, consequently, the role of faculty members is changing in line with developments in the contemporary world. One of the emerging approaches in higher education is world class university. In this field, quality faculty members are a key and important factor in achieving a world-class university. Therefore, it is important to identify new plans of faculty members in emerging academic contexts. This research has been done to cover this scientific gap.

This research is applied in terms of purpose and according to the method of data collection, it is a qualitative research of thematic analysis. The statistical population of the study was the resources related to the world-class university and especially the competencies of the faculty members in the world-class university. After reviewing the sources extracted from the databases, 57 sources were purposefully selected. To analyze the data, coding and thematic analysis methods were used and in order to validate the data, King et al methods were used.

After analyzing the data, a total of 32 basic themes and 5 organizing themes were identified, and through this, the global theme of "scientific extraversion" was formed.The results showed that based on the role and responsibilities of faculty members in the context of a world-class university, the competencies of faculty members in this field in the five themes of organizing "scientific impact", " meta-university interactions " and "social responsibilities", " "Global Citizenship" and "Cultural Intelligence". Based on this, the overarching theme of "scientific extraversion" was identified, which is suggested to be considered by faculty members and higher education policy makers.

The sudden and inevitable encounter of the country's higher education with online education in the last two years and after the epidemic of the Covid-19 virus has necessitated the need to examine the effects of this educational method on different aspects of professors' performance in the classroom. The present study was conducted to identify and prioritize online education's effects on university faculty members' professional ethics during the Covid-19 pandemic.  

The statistical The current research is practical type, and post-event in terms of the time dimension. Also, according to the investigated problem, the qualitative approach and thematic analysis method have been used.  the   population of this research is made up of 85 faculty members of the University of Science and Culture, and the theoretical saturation of the data has been achieved by collaborating 14 of them through purposive sampling. The data collection tool was a semi-structured interview. The method of data analysis was the interpretative analysis approach and the theme network analysis method Discussion &

The findings of the research showed that there are a total of 46 categories in the form of three general themes (individual, communicational and proficiency) and from different motivational, legal, behavioral, educational and research aspects, in connection with the observance of professional ethics by the participating academic staff members in the research, it has been extracted. The personal theme has been identified as the most important theme, covering nearly half of the frequency of the extracted primary concepts. " proficiency " theme with about one third and “communicational” theme with covering about one fifth of basic concepts are placed in the next categories. The results of the research showed that online education has caused faculty members to prioritize the legal and university's legal and educational rules and requirements, and can evaluate online education on actions related to professional ethics apply themselves; On the other hand, interactive and motivational aspects related to the professional ethics of faculty members have been recognized as weak. If the university is satisfied with monitoring the contractual forms of professional ethics of academic staff members and only shows sensitivity towards observing these aspects, the academic staff members will also use their efforts to strengthen these aspects and they will make less effort to strengthen other mainly ritualistic aspects of professional ethics such as fairness, respecting students' rights, fostering interaction and communication with students, and the like.

In order to identify decentralization strategies, by presenting a paradigm model of decentralization in the Iranian education system, this study seeks to determine the effective causal, contextual and intervention conditions in determining the levels of centralized and decentralization in the Iranian education system, based on lived experiences and studies of experts and senior and middle managers of education since 1978 until now.

This qualitative research has been performed using the Grounded theory approach. From the target community, including education experts and senior managers, fifteen managers and 10 experts were purposefully selected. Data were collected through semi-open interviews. Interviews were recorded and themes, concepts, and categories were identified in open coding. In axial coding, concepts and categories were categorized under causal conditions, intervention, context, strategies and consequences, and by determining the axial category, selective coding was performed.

Iranian Education has a centralized, uncoordinated and quantitative structure. This system prescribes the same programs for all students across the country, with diverse climatic, cultural, and social conditions that do not meet individual and societal needs and are ineffective. All experts and managers agree on the need to decentralize this system. But conditions such as; Politicization, resistance of headquarters power centers, staff apathy, economic weakness, political conditions, dependence on public budget, fear of ethnicity in decentralization, the political selection of non-professional managers, the instability of management and regulations, etc., make decentralization plans fail. Strategies such as the formation of a strategic council as a lever of governance power in support of administrative decentralization, assuring managers and staff of their role in a decentralized system, strengthen the legal status of provincial, district and school councils, Preparation strategies for designing and preparing indigenous educational programs and content alongside national programs in the framework of national interests; formation and strengthening of scientific associations and organization of the teacher system, empowerment of staff, Preparation of document and action plan of regions and provinces based on needs assessment, Technical and financial support for disadvantaged areas and the use of indigenous capabilities for gradual decentralization can improve the quality of education and the role of this system in the development process.

Training the next generation of the tourism industry human resources is vital in sustainability. Therefore, Higher education should provide education and skill programs for tourism students with an education for sustainability and create learning opportunities on real-life projects that provide the necessary skills and expertise for a more sustainable world. The purpose of this study was to investigate how to use the approach of sustainable tourism development in the design of higher education curriculum.

The research method was applied in objective and qualitative data collection and theoretical research method. For this purpose, the basic concepts and components of the logic of curriculum design were extracted according to the approach of sustainable development and attention to the positions of social constructivist learning theory and educational perspective based on critical theory. Finally, the characteristics of curriculum elements related to sustainable tourism were identified. And the desired framework was designed. The Delphi method was used to validate the sustainable tourism curriculum design model and the validity of the said model was checked and confirmed by experts and experts.Discussion and

The results obtained indicate that the commitment to a sustainable development approach in the field of the curriculum involves a range of comprehensive expertise in the field of tourism that is not easily adapted and adapted in the current educational framework. Therefore, paying attention to the commitment and the commitment of the sustainable development approach in the tourism curriculum can provide the basis for redesigning the curriculum according to the basic assumptions of the sustainable development approach, creating opportunities and innovation in learning, learning outcomes, and student readiness. Understanding the concept of sustainability can also help tourism professors and students evaluate and improve their curriculum with regard to sustainable tourism education

The next age is the age of networks, but not technology networks, but human networks and the age of human intelligence in global networks, and the role of teachers as the core of the education system will be increasingly considered. The purpose of this study is to identify the main factors and map out scenarios that are credible and desirable for the professional development of teachers in South Khorasan Province. 

This research is of applied type and has been done with new methods of futures research (Delphi and scenario). Also, the methods of collecting field information are documentary and library. Mick Mac software and Wizard scenario were used to analyze the indicators and variables. The statistical population consisted of 30 professional development specialists including teachers, experts and education managers who were selected purposefully (criterion-based). The criterion of purposefulness is having a master's degree and at least 15 years of service. Participants in the study included 15 teachers, 10 principals of these schools and 5 human resource training experts of education departments. Discussion and

The results of this study showed that 13 main factors are effective in the professional development of teachers in South Khorasan province. These factors include the development of teachers' abilities in individual and social roles, scientific developments, the position of teachers in society, the level of cooperation and interaction with teachers and professionals, the development of cognitive and self-learning abilities, motivational status and interest in jobs, the development of school culture and professional ethics. Government and public financial support for teachers and schools includes attention to specialization, technology development, social media, media literacy, school reliance, attention to effectiveness, and the development of communication (local, national, and international). These factors lead to 39 possible situations based on scenario analysis. After analyzing the possible situations, 6 plausible scenarios and 3 scenarios with strong probability of occurrence in the professional development of South Khorasan province were identified.

The importance of training school principals based on managerial competencies is a necessity in the 21st century. Based on this, the current research was carried out to identify and evaluate the components of treatment on the development of school principals: with the community competence procedure in schools.

The research approach is mixed exploratory (qualitative-quantitative). In the qualitative part, the statistical population included 22 comprehensive academic experts and education specialists, and in the quantitative part, it had all secondary school principals (second period) of Tehran, totaling 723 people, using a simple random sampling method. it's simple. 251 people were selected. Interviews and questionnaires were used to collect data. The data analysis was done in the qualitative part by the foundation data method and in the quantitative part by descriptive and inferential methods.Discussion &

The results showed that the components of resources, organizational requirements, development of managers, and talent management were identified as adequate dimensions and components of the development of school managers based on the competency-based approach in secondary schools in Tehran city. Also, the causal factors affect the competency-based development of managers, including talent management under concepts such as talent theory, flexibility of training and development programs, talent selection and talent acquisition, talent evaluation and discovery, talent development - training and retention; The development of managers under concepts such as the cognitive development of managers, aligning the selection and appointment of managers with organizational strategies and missions, professional guidance in the organization, empowerment and proper organization in line with core competence and creativity; Organizational requirements under concepts such as top management's support for core competence, organization's support for core competence, recruitment and merit selection, organizational maturity and participation of managers and resources in the sense of allocating sufficient financial and material resources for merit selection and meritocracy, center ) evaluations, experienced human resources, competent managers and leaders. General reasons for the importance and priority of providing and keeping talent.

The study opportunity project of communication with society and industry is considered as a legal requirement for university professors. Considering the newness and necessity of this course, ignoring its possible damages may prevent the realization of the plan's goals. These damages are very serious and ponderable in the fields of humanities. In addition, now in the country, various think tanks with the aim of solving social problems are trying to use scientific achievements along with the experiences of other countries to provide solutions. However, a deep and structured relationship between university faculty members and think tanks has not been formed. The purpose of this article is to diagnose this opportunity in general and to identify the damage of communication between humanities professors and think tanks.

The nature of this research is qualitative, exploratory and interpretive, according to its purpose. Using the mixed exploratory research design and the narrative research strategy, this article tried to examine the reasons for the lack of communication between these two groups in the form of a study opportunity of communication with the society from the perspective of each of the two sides and finally provide a solution to remove the obstacles. For this purpose, 50 unstructured interviews were conducted with the faculty members included in this opportunity and experts and managers of different think tanks, and the most important damages were extracted from the perspective of each of the parties.

things like the unknown nature of this course, the ambiguities of the internal regulations of the universities, the failure of operational units to welcome applicants, and the link between changing the status and promotion of faculty members with study opportunities are among the inherent harms of this course. In addition, the newness of the think tank concept, the difference between its functions and the institution of science, the uncertainties in the stability of think tanks and their political affiliations, as well as the discursive difference between university professors and the environment of think tanks, are among the most important reasons for the lack of luck for professors to connect with think tanks. On the other hand, low attention to the application of knowledge by professors, the nature of the opinion of some humanities fields, the existence of negative mental records of some professors, and the lack of university think tanks are among the most important challenges in the environment of think tanks in relation to professors. In general, the most important reason for the lack of communication between these two sectors is the lack of sufficient recognition and misunderstanding on both sides, and to solve it, it is suggested to create a context for frequent communication, as well as to define the context of cooperation and common interests between these two groups.

Higher education and accordingly universities have an important role in the economic development of the country in the face of sanctions. Since one of the most important goals of establishing an entrepreneurial university in the country has been materialization of a resistance economy, the entrepreneurial university will play a significant role in achieving this goal. Accordingly, the present study was conducted to scrutinize the mechanisms of establishing an entrepreneurial university based on resistance economy.

This research was approached qualitatively using grounded theory (systematic approach). The target population consisted of experts in the field of higher education who were selected through purposive and non-probability sampling through snowball method and 14 people were interviewed according to the theoretical saturation of the findings. Data analysis was performed using content analysis method in open, axial and selective coding of Strauss and Corbin. To check the validity and the reliability of the data, two methods of review were applied by the researcher, participants and expert review.

The results of data analysis included 360 ​​subcomponents, 25 sub-categories and 6 main categories, which were in form of contextual factors (changing attitudes and views on entrepreneurship with a resilient economy approach, preparing, implementing and controlling university marketing programs with a resilient economics approach, conducting joint university research with industry owners and economic companies, diversifying the university's financial resources), causal factors (human resources, entrepreneurial advocacy measures based on resistance economics), intervening factors (reward and incentive system, flexibility of rules and regulations, financial support and entrepreneurial investment), phenomenon-centeredness (entrepreneurial organizational structure based on resistance economics, entrepreneurial education based on resistance economics, entrepreneurial culture based on resistance economics, entrepreneurial marketing based on resistance economics), strategies (establishing an entrepreneurial culture based on resistance economics, curriculum with entrepreneurial approach based on resistance economics, applying the results of academic research, creating knowledge-based companies, launching university companies), and consequences (achieving the goals of a resistance economy, responding to the environment, academic independence, work and work culture, stakeholder satisfaction). They explicate the performance mechanisms of entrepreneurial university based on resistance economy. In line with the findings, in the current situation, in order to solve economic problems, universities should implement problem-based educational and research projects needed by society and provide appropriate solutions to reduce and eliminate economic problems. In the end, based on the findings, practical suggestions are presented.

Competence-based education focuses on the ability of students to develop importantknowledge, values, aptitudes, and attitudes necessary to address complex issues they will encounter in their future personal lives and professional careers. The purpose of this study was to provide a framework for developing key competencies required of learners in educational systems.

This study was carried out with qualitative research method; In this way, by conducting  semi-structured interviews with 26 academic researchers, selected through purposive sampling (snowball or chain) and also using qualitative content analysis technic, the key cognitive, behavioral and social competencies of learners were identified and the conceptual framework of futures-thinking competencies was depicted. To validate qualitative findings, participant review strategies and reviewers' strategies have been used.

Based on the analysis of semi-structured interview data in two stages of open and axial coding, a total of sixteen subcategories and two main categories were identified as the main cognitive, behavioral and social competencies of learners. In other words, six indicators- Problem solving, Critical thinking, Creativity, Self-knowledge, Critical rethinking, Self-correction- as cognitive and metacognitive competencies and ten indicators - Teamwork, empathy, curiosity, communication and intercultural competencies, self-confidence, flexibility, individual and social responsibility, participatory decision making, Criticism, ethics- were identified as the main behavioral and social competencies of learners. Based on the research findings, the present and future generations need to acquire key competencies in order to be able to organize their lives in the current turbulent and unstable world. Therefore, in addition to basic competencies, investing in human capital (education) is recommended to develop key cognitive, behavioral and social competencies.