فهرست مطالب سعید نورالهی

Today, pilot wells are used for sampling the layers of the earth during deviation drilling. In order to reduce costs and facilitate operations in situations where it is not possible to use a pilot well for coring, coring studies are carried out in a deviant manner. Investigating the effect of drilling parameters on penetration rate in core drilling of deviated wells is important to optimize operations. In this regard, the rate of penetration is studied and simulated by preparing concrete samples for coring in a deviant way with laboratory devices, so that it reaches the most optimal state with the least amount of time, along with the necessary safety. In this research, cubic concrete samples with uniaxial compressive strength of 30 MPa and porosity of 31% have been used, and the effect of these parameters on the rate of penetration has been investigated by applying various weight on bit and angles of deviation. According to the experiments, the direct effect of the weight on bit on the penetration rate until reaching the turning point and the optimal value was observed. Also, by increasing the extra weight on bit, it causes a change in the mechanism of the bit's performance in drilling and loses its tangential state and causes the small particles of the sample to be torn off, which reduces the life of the drill bit.

Boundary spanning is a critical strategy for fostering the growth and development of both industry and university institutions. This strategy necessitates identifying the requirements, drivers, and antecedents that influence the interaction between industry and university, ultimately leading to enhanced effectiveness for both parties. Moreover, as a collaborative strategy between industry and university, boundary spanning has significant impacts on various organizational components, resulting in consequences that contribute to the growth and development of both sectors. Previous research has examined the relationship between boundary spanning and specific variables on a case-by-case basis. Variables like academic motivation, deep understanding of organizational procedures, complex communication and interpersonal skills, organizational structure, environmental dynamics, organizational agility, and flexibility have been investigated in relation to boundary spanning. However, a comprehensive research effort that identifies the antecedent-consequence components of boundary spanning and elucidates the role of each variable in the industry-university relationship is lacking. To address this gap and provide a comprehensive model of boundary spanning variables in the context of industry and university, it is necessary to conduct a comprehensive review of previous studies and systematically examine the antecedents and consequences within a framework. Therefore, this research aimed to answer the following questions: 1) What are the antecedents of boundary spanning between industry and university? 2) What are the ramifications of boundary spanning between industry and university?

This research employed a qualitative study design, utilizing a systematic review approach and a mixed research synthesis approach. The research focused on English-language studies published between 2012 and 2023 sourced from various scientific databases. Sampling was conducted in a targeted manner. To achieve the research objectives, the 7-step model proposed by Sandelowski and Barroso (2007) was employed.

During the analysis of the selected studies, a total of 148 categories were identified and extracted. Subsequently, the number of categories was reduced to 94 through further analysis. Finally, these categories were classified into general categories, resulting in 16 thematic components. Among these components, 6 components fell under the broader category of Antecedents, while the remaining ten were categorized as Consequences.The research findings revealed that the antecedents of boundary spanning could be classified into 6 general categories: structural-technological antecedents, structural-organizational antecedents, individual-organizational antecedents, leadership style, psychological-individual antecedents, and team-building antecedents.The research findings indicated that the consequences of boundary spanning could be classified into 10 general categories. These included the development of knowledge management skills, promotion of organizational creativity and innovation, enhancement of social capital, establishment of effective communication networks, impact on organizational performance, fostering of psychological capital, individual career-related outcomes, personal development, promotion of organizational commitment, and potential organizational role damage.Furthermore, this study emphasized the importance of fulfilling specific requirements for the successful implementation of boundary spanning in the industry-university relationship. Neglecting these requirements could hinder favorable outcomes in terms of industry-university communication. To enhance and strengthen the interaction between industry and university, various solutions could be implemented, such as offering internship programs for students in the industry, organizing joint meetings between university faculty and industry officials, facilitating exchange visits between industry employees and university staff, recruiting graduates from the university, providing training opportunities for company employees in universities, facilitating researcher transfers between academia and industry, licensing university patents to companies, offering industry study opportunities, conducting joint research programs, and engaging in community-level problem-solving projects. Employing the boundary spanning strategy can greatly benefit these initiatives.

The relationship between university and industry and consequently their effects on innovation processes have long been analyzed in various scientific communities. The importance of this connection has caused some of the documents of the Islamic Republic of Iran to refer to it. According, one of the most important steps in the recent policy of the Ministry of Science of Iran doing the compulsory sabbatical related to the industry for newly recruited faculty members in higher education organizations and research institutes. Thus, the present study tried to explain the recent policy of the Ministry of Science, based on an institutional perspective.

To achieve this, 17 faculty members of universities and research institutes in Iran who were faced with this policy, as main beneficiaries by intensity case sampling method and according to the theoretical saturation of the data was selected. The tool of the study was a semi-structured interview. To analyze the interviews, we used the Colaizzi content analyze and to examine the validity of the research findings, the member checking method was used.

The Findings of the analysis showed that the policy in relation to the industry has faced some issues such as illegitimacy, coercion, consistency with the interests of policymakers, ignoring disciplinary differences, ignoring economic, sociology, and policy conditions. These issues indicate that the policy is based on the policy created in the oligarchic institutions.

The purpose of this study was to investigate the role of managers’ ethical leadership in teachers' job performance with the mediating role of professional commitment. This study used quantitative descriptive-correlational method with structural equations modeling. The study population comprised all elementary school teachers in Tuyserkan (n=332), who were selected by census because the statistical population was small. Data were collected through the Ethical Leadership Questionnaire of Kalshovenet al. (2011), Clikeman & Hening's Professional Commitment (2000), and Patterson (1996) Job Performance Questionnaire. Cronbach's alpha coefficient and confirmatory factor analysis were used to determine the reliability of the instruments. Data were analyzed using Pearson’s correlation test and structural equation modeling technique in LISREL10.30 software. Findings showed that managers' ethical leadership and teachers' professional commitment have a significant effect on job performance (0.05). Ethical leadership mediated by professional commitment also affects teachers' job performance (0.05).

The outbreak of the Coronavirus posed a serious crisis to commercial and educational organizations and institutions. In the face of such a crisis, the transition from face-to-face to virtual education was one of the strategies of educational institutions, especially schools, and this caused increased additional work pressure on teachers as one of the pioneers of the teaching-learning process. Thus, in the face of such a situation, school leadership plays a very effective role in increasing the efficiency of individuals and reducing the tensions caused by rapid environmental changes. One of the leadership styles that can help school leaders achieve this is to use of an ambidextrous leadership style. Ambidextrous leadership is a new type of leadership style that consists of two different spectrums of leadership behaviors and uses open and closed leadership behaviors in a balanced and complementary way to deal with environmental changes. Ambidextrous leadership is related to increasing organizational agility and performance and means the ability to use both hands with the same power. Ambidextrous leadership can have many effects on self-efficacy, job attitude, etc.; so, the research on the effect of this style of leadership has been considered by many researchers in recent years. Given the lack of research on this style of leadership, especially in educational settings in Iran, the need for doing such a study was felt. Accordingly, the main purpose of this study was to investigate the effect of ambidextrous leadership on teachers' job satisfaction and stress in virtual education with the mediating role of psychological empowerment.

To achieve this aim, the researchers used the correlational research method by structural equation modeling. The statistical population of the study included all primary school teachers in Takestan city. Considering the uncertainty of the actual number of teachers, we selected the maximum sample size (335 teachers) by using simple random sampling. Data collection was performed by using the ambidextrous leadership style questionnaire, the psychological empowerment questionnaire, the job satisfaction questionnaire, and the job stress questionnaire. Data analysis was performed by the statistical technique of structural equation modeling (confirmation path analysis) and Pearson correlation test in two statistical software SPSS and AMOS.

The findings of the study indicated the open leadership style on empowerment (0.637) had a significant and positive effect, the closed leadership style on empowerment(0.365) had a significant and positive effect, the empowerment variable on job stress (0.313) had a significant and negative effect, the closed leadership style on job stress (0.314) had a significant and negative effect, the open leadership style on job stress (0.449) had a significant and negative effect, the empowerment variable on job satisfaction (0.224)had a significant and positive, the closed leadership style on job satisfaction(0.350) had a significant and positive, the open leadership style on job satisfaction (0.235) had a significant and positive, also the job stress on job satisfaction (-0.327) had a significant and negative effect. Findings also revealed that the closed and open leadership style had an indirect and significant effect on job stress and job satisfaction through the empowerment variable, and the empowerment variable had an indirect and significant on job satisfaction through the job stress variable. In addition, the measurement and fit indices of the model also indicated the desirability of the model.

Overall, the results of the study showed that by using both ambidextrous leadership and empowerment in schools, we can reduce teachers' job stress and subsequently increase their job satisfaction. Therefore, this style of leadership can be used as a useful tool for effective leadership in schools.

This study aimed to investigate the reasons for faculty members’ lack of interest in conducting interdisciplinary research in the fields of humanities and social sciences and to provide solutions for that. A qualitative case study method was hence used to achieve this goal. The research sample comprised 16 academic researchers and interdisciplinary authors who were selected and interviewed using theory-based sampling. The interviews were analyzed using thematic analysis method and the findings were credited using member checking and peer checking. The findings showed that the reasons for faculty members’ lack of interest in conducting interdisciplinary research can be divided into three general categories of institutional, organizational, and individual. Furthermore, institutional, organizational, scientific, and individual solutions comprise the four solutions for this issue.IntroductionInterdisciplinary research is currently considered the key to tackling the complex contemporary social challenges and the impetus for scientific innovation because scientific discoveries and innovations often occur at the intersection of disciplines. Academics are thus more likely to engage in research fields that surpass the traditional boundaries of their field (Sun et al., 2021). Most scholars believe that disciplinary research alone cannot cope with the complex challenges of societies, and competitive and knowledge-based economies, as well as pluralistic democracies (Bozic & Pohoryles, 2009). Thus, the issues and challenges facing contemporary society require the collaboration of several disciplines with different cultures, standards, and languages ​​(Boix Mansilla, 2016). Addressing interdisciplinary fields and interdisciplinary research is one of the policies and strategies of the Islamic Republic of Iran to accelerate and develop science, especially in the field of humanities. The Comprehensive Scientific Map of Iran proposes “supporting the development of interdisciplinary sciences and technologies”, and “creation and expansion of interdisciplinary subfields in humanities and other sciences” as part of national strategies and measures (Comprehensive Scientific Map of Iran, 2011: 47-61). However, despite the great emphasis on the necessity and importance of interdisciplinary fields and interdisciplinary research in Iran, its development, especially in the fields of humanities and social sciences, has brought challenges to the academic community. Considering that the proper development of interdisciplinary research in universities requires a change in scientific policy, institutional strategy, and research and development in universities by higher education policymakers, analyzing the reasons for Iranian faculty members’ lack of interest in the fields of humanities and social sciences can help to achieve this goal.Research question: What are the reasons for faculty members’ lack of interest in conducting interdisciplinary research in the fields of humanities and social sciences? What solutions can be proposed to increase their willingness to conduct interdisciplinary research?MethodologyThe present study aimed to provide a detailed explanation of the reasons for faculty members’ lack of interest in conducting interdisciplinary research in the fields of humanities and social sciences and to provide solutions for the problem. Such an explanation requires a careful study of the phenomenon from various aspects. Mertens and Wilson (2019) believe that the case study method is suitable for such explanations of the phenomenon under study because it allows the researcher to collect different types of data to better understand the phenomenon (p. 152). A case study focuses specifically on a phenomenon, event, issue, program, group, etc. (Mertens, 2015: 305). In the present study, researchers sought an in-depth analysis of the reasons for the lack of interest in interdisciplinary research and solutions to increase willingness among faculty members in the fields of humanities and social sciences through qualitative research. Hence, a case study method was used. Since the researchers used the inclusion criteria of having at least one written book or translated book published about interdisciplinary research or having at least two articles in this field, they used the theory-based sampling method to select the participants. In theory-based sampling, the researcher selects people who theoretically represent the desired phenomenon as a sample (Mertens, 2010: 222, 233). To this end, 16 academic researchers and interdisciplinary authors were interviewed as experts (individuals who were more knowledgeable about the research subject and had at least one written or translated book or two articles about interdisciplinary research). The research data collection tool was a semi-structured interview. The thematic analysis method was used to analyze the interviews. Two methods of member checking and peer checking were used to credited the research findings.Results Based on the thematic analysis of the interview, the themes and subthemes related to each of the reasons and solutions are presented in following.ReasonsThe reasons for faculty members’ lack of interest in conducting interdisciplinary research include the following three main categories:Institutional reasons include subcategories of weakness of academic disciplines, misunderstanding of interdisciplinary research, dominance of a disciplinary view in Iran’s higher education system, lack of supportive policies for interdisciplinary research, and centralization of Iran’s higher education system. Organizational reasons have subcategories of lack of reward and motivation systems, organizational cultural problems, disciplinary barriers, and structural problems. Individual reasons comprise subcategories of inherent barriers to interdisciplinary research, lack of interdisciplinary skills, and lack of motivation to do interdisciplinary research.SolutionsThe solutions to increase faculty members’ interest in conducting interdisciplinary research include the following four main categories:Organizational solutions have subcategories of structural review, strengthening the culture of interdisciplinary research among academics, and formation of interdisciplinary interactions in the academic community. Institutional solutions have subcategories of developing incentive policies and dominance of philosophy of higher education. Scientific solutions have the subcategory of dominance of philosophy of conducting interdisciplinary research. Individual solutions have the subcategory of nurturing and empowering interdisciplinary researchers.Discussion and conclusionOur findings showed that institutional, organizational, and individual reasons can be considered as the most important reasons for faculty members’ lack of interest in conducting interdisciplinary research. Institutional reasons refer to upstream institutions, including the Ministry of Science, and are beyond the will and authority of the university. Organizational reasons refer to the structure of universities as well as their management and culture. Finally, individual reasons refer to the personality traits and individual competencies of the faculty members. In addition to identifying the reasons for faculty members’ lack of interest, four solutions, namely organizational, institutional, scientific, and individual solutions were identified to increase the interest of faculty members to conduct interdisciplinary research from university experts’ point of view. Organizational solutions lead to elimination of or reduction in organizational barriers to conducting interdisciplinary research. Institutional solutions depend on changes in the policies of upstream institutions, including the Ministry of Science. The scientific solutions refer to the dominance of the interdisciplinary attitude toward academic research, which requires academics to be familiar with the nature and importance of interdisciplinary research. Finally, individual solutions seek to eliminate the weakness of faculty members in conducting interdisciplinary research and help to enhance their personal competencies in conducting interdisciplinary research. In conclusion, the increase in faculty members’ interest in conducting interdisciplinary research requires applying the presented solutions. Meanwhile, the efficacy of these solutions is enhanced when administrators’ attitude approves their application in universities.

This study examines the evaluation of e-learning courses in Hadith Science virtual faculty according to the criteria of quality in e-learning from the views of students and instructors in 2009-2010. This study is a practical descriptive methodology، using a survey as its instrument. The statistical population consisted of 1739 students and 15 instructors; all instructors were studied owing to their small population and a sample of 202 students was selected based on the stratified ratio sampling method. Data were collected using a researcher-made questionnaire. For the data analysis، statistical procedures including the Mann-Whitney U test were used. The results indicated that courses quality of Hadith Science virtual faculty according to criteria (instructional design، measurement and evaluation system، technology and support) has relatively desirable level. Although the results of this study showed that courses quality of Hadith Science virtual faculty from the views of students and instructors has relatively desirable level. But to achieve maximum utility in the quality of the courses، is necessary the custodians of e-learning attention to recommendations include; fitness the volume and content of courses offered with semester، used the electronic evaluation system and portfolio in assessment process، create shortcuts for quick access to needed links on web pages، increase discussion boards and Wiki، amplification of audio conferencing and video conferencing systems.

Instructional design is the main part of education process. In this research, we performed an evaluation on instructional design of virtual courses in Hadith Science College. Therefore, we considered six elements of instructional design including: content, interaction, feedback, interface design, students’ involvement and assessment and measurement of learning. Methodology was descriptive-survey. Statistical population consisted of both students (202 people) and instructors (15 people) of Hadith Science College using stratified sampling. Data has been collected employing a questionnaire (durability coefficient of 0.86). Finally, results of research are as follows: Feedback was considered satisfactory and rather satisfactory from the viewpoint of instructors and students, respectively. Content got desirable quality from both groups and the other elements got rather desirable quality. In aggregate, instructional design of e-learning courses in Hadith Science College was rated rather desirable.