سلمان دارابی

One of the components of measuring the productivity, quality and effectiveness of the higher education system is to cultivate the entrepreneurial spirit of students in any university. One of the most important influential variables in this component is critical thinking and tendencies and thinking styles. This descriptive-correlational study was conducted to investigate the relationship between critical tendencies in cultivating students' entrepreneurial spirit. The statistical population of the study included students of Kurdistan University who were selected as a sample using stratified random sampling method. The California Critical Attitudes Questionnaire (CCTDI) and the Entrepreneurial Mood Questionnaire were used to collect data. The results of this study showed that the average of entrepreneurship components among students of Kurdistan University is above average and also there is a high correlation (85%) between critical tendencies and entrepreneurial spirit. The results of this study confirm that those who have a high level of critical tendencies and truth-seeking, open-mindedness (intellectual), analytical, intellectual systematization, selfconfidence, curiosity and cognitive maturity in them. They are at a high level, have a higher entrepreneurial spirit, and are more likely to do new and original work.

In recent years, higher education has faced three major paradigm shifts: "Development of lifelong learning", "Democratization of knowledge" and "Development of the global knowledge community".  This study aims to design and validate a evaluating mechanism for the pedagogical elements and dimensions in sustainable teaching-learning processes in both public and private academic institutions.

This is an explanatory mixed method research design that has been done sequentially in two parts, qualitative and quantitative. In the qualitative section, data was collected via semi-structured interviews. Participants including 17 experts and higher education specialists who were selected by purposive sampling method. In this section, inductive content analysis method was applied for data analysis and findings was validated by participants and colleagues. The model of  the quantitative section was descriptive-survey. For this 322 faculty members  in public and private universities were selected based on the Cochran's estimation for formulating sample size. A researcher- made questionnaire including 3 subscales was used for data collection respectively. Data was analyzed using SPSS and AMOS software.

The results of data analysis in the coding process led to the identification of 75 open codes, which were finally classified into 22 core categories and 3 selected codes (students, curriculum, professors).  In quantitative part, findings showed that it is sufficiently and appropriately could identify the components of sustainable pedagogy. The findings also showed that the current status of relevant indicators in public universities (2.99) is significantly higher than private universities (2.88) (p <0.05: t = 4.11).

According to the results of the study, it can be expressed, universities should move towards sustainability in order to maintain their stability in the current situation. Accordingly, one of the main indicators of a sustainable university is sustainable pedagogy, which has a sustainable strategy and a multifaceted view of the curriculum  and emphasizes on nurturing creative and intelligent students and up-to-date professors, and an academic identity that always seeks to strengthen the identity of professional citizens who could help a stable and pioneering society. Therefore, the findings of this study can be used in order to enrich the teaching-learning processes as much as possible.

This study aims to investigate the views of higher education policy makers and planners on academic sustainability towards presenting a comprehensive conceptual model. As a case study, a qualitative approach was applied. For this, the mechanisms of sustainable university and its comprehensive and inherent mission were used as a basis for analyzing and identifying indicators of academic sustainability. Semi-structured interviews were used to collect data which was analyzed via inductive content analysis. Participants included 17 policy makers and planners and senior experts in the field of higher education who were selected purposefully. The findings were validated by participants and a group of academic faculties. The results of the data analysis in the coding process led to the identification of 153 open codes, which were finally categorized into 26 axial categories and 8 selective codes. Therefore, the findings included eight main categories of pedagogictal aspects in learning processes, sustainable research, functional structural requirements, social sustainability economic sustainability, scientific and academic identity and academic diplomacy in the age of globalization. Finally, the findings show that if universities wanted to maintain their stability in the current situation, they need to move towards and focus on sustainability. Accordingly, a sustainable university is a university with a sustainable strategy, a transversal and community-based vision of implementing sustainable principles and concepts in sustainable teaching-learning functions, sustainable research, strengthening democratic society, minimizing environmental, economic social and health negative impacts. This university has functional structural requirements, scientific and academic interactions, a well-defined and robust economic and financial system that has always sought to strengthen the identity of professional citizens in helping a sustainable and pioneering society.

The strategic planning is the key to survive in the competitive world، to adapt to the new era، to think and operate globally، and to find better opportunities. The aim of the present study was to Identify and prioritize strategic planning components in the Virtual Faculty of Isfahan University. The research was a qualitative، case study. The statistical population consisted of all managers، assistants and experts at the Virtual School of Isfahan University، among whom 22 were selected، using purposive sampling method. Semi-structured interviews whose validity and reliability were verified by professionals of the field were used to collect the required data. The data were analyzed، using categorization method through the NVIVO software version 7. The results showed that the following elements، strategic thinking (category of logistics documents) with 91 percent، educational information system (category of saving time) with 90. 9 percent، rethinking (category of beliefs and values) with 82 percent، restructuring (category of coordination of compiled programs) with 89 percent، and recreation (category of comprehensive assessment) with 95. 45 percent were significantly important in strategic planning. Furthermore، the field analysis (SWOT) showed that the identification of organizational strengths with 86. 36 percent were the most important factor in the development of virtual education. Considering the need for change in virtual learning programs، the virtual education planners and managers’ knowledge of and familiarity with the basic concepts، attitude and new approaches of strategic planning is essential for the achievement of the expected goals، accountability to the existing problems and the establishment of an efficient educational system.

Education has a critical role in sustainable development that strategic planning is one of the sustainable development components. The aim of present study was to compare the degree of application of strategic planning components in "sustainable development", in Isfahan and Kermanshah. The research method was descriptive - survey. The population study was 1111 people among whom 742 were from Isfahan and 369 were from Kermanshah. Finally a total of 285 were estimated by Cochran's sample size formula, and then selected by stratified random sampling. Data collected by researcher-made questionnaire whose content validity was confirmed by supervisor and advisor as well as experts, and whose reliability was evaluated by Cornbrach’s alpha coefficient, 94% in current condition and 91% in desired condition. Data were analyzed via SPSS software in both levels of descriptive and inferential statistics. Also, Amos18 software was used in structural equation model. Results showed that from administrators, assistants and education expert's points of view, the degree of application of strategic planning components(strategic thinking, educational information system, rethinking, rebuilding structures, Revitalizing,¬ and strengths, weaknesses, opportunities, and threats(SWOT)) in current condition is below average level but in desired condition will be above average level.