سید مجتبی هاشمیان

The present study aimed to investigate the moderating role of the demand-job competency ratio in the relationship between role overload and work-life balance regeneration strategies among faculty members of northeastern Iranian public universities.

In this research, analytical survey method was used. The statistical population of the study was faculty members of Ferdowsi University of Mashhad and Birjand who had the academic rank of assistant professor or associate professor with at least one year of work experience. The sample members were selected by available means and by taking a questionnaire, which includes two hundred and sixty-six numbers.

The results of data analysis showed that the relationship between role overload and work-life balance regeneration strategies is positive. The moderating role of the demand-job-proportionality variable in the relationship between role overload and work-life balance regeneration strategies was also confirmed.
 

The results can help us understand and manage individual-situational factors such as the proportion of demands-job abilities in facilitating work-life balance among faculty members.

Considering the necessity of formulating a specific perceptual framework for the behavioral requirements of the university professors’ roles in Iran’s higher education system, the present study seeks to develop a contextualized model of the requirements of the Islamic university professors’ extra-teaching roles. In this study, a phenomenological research method was used to help understand the participant’s lived experience. The study population consisted of the faculty members at Ferdowsi University, Mashad, who had at the minimum an associate professor degree and 10 years of work experience. The purposeful sampling method was followed by a semi-structured interview, and finally the adequacy of the sample with 13 samples was confirmed after data saturation and replication of the findings. The findings of the analyzed data through conventional content analysis method showed that the model of extra-teaching role behaviors consisted of 3 dimensions and 10 components. The dimensions included the role of moral authority, the role of social work advisory, and the role of empowerment. It is worth mentioning that the model clustering was confirmed according to statistical analysis by two-sentence test.

The present study soughts to explore and represent the moderating factors affecting work-life balance crafting behaviors among faculty members of the public universities of the north-east of Iran. In this study, the research has been phenomenological in terms of method, and in terms of purpose, it has been fundamental and has an exploratory nature. The study population consisted of faculty members of Ferdowsi university of Mashhad and university of Birjand who had an assistance professor degree with at least 5 years of work experience. The purposeful sampling method was followed and finally the adequacy of the sample was confirmed after data saturation.The results of data analysis using Colaizzi content analysis showed that the moderating factors affecting the relationship between role overload and work-life balance crafting behaviors can be formulated into three categories of individual, situational and individual-situational factors. The framework of identified moderating factors can be utilized by HRM practitioners in designing faculty maintenance arrangements.

The purpose of this study was to develop a contextual framework for the behavioral requirements of university faculty members by exploring the themes and meta-themes of their teaching roles. The research method was phenomenology and the research field were students of postgraduate courses in the humanities at Ferdowsi University of Mashhad. The purposive sampling of maximum variation type was performed. Data collection was done by semi-structured interviewing technique with participants and finally saturated in thirty-two interviews. The results of the data analysis by Colaizzi's method showed that the framework of teaching behaviors of faculty members from the viewpoint of postgraduate students has 15 thematic and 5 meta-thematic including teaching expertise, coaching, fair assessment, empowerment and accountability

The present research aims at identifying the behavioral strategies of work-life balance among faculty members of the public universities of the north-east of Iran.

In this research, phenomenological research methodology was used. The study population consisted of faculty members of Ferdowsi university of Mashhad and university of Birjand who had an assistance professor degree with at least 5 years of work experience or an associate professor degree with a maximum of 5 years from the last academic promotion. The purposeful sampling method was followed and finally the adequacy of the sample was obtained after data saturation.

The results of data analysis by the method of thematic analysis showed that work-life balance crafting activities that have been used to meet the demands of different work and non-workings roles of the people included 16-themes and the wide range of activities can be categorized into "decreasing role demands strategy" and "role ambivalence accountability strategy".

The work-life balance crafting strategies framework will be able to assist university professors as a practical tool for best practices in achieving work-life balance based on their own specific conditions.

The present study sought to develop a contextual pattern of the behavioral requirements of the teaching roles of Iranian public university professors. In this study, a phenomenological research method was used to help understand participants' lived experiences. The study population consisted of faculty members of public universities of northeastern Iran who had minimum associate professor academic rank and 10 years of work experience in this field. The purposeful sampling method was implemented and this process continued until the findings confirmed the adequacy of the sample size. The results of data analysis by conventional content analysis showed that the pattern of teaching role behaviors had 12 components including "orientation", "love of profession", "professional guidance", "being expert", "resource developer", " Professional evaluation, "monitoring and adjustment", "coaching", "classroom management", "facilitating learning", "inclusiveness" and "availability". The results of this study can help to improve the abilities related to the teaching role of university professors.