شیرکوه محمدی

So far, much research has been conducted on identifying obstacles to academic entrepreneurship. These studies have shown that academic entrepreneurship in Iran has largely failed because the failure to achieve the ideals and goals of academic entrepreneurship has become a widespread phenomenon. Therefore, the present research aimed to analyze the social roots of the failure of academic entrepreneurship by emphasizing Forum's approach to identifying the social roots of social phenomena. For this purpose, a qualitative approach and Grounded Theory method, a type of Emergent design, were used, and in-depth interviews were conducted with 14 experts in the field of entrepreneurship in the country. The purposive sampling method was used, relying on the theoretical saturation of the data. In addition, thematic analysis was used to analyze the data. The findings showed that the oligarchic system of entrepreneurship in Iran is the social root of the failure of academic entrepreneurship, which itself creates economic, political, legal, and cultural barriers. The oligarchic system of entrepreneurship makes impossible the creative destruction that is necessary for the success of academic entrepreneurship.

Todays, academic identity has been constantly criticized by some researches. They claim academic identity has lost. But some academics do not accept this criticism to all disciplines and they consider the humanities and social sciences to be ineffective. One way to find out this identity is to explore the discourse that governs dissertation defense sessions. The present research aimed to investigate the issue in a marginal university through ethnographic method. Due to achieve the aim, 31 observations of senior and doctoral defense sessions in various fields as well as 35 interviews with students, referee and guidance team were conducted. The results showed that only chemistry and physics disciplines rely on professional identity in defense sessions and accordingly the content of the dissertation is scrutinized. But in other academic disciplines, the dominant discourse of defense sessions is a formalist discourse in which the refereeing and supervisory teams devote all their time to the dissertation form and ultimately the method, and forget the content produced. Based on the institutional theory, the disciplines that have been formalized cannot be considered ineffective. Because the external environment of the university accepts and legitimizes the discourse of experimental disciplines, and because of this, there is an opportunity for professional discourse.  This issue is not true to other disciplines, and its actors have no choice except to resort to form and method to protect their identity.

The present study aimed to investigate the organizational pathology of addiction treatment centers in responding to the demands of the external environment.

The current research was a case study based on a qualitative approach. The  research population included four groups of individuals referring to addiction treatment centers, managers and heads of addiction treatment centers, assistant social workers at these centers, and experts in the field of addiction. Using the theoretical purposeful sampling method and relying on theoretical data saturation, 37 people were selected; the first three groups working in 11 centers across the country. A semi-structured interview was used to collect research data, and thematic analysis was used to analyze the data.

The research results indicated that addiction treatment centers were facing numerous damages inside the organization (organizational cultural damages, organizational structure damages, human resource management damages, and financial damages) and outside the organization (environmental cultural damages, detrimental  institutional pressures, and lack of institutional support ).

The identified damages can be explained and analyzed from a political point of view. Therefore, in order to create effective accountability, addiction treatment centers need to adopt political strategies, including marketing and negotiating to attract institutional support, and also re-engineering their organizational structure.

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.

Commercialization of academic research has become a popular interest in most countries of the world. Because the process of commercialization of academic research plays a significant role in the economic development of societies, Thus, universities and higher education institutions are expected not to limit their functions only to teaching and research but also to take a part in production and economic value creation. This function is called the commercialization of research products (CRP). Some studies have shown that on the one hand, cultural and social factors and on the other hand, organizational, financial, and economic factors have a close relationship with the CRP. This evidence shows that it is not enough to formulate policies for CRP, but also providing internal and external infrastructures is a crucial factor.

What are the obstacles which are preventing CRP in Iran’s academic system?

2.1 Policy-making Approaches in Organizations
Nowadays, what differentiates successful and unsuccessful organizations is not necessarily a quantitative issue. Rather, is a qualitative one, so the nature of the obstacles which the organizations are confronted is the main issue. To clarify the kind of obstacles that hinder CRP, we used Okumus’s conceptual model of Implementing a strategy. The model has four variables: content, context, process, and outcome. The meaning of the content is the strategic orientation that the organization chooses and seeks to follow. Context factors include all the physical, social, and cultural contexts of the organization in which strategies are implemented. The process also includes all the ways and methods that the organization undertakes to implement and operationalize its strategic plans. Finally, the outcome includes all the achievements that the organization achieves after implementing the strategy. In general, we are facing two approaches, the first approach is the strategic evolutionary cycle and the second is the vicious cycle of formalism.

In the present study, the researchers used a qualitative approach and an emergent design, which is one of the designs used in the grounded theory method. The study population included all the key informants in the field of CRP. A total of 9 key informants were selected through the theoretical sampling method and by relying on the theoretical saturation. An unstructured interview method was also used to collect data. Member check was also used to credibility the research data. To analyze the research data, first, open codes were extracted from the interviews and then summarized and reduced to axial codes. After conceptualizing and reducing the axial codes, a selective theme was extracted.

The findings of this study showed that the cultural, economic, academic major, educational, process, contextual, and individual barriers are obstacles to the commercialization policy of research in Iran's academic system.

Instead of taking the strategic evolutionary cycle, the Iranian academic system has taken the vicious cycle of formalism. Thus, most of the policymakers of Iran's higher education system also have a transformational desire in their mind. This view is caused problems in Iran's academic system; because the main strategic path is ignored.

Only economic and social institutions can be comprehensive that provide the necessary platforms and fields for the linkage of universities with the industry and the commercialization of research. Inclusive institutions are institutions that allow wide participation of individuals in their economic and political spheres and encourage individuals to use their talents and have creative ideas and thoughts. Such institutions need to protect private property, and legal systems without bias and provide social services. In such conditions, universities can undertake a strategic evolutionary cycle. It is not surprising that the capabilities that have been proposed for the commercialization of research include factors such as evaluating technological innovations, protecting intellectual property rights, identifying business partners, and creating a platform for creating ideas and producing new technologies. All of these find meaning in inclusive institutions; hence societies that have monopolistic economic and social institutions are unable to provide such platforms, and this is the reason why industry-related projects also face failure in those societies. For this reason, academic research in such societies does not turn into actions or cannot achieve social achievements.

The authors appreciate all the faculty members who participated in the research.

This study was conducted to identify and validate the components of training qualified human resources at Farhangian University by mixed-method. The study strategy was the grounded theory method in the qualitative section and the survey method in the quantitative section. The statistical population in the qualitative section included education experts and teachers of Semnan Farhangian University in the field of human resources training in 2019, from which 18 were selected according to the principle of theoretical saturation by purposive sampling. The statistical population in the quantitative section included 400 teachers graduating from Farhangian University (working in the Department of Education of Semnan Province) in the academic year 2019-2020, from which 195 were selected as a sample by simple random sampling. The study tools were semi-structured interviews and document review in the qualitative section and the researcher-made checklist in the quantitative section. Data analysis in the qualitative section led to the identification of 6 themes and a selective code. The main axial codes were organized into specialized knowledge with five organizing themesin (self-efficacy, initiative, media literacy, knowledge management, and up-to-datedness), value-spiritual codes with three organizing themesin (professional ethics, jihadi culture, and being a role model), behavioral codes with four organizing themesin (collectivism, being a factor of change, order, and self-education), action-interaction codes with three sub-axial codes (accountability, two-way communication, and tolerance), skill-professional codes with four organizing themesin (lawfulness, educational justice, aesthetics, and work experience), and leadership-management codes with four organizing themesin (role-playing, systems thinking, learning leadership, and participation seeking). According to the results of the quantitative section, the final scale was approved with 6 factors and 69 indicators and can be used as a tool to measure the training of qualified human resources.

According to institutional theory, the legitimacy of the educational system from the external environment depends on the institutionalization of human-social values. The present study aimed to evaluate the educational performance of Iranian schools in institutionalizing the values. To achieve the aim, a qualitative meta-analysis was conducted on all researches that explored the current situation of the education system in institutionalizing multicultural, citizenship, ethical, political, and religious values. Based on CASP technique, all the researches were quality controlled and refined which finally, 89 researches were proofed to be studied. The results showed that the performance of school education in institutionalizing human-social values was weak and inefficient. On the one hand, school education has paid insufficient attention to the values. On the other hand, the approach taken in teaching these values has been a passive, mechanical and conservative approach that does not lead to institutionalized learning in students. This has caused that institutionalization of the values reduced on the superficial level. Therefore, there is lack of sustainable tendency in students’ actions to move and turn to the values. In addition, it is concluded that the schools need the levers from the external pressure to transition schools to diversity. According to institutional theory, the legitimacy of the educational system from the external environment depends on the institutionalization of human-social values. The present study aimed to evaluate the educational performance of Iranian schools in institutionalizing the values. To achieve the aim, a qualitative meta-analysis was conducted on all researches that explored the current situation of the education system in institutionalizing multicultural, citizenship, ethical, political, and religious values. Based on CASP technique, all the researches were quality controlled and refined which finally, 89 researches were proofed to be studied. The results showed that the performance of school education in institutionalizing human-social values was weak and inefficient. On the one hand, school education has paid insufficient attention to the values. On the other hand, the approach taken in teaching these values has been a passive, mechanical and conservative approach that does not lead to institutionalized learning in students. This has caused that institutionalization of the values reduced on the superficial level. Therefore, there is lack of sustainable tendency in students’ actions to move and turn to the values. In addition, it is concluded that the schools need the levers from the external pressure to transition schools to diversity. According to institutional theory, the legitimacy of the educational system from the external environment depends on the institutionalization of human-social values. The present study aimed to evaluate the educational performance of Iranian schools in institutionalizing the values. To achieve the aim, a qualitative meta-analysis was conducted on all researches that explored the current situation of the education system in institutionalizing multicultural, citizenship, ethical, political, and religious values. Based on CASP technique, all the researches were quality controlled and refined which finally, 89 researches were proofed to be studied. The results showed that the performance of school education in institutionalizing human-social values was weak and inefficient. On the one hand, school education has paid insufficient attention to the values. On the other hand, the approach taken in teaching these values has been a passive, mechanical and conservative approach that does not lead to institutionalized learning in students. This has caused that institutionalization of the values reduced on the superficial level. Therefore, there is lack of sustainable tendency in students’ actions to move and turn to the values. In addition, it is concluded that the schools need the levers from the external pressure to transition schools to diversity. According to institutional theory, the legitimacy of the educational system from the external environment depends on the institutionalization of human-social values. The present study aimed to evaluate the educational performance of Iranian schools in institutionalizing the values. To achieve the aim, a qualitative meta-analysis was conducted on all researches that explored the current situation of the education system in institutionalizing multicultural, citizenship, ethical, political, and religious values. Based on CASP technique, all the researches were quality controlled and refined which finally, 89 researches were proofed to be studied. The results showed that the performance of school education in institutionalizing human-social values was weak and inefficient. On the one hand, school education has paid insufficient attention to the values. On the other hand, the approach taken in teaching these values has been a passive, mechanical and conservative approach that does not lead to institutionalized learning in students. This has caused that institutionalization of the values reduced on the superficial level. Therefore, there is lack of sustainable tendency in students’ actions to move and turn to the values. In addition, it is concluded that the schools need the levers from the external pressure to transition schools to diversity. According to institutional theory, the legitimacy of the educational system from the external environment depends on the institutionalization of human-social values. The present study aimed to evaluate the educational performance of Iranian schools in institutionalizing the values. To achieve the aim, a qualitative meta-analysis was conducted on all researches that explored the current situation of the education system in institutionalizing multicultural, citizenship, ethical, political, and religious values. Based on CASP technique, all the researches were quality controlled and refined which finally, 89 researches were proofed to be studied. The results showed that the performance of school education in institutionalizing human-social values was weak and inefficient. On the one hand, school education has paid insufficient attention to the values. On the other hand, the approach taken in teaching these values has been a passive, mechanical and conservative approach that does not lead to institutionalized learning in students. This has caused that institutionalization of the values reduced on the superficial level. Therefore, there is lack of sustainable tendency in students’ actions to move and turn to the values. In addition, it is concluded that the schools need the levers from the external pressure to transition schools to diversity. According to institutional theory, the legitimacy of the educational system from the external environment depends on the institutionalization of human-social values. The present study aimed to evaluate the educational performance of Iranian schools in institutionalizing the values. To achieve the aim, a qualitative meta-analysis was conducted on all researches that explored the current situation of the education system in institutionalizing multicultural, citizenship, ethical, political, and religious values. Based on CASP technique, all the researches were quality controlled and refined which finally, 89 researches were proofed to be studied. The results showed that the performance of school education in institutionalizing human-social values was weak and inefficient. On the one hand, school education has paid insufficient attention to the values.

It has been a long time which many experts of strategic management have found that about 50 to 90 percent of the formulated strategies either not implemented at all, or their implementation have poor results. As a result, a wave of researches has examined the obstacles to strategy implementation. The present research aimed to integrate the obstacles of the strategic implementation in Iranian government organizations into cohesive set. The research strategy was research synthesis. By referring to the most important databases in Iran, 40 articles were received and validated through CASP method. To analyze the data, inductive and deductive content analysis were conducted simultaneously. A total of 291 different obstacles were identified which were divided into 12 sub-obstacles, 4 main obstacles, and 2 themes. The results showed that although the obstacles were numerous and diverse but most of them are related to the implementation of strategies. In addition, over the years of the study and research on the strategic implementation obstacles, the obstacles have not diminished in terms of quantity and diversity. This phenomenon indicated that there has not been long-term orientation to address and solve the obstacles. As a result, the theory of short-term society, which is used to describe Iranian society, represents the phenomenon.

The purpose of the present study is survey of relationship between student’s social intelligence and academic help seeking with academic burnout by use of extraversion character as mediator variable in students of Sanandaj University of Medical Sciences.

The research methode is descriptive-survey and correlation method. Statistical population of this research included all of the students of Nursing and Midwife Faculty (Surgery room, Nursing, Midwife) in 94-95 that the participants were four hundred. About 198 of the participants were selected by determining the sample size with Cochrane method, also the sampling method was used in this research proportional sampling. The instruments in this study including: four social intelligence’s questionnaire, help seeking, academic burnout, and Neo’s extraversion property. For analyzing the data, the structural equation modeling approach was used by using Amos software 18 editions, SPSS, and LISREL (version8/54).

The most findings of the research were social intelligence with %38 coefficient and help seeking with %83 coefficient. They can directly explain academic burnout and indirectly the mediator of extraversion property.

generally, previous studies have evaluated scientific research as academic and psychological harms, but this study showed that it can be used to improve or improve the status of social intelligence. academic help seeking can reduce academic burnout.

It has been a long time since many experts of strategic management have found that about 50 to 90 percent of the formulated strategies are either not implemented at all, or their implementation have poor results. As a result, a wave of researches have examined the obstacles to strategy implementation. The present research aimed to use a metasynthesis of all researches done in Iran for recognizing the obstacles of the strategic implementation in Iranian government organizations. By referring to the most important databases in Iran, 40 articles were received and validated through CASP method. To analyze the data, inductive and deductive content analysis were conducted simultaneously. A total of 291 different obstacles were identified which were divided into 12 sub-obstacles, 4 main obstacles, and 2 themes. The results showed that although the obstacles were numerous and diverse but most of them were related to the implementation of strategies. In addition, over the years of the study and research on the strategic implementation obstacles, these have not diminished in terms of quantity and diversity. This phenomenon indicates that there hasn’t been long-term orientation to address and solve the obstacles. As a result, the theory of short-term society, which is used to describe Iranian society, represents the phenomenon.

Today, corruption has become a serious issue in the higher education system, and thus different researches have studied the issue. But what can be seen in these studies is that there is a lack of clear and acceptable definition of indicators and components of academic corruption among researchers. This issue has gone so far that even the definition of corruption depends on the social and cultural context. Thus, it seemed necessary to design a questionnaire to measure university corruption in Iran according to its context.

The purpose of this study was to determine the components of the Academic Corruption Questionnaire in the faculty members of Iranian higher education. In addition, the current research sought to assess the validity and reliability of the university corruption scale.

  The method of the present study was correlation research based on factor analysis. The population of the study included faculty members of the University of Tehran (Faculties of Educational Sciences and Basic Sciences), Allameh Tabataba’i University (Faculties of Psychology and Educational Sciences and Social Sciences), Amirkabir University of Technology (Electrical Engineering and Medical Engineering), Semnan University (Faculty of Humanities and Psychology Educational) and University of Kurdistan (Faculties of Humanities and Basic Sciences). In total, the research population was 420 faculty members. By using stratified random sampling method, a total of 200 faculty members were selected as the sample based on the Cochran's formula. The method of data collection in the research was field study. Namely, the questionnaires used were distributed among the faculty members and after completing and returning the questionnaires, the necessary data were extracted from them. The measurement tool in the present study was a researcher-made academic corruption questionnaire. The questions were designed in five ranges 1 (strongly disagree) to 5 (strongly agree). The questionnaire was given to 5 professors and experts of higher education, and they confirmed the content validity of the questionnaire and the appropriateness of the questionnaire items. Then the questionnaire was tested on 30 sample people and the problems related to translation were solved. In this study, Cronbach's alpha coefficient in the initial implementation was 0.90.

Factor analysis by principal component analysis and orthogonal rotation (varimax) was conducted and the analysis showed 4 dimensions included educational, research, communication and administrative-managerial factors. A total Cronbach's alpha coefficient was 0.88. And for other factors were calculated 0.82, 0.79, 0.89 and 0.72, respectively. In addition, confirmatory factor analysis using fit indices in 4 factors has been confirmed. Finally, this scale of academic corruption can be used as a valid and reliable tool in measuring the academic corruption of the higher education community. 

  Findings from exploratory factor analysis showed that all items of academic corruption are loaded in four components: academic corruption, educational corruption, research corruption, communication corruption and managerial-administrative corruption. The analysis of the materials showed that this scale has appropriate psychometric properties and all its materials effectively participate in the academic corruption scale.

Scientific theories seek to illuminate the tortuous world of our lives. This enlightenment is accomplished by providing documented, valid, and systematic explanations of the world. Indeed, the ultimate goal of any discipline is to produce and present theories that rely on a clear, coherent, reliable, and generalizable understanding of various phenomena. Educational systems are different and the types of phenomena and problems that researchers face are different and varied. Thus, no complete theory can be presented that is universal that is true in all social, cultural, political, and economic situations. It is not possible to present a complete picture or view of organizations. Organizational metaphors or images are a tool for explaining and analyzing organizations. Thus, by considering any metaphor or image of an organization, it is possible to study and analyze different aspects of an organization in order to determine which metaphor the mechanisms of that organization are more in line or which image can be better and more understandable. Offer more acceptance than that organization. Therefore, any organization is like a riddle that every part of it must be discovered and identified in order to finally explain that riddle well. Although the management of Western schools can be explained and analyzed by relying on scientific metaphor, various studies in Iran have shown that this metaphor does not explain the current state of the Iranian educational system. On the one hand, evidence shows that many school principals do not have the competencies required to run a school. Although various studies have examined and analyzed parts of this puzzle, but a part of this puzzle is the approach of school principals to management. Research has not yet examined what source of inspiration school principals use to address their organizational challenges when they face them. In this encounter, do school principals use the accumulation of their own experiences or those of others, or do they use scientific theories? The present study was an attempt to answer the question of how school principals manage schools and what arguments do they use to justify their method? In this study, a case study method was used. The sampling method was also the marginal case method. Borderline or exceptional sampling involves the study of individuals or cases that have characteristics more or less different from the general or common context of society. Explanation building method was used to analyze the research data. Three methods were used to validate the research data. The first was, member checking. The researcher's perceptions and interpretations of the interviewees' statements were re-presented to the interviewees themselves to clarify the correctness or inaccuracy of the researcher's interpretations of their statements and to make edits if there was a misunderstanding. The second was disconfirming the data. In this method, the researcher, at the beginning, provides an initial interpretation of his data and then tries to study and examine cases that are different or even inconsistent with this initial interpretation. The purpose of this method is to provide a mature interpretation by studying different or inconsistent cases. The Third was reflexivity. In this method, the researcher provides his / her initial beliefs, assumptions, and predictions of the research topic to the research reader so that the reader can understand the researcher's biases or prejudices. Identify and, accordingly, judge his interpretations. The findings were surprising. Because the data showed that what happens in school management and is the basis of the work of principals, is only gaining experience and experimentation. As if the school is a campaign for trial and error of managerial decisions and scientific theories and theoretical knowledge of educational management are not used. The findings of this study show that in school management, more emphasis is placed on experience and science and scientific theory have been neglected. The findings show that although the number of interviewees whose field was other than educational management was higher, the number of times they cited experience as their source of inspiration was very high. Most of the interviewees were not in the field of educational management. The findings of this study also showed that the use of experience in school management has little to do with work experience, management level, and type of school. It seems that gaining experience and empiricism in any situation is the only source of inspiration for principals, and more interestingly, by relying on the same empiricism, principals can be successful and manage schools well. However, the fact that the management of our country's schools has not yet taken on a scientific and theoretical form, and that experience is still the dominant discourse in school management, is very thought-provoking and can have various reasons. First, school management in Iran is more concerned with administrative matters than with areas such as strategic decision-making, policy-making, or organizational leadership, which are inherently challenging and require the use of expertise and scientific knowledge. And it has been implemented that by relying on personal experiences or following the example of more experienced people, those things can be done and even succeeded in it. However, school management in today's world is linked to areas such as strategic decision making, policy making, educational leadership, etc., and that is why school management has become a specialized and complex knowledge that only by relying on scientific knowledge and theoretical foundations can it be successful. Secondly, our country's schools do not actually experience responding to the external environment, especially responding to social classes. Third, academic education in the field of educational management may be so inefficient that graduates of the field are not so equipped with the theoretical knowledge and scientific principles of the field that they can apply it in the practice of school management. With this in mind, it is suggested that two key issues be explored in future research. First, the mechanisms and mechanisms of response of our country's schools should be examined and studied. Because one of the reasons for this experimentation may be the inefficiency of schools' response to the external environment. Second, the pathology of university education in the field of educational management should be considered by researchers. This is because even graduates of educational management may draw their management approach from personal experience because they do not have a good grasp of relevant theories.

Corruption in general and academic corruption in particular have always had alarming effectandconsequences for both the organization and society, and many structures and institutions areaffected by its effects and consequences. In such a way that not only does corruptionreducethequality, equality and accessibility of higher education, but it also reduces itscomprehensive economic returns and cultural capacities.

Considering the important roleand proper performance of universities in society, the aim of this study is to investigate the structural roots of academic corruption in the Iranian higher education system from the perspective of experts andprofessors with an interpretive approach.

The research approach used in this research is qualitative and the Foundation's data theory method based on Emerging Design was used to perform research operations. Data from this study were collected using open interview method. The sampling method used in this study is a targeted sampling method and snowball, and using the theoretical saturation index, 15 professors and experts were interviewed as the study population. Their attitudes and views on how academic corruption occurs in Iranian higher education were examined.

Background theory has been used to analyze the data and draw conclusions from the research findings. The main findings of this study using contextual theory included structural roots such as economic, managerial, cultural, social and political roots. Finally, using research findings, a model called the Structural Factors Model of Academic Corruption was presented.

The data of this research is important from the perspective of analysis and it is from the pathological point of view of policy making. What can be seen in the organization and in our country's social system in general is that most anti-corruption and anti-corruption policies are focused on the corrupt person, and even politicians who have very benevolent attitudes about promoting social and academic affairs. Most attempts have been made to address the issue of corruption among individuals, as if the issue of corruption is being addressed by removing or removing them from the page of social and academic activities. Unaware that there are more roots of corruption in social and cultural, political, economic and other structures. So until those structures are identified, discovered and controlled, the removal and settlement of large-scale accounts with people suspected of corruption, including academic corruption, is a pounding of water in the mortar. Keywords: Academic Corruption - Higher Education.

This study aimed to provide a model of meritocracy components in human resources training at Farhangian University

The research approach was a qualitative one using the phenomenological Method All specialists and experts in the field of meritocracy in Iran were selected as the study population. Thus, we made an unstructured interview with 18 experts and specialists by employing the targeted snowball sampling approach and using the theoretical saturation criterion. The thematic analysis method was qualitative.

Then, we can focus on training competent teachers at the micro-level strategies at Farhangian University. The results also revealed that a qualified and competent teacher has three main dimensions of the individual, group, and organizational competence. Individual competence has two main codes: Knowledge-specialized with 5 sub-codes (self-efficacy, thoughtful action and initiative, media literacy, knowledge management, and being up-to-dated) and value-spiritual with 3 sub-codes (being a role model, professional ethics, and Jihadi culture).Group competence also has two main codes: Characteristic-behavioral with 4 sub-codes (group self-assumption, being the cause of change, order and titivation, self-constructing, and self-discipline) and action-interaction with 3 sub-codes (accountability, mutual communication, and tolerance (open-mindedness). Two main codes were also obtained for organizational competence: skilled-professional with 4 sub-codes (law recognition and being lawful, educational justice, aesthetics, and work experience) and leadership-managerial with 4 sub-codes (role-playing, systemic thinking, learning leadership, and seeking participation).

The findings of this study can be used and helpful in the policy of selecting and training qualified and competent teachers at Farhangian University and programs to improve teachers' professional development. Keywords: Human resources training, Farhangian University, Meritocracy

Recruiting insiders as a way of recruitment which universities try to employ their graduates has a long history. So, the aim of the present study was to investigate status of Iran's old universities about attracting and recruiting the graduates of insider at university and also, provide an integrated wisdom about graduates of insider to thinkers and policymakers of higher edcuation with using a qualitative research synthesis. Therefore, in initially all keywords around insiders were emerged and then special databases. A total of 48 studies were identified and 29 twenty-nine of them were selected purposefully as sample. In the second section, researchers chose 4 Iran's old universities by cluster sampling as sample. To quality control of the data, CASP checklist was conducted and also, code reliability was used to integrate the data. To analyze the data, conductive content analysis was conducted. The results of first section showed that we can view recruiting insiders based on two themes which are challenges and opportunities. The challenges are academic development challenge; professional development challenge; academic chauvinism growth in recruitment and employment; individual communication development challenge; inter-university communication development challenge. In addition, opportunities are the structural-cultural development of the university, the structural-cultural advantages and the economic advantages. Also the results of second section showed that there is higher percentage the graduates of insider in Iran's old universities.

Todays, education is seen as cultural issues which learners receive and interpret educational materials through their cultures. Considering that the learners may be belonging to different cultural groups, therefore, the culture is not unique and integrated issue. Therefore, multicultural education is necessary. In spite of different researches in Iran have been concentrated on multicultural education but there isn’t any comprehensive reviews and Meta studies about that researches. The aim of the current research was to image structural, methodological and contextual orientations of multicultural research in the school context in Iran. To achieve the aim, qualitative meta- analysis was conducted and a total of 26 researches were evaluated. The findings showed that not only multicultural education is relatively new issue for many of the researchers but the multi-cultural researches have deficiencies quantitatively and qualitatively. The limited contribution of the writers which are belonging to cultural minorities in multi- cultural researches; the limited contribution of qualitative researches in these area and finally, extensive concentration on the reflection multi- cultural education components and neglecting other issues are the most problematic issues.

The objective of this paper is to study the concept of academic identity and professorship identity through investigating the intellectual-valuational fundamentals of academics. Access to these fundamentals is difficult and requires an indirect method. Hence, attempts have been made to interpret the experiences of the academics who have had the experience of teaching at the foreign universities as well as Iranian universities on the margin. These academics of the universities on the margin have studied outside Iran and are still in contact with the top universities of the world, but their income as well as educational and research facilities are not at standard level. Why these academics do not immigrate to other countries? Interpretive phenomenology was employed for the analysis of the problem and targeted sampling was continued to collect the data from amongst the said academics based on theoretical saturation. The results indicate that the said academics enjoy a valuational-intellectual system which is called “academic patriotism” here. This academic patriotism includes accompanying “the society” through establishing a dynamic connection with the body of the society; marketing for the university; working “for the society” through educating human force for the future and production of a knowledge that solves a problem of the society.

The Ministry of Health, as one of the vital and large organizations of Iran, needs to adapt itself to the changes of the world to move from a traditional to a modern knowledge-based organization. The main aim of the present survey was to study the level of use of knowledge-based organizations components in the Department of Health Education from the staff’s viewpoint. The present study was a descriptive one whose statistical population consisted of all Department of Health Education staff (about 136). Almost all of them were surveyed because of the small size of the population. A research-made questionnaire was used to collect the data. One professor and two experts of the field evaluated the questionnaire and based on their views its validity was confirmed. The reliability of the research instrument was found to be 0.90, using Cronbach’s alpha. Kolmogorov-Smirnov test, T test, Pearson correlation coefficient and Friedman test were used to analyze the collected data. According to the results, the means for the objectives, culture, structure and technology application components were 2.28, 2.23, 2.19, and 2.25, respectively. Therefore, all knowledge-based organizations components in the Department of Health Education were at a poor level. To become a knowledge-based organization, the managers and organizers of this department should pay more attention to providing more opportunities for open communication with the staff and their greater involvement in decision-making and overall strategies, and respecting the expertise of employees.

the study aims to give a better understanding of the experiences of professors that have done their postgraduate studies (PhD) at the British, Australian, Russian, German, Indian, Japanese and Malaysian universities. They were asked to address capacities and potentials that have encouraged them to stay at host countries or return to their home countries, as well as proposals for solutions for the brain drain phonomenon.The total of 10 professors at university of Kurdistan were selected through purposeful sampling and typical strategy and based on theoretical saturation. To collect data, an unstructured interview was applied, and to analyze data, thematic analysis through open coding was used. Based on the collected data 4 main themes and 14 subthemes were extracted. The finding showed that research community, political tensions, economic standards and organizational environment are affecting factors that can justify the rapid migration and brain drain. The experiences of participants at this research showed that social commitments (moral responsibilities to family and friends, feelings of patriotism); population and cultural features in host countries (multiracial and racialism) and individual interests were reasons that led them to return back to their home countries. Therefore it is suggested that by taking some practical and wise actions such as reducing political tensions, initiating mutual relations between Iran and other countries, supporting international business hosting and so on this dilemma can be tackled effectively. Indeed carrying out a continuous relevant needs assessment on needs and viewpoints of professionals and university professors can be used as a proper tool.

The aim of the present study was to investigate the reasons for unpopularity of qualitative research in the field of humanities at Kurdistan University. To this purpose، qualitative approach and phenomenology research method were used. The research population included all the researchers and faculty members of the faculty of humanities at Kurdistan University out of which 11 members were selected based on theoretical saturation. Semi-structured interviews were conducted and the data was content analyzed. The results revealed that having inappropriate conceptualization of science، lack of sufficient knowledge about qualitative research، lack of trust between researchers (external factors)، complexity of qualitative research design، difficulty of data collection and analysis and ambiguity of validating the results (internal factors) were the factors which led to the unpopularity of this research method among researchers

The purpose of this study was to identify strategic implementation obstacles in the Kurdistan educational organization. Qualitative approach via semi structured interviewing was used to collect data. Using theoretical sampling method, the organization’s Director General, his deputies and the organization’s senior experts were interviewed. Results showed that Kurdistan’s Organization of Education is confronting several obstacles when its strategic plans one implemented among which cognitive, attitude and skill- related obstacles (individual obstacles), insufficient organizational resources, ineffective organizational structure and culture, ineffective professional development training, ineffective leadership, and irregular supervision and evaluation (organizational obstacles) are remarkable.