فهرست مطالب عباس رجایی آذرخوارانی

Today, change in universities and higher education centers is a necessity due to the ongoing changes in the nature students, society, as well as their needs and experiences. Therefore, universities and higher education centers should be aware of the changes in their environment. The purpose of this study was to design a framework of university-based entrepreneurial ecosystem. This qualitative research was conducted using the seven-level qualitative meta-synthesis of Sandelowski and Barros (2007). The meta-synthesis team consisted of three people including experts in the field of higher education who were proficient in the meta-synthesis method. The corpus of the study included 52 related research papers selected for the purpose of analysis, and by analyzing the data, the basic themes were extracted and placed in the 25 first level organizer themes. Next, the organizers of the first level in the 4 themes of the second level organizer include Stakeholders and actors, entrepreneurial curriculum, enablers, entrepreneurial university leadership. Finally, the framework of the university-based entrepreneurship ecosystem was formed. The presentation of this framework helps the trustees of the higher education field to use it to provide the requirements and grounds for the establishment of a university-based entrepreneurial ecosystem.

The purpose of this study was to explore the viewpoints of elementary teachers on educational leadership . The research design was qualitative with phenomenological method . The potential participants of the present study included the teachers of elementary schools in Shiraz city . Twenty-three Elementary school teachers were selected to determine their views on educational leadership by a targeted sampling approach based on saturation technique . Semi- structured interview was used to collect data.The acceptability and reliability criteria for qualitative data were used to determine the initial validity of the collected data . Thematic analysis method was used to analyze the data.After coding the data using thematic analysis method, basic, organizing, and inclusive themes were extracted . Research findings showed that : some of the basic components of educational leadership in elementary schools in Shiraz are its organizational such as providing educational facilities, empowering teachers, paying attention to students’ psychological needs, and educational features such as: academic achievement, camping and ceremonies, classroom collaboration, and personality traits such as problem solving, relationship with respect right is personality characteristics . The findings of the present study could be an introduction to further attention and understanding of the educational leadership and the improvement of the current situation.

Today, higher education institutions, especially universities are the most important knowledge-based organizations. So that the promotion of knowledge sharing among faculty members led to the addition of stored knowledge within the organizational memory. The purpose of this research was to verify the knowledge sharing behavior of faculty members of Isfahan selected Universities .
The research method was descriptive and survey type . The statistical population consisted of 1472 faculty members of Isfahan selected Universities(University of Isfahan , Isfahan University of Medical Sciences and Islamic Azad University, Khorasgan Branch) from wich a sample size of 177 was chosen through stratified random sampling . In order to collect data, the 10-item knowledge sharing behavior questionnaire were used . The questionnaires validity was confirmed through confirmatory factor analysis and their Cronbach alpha coefficient was estimated 0.87. The analysis of data with using of SPSS16 and Amos18 software were performed .
There was significant difference between faculty members knowledge sharing behavior considering the variables of sex , academic rank , work experience and university of service location .
: by deployment of knowledge sharing culture at university can promote knowledge sharing behavior among teachers, students and faculty members .

The purpose of this study was to examine the multi relationships between knowledge absorptive capacity and academic quality improvement from the viewpoints of faculty members at Isfahan selected Universities. The research method was descriptive and correlational type. The statistical population consisted of 1472 faculty members of Isfahan selected Universities from wich a sample size of 177 was chosen through stratified random sampling. The research instruments included, Minbaeva et al (2003) knowledge absorptive capacity questionnaire. To study academic quality improvement, a questionnaire based on AQIP Scale was utilized. The questionnaires validity was confirmed through confirmatory factor analysis and their Cronbach alpha coefficient was estimated 0.88 and 0.95 respectively. The findings revealed that there is a positive and significant relationship between knowledge absorptive capacity and academic quality improvement components (p<0.01). Also there is positive and significant relationship between knowledge absorptive capacity components (employees’ ability and employees’ motivation) and academic quality improvement components (p<0.01). The examination of the findings through structural equation modeling indicated that knowledge absorptive capacity had a significant and positive effect on academic quality improvement.

Today, process of knowledge sharing is one of the most important strategies for the development and deployment of knowledge management in organizations. Universities and centers of higher education as the most important knowledge-based organizations can improve their academic quality by achieving this important capability, i.e. knowledge sharing. The purpose of this research was to evaluate the structural equation modeling of knowledge sharing upon academic quality improvement from the viewpoints of faculty members at Isfahan selected Universities, Iran.

The research method was descriptive and correlational type. The statistical population consisted of 1472 faculty members of Isfahan selected Universities from wich a sample size of 177 was chosen through stratified random sampling. In order to collect data, the 10-item knowledge sharing questionnaire and a 30-item academic quality improvement questionnaire were used. The questionnaires validity was confirmed through confirmatory factor analysis and their Cronbach alpha coefficient was estimated 0.87 and 0.95 respectively. The analysis of data with using of SPSS16 and Amos18 software were performed.

The findings(correlation coefficient) revealed that there is a positive and significant relationship between knowledge sharing and academic quality improvement (p> 0.01). Also there is positive and significant relationship between knowledge sharing (knowledge donating and knowledge collecting) and academic quality improvement components (p> 0.01). The results from a structural equation modeling approach show that Knowledge sharing has a positive and significant impact on academic quality improvement. In other words, knowledge sharing predicts and explains %35 of academic quality improvement variance.

Universities and centers of higher education can assure and advance their academic quality improvement by development and deployment of knowledge sharing culture.

Universities and higher education centers، as the most important knowledge-based organizations، can improve their academic quality by achieving two important capabilities: knowledge sharing and knowledge absorptive capacity. The purpose of this research was to examine the multivariate determination of the relationship between knowledge sharing and knowledge absorptive capacity with academic quality improvement from faculty members points of view in selected Isfahan universities. The research method was descriptive and correlational type. The statistical population consisted of 1472 faculty members from which a sample size of 177 individuals was chosen through stratified random sampling. Based on Academic Quality Improvement Program (AQIP)، research instruments included Knowledge Sharing Questionnaire، Knowledge Absorptive Capacity Questionnaire and Academic Quality Improvement. The questionnaires validity was confirmed through content face and construct validity and their Cronbach alpha coefficients were estimated 0. 87، 0. 88 and 0. 95 respectively. The analysis of data was performed through descriptive statistics (mean and standard deviation، and inferential statistics (Pearson Correlation Coefficient، and Structural Equation Modeling). The findings revealed that there is a positive and significant relationship between knowledge sharing and knowledge absorptive capacity with academic quality improvement. Also there is a positive and significant relationship between knowledge sharing components and knowledge absorptive capacity components with academic quality improvement components. The examination of the findings through Structural Equation Modeling indicated that knowledge sharing had a significant and positive effect on knowledge absorptive capacity. Also knowledge absorptive capacity had a significant and positive effect on academic quality improvement، while knowledge sharing does not affect academic quality improvement directly.