فهرست مطالب فرنیا آملی

Having creative and innovative employees is one of the characteristics of successful organizations in the contemporary world. Meanwhile, educational organizations have a wider capacity to simultaneously train and hire innovative staff. The aim of study was to compare innovative behavior models for use by planners and managers of educational organizations. The method of research was qualitative exploratory, research population includes all models of innovative behavior and data collection and analysis methods were documentary method and deductive content analysis respectively. The research findings indicate an upward trend in interest of study methods and factors affecting innovation among behavioral scientists and management researchers in both developed and developing countries. Awareness about complexity of recent models compared to previous models and the emphasis on the role of internal and external components of innovation is another research finding. Other findings of the study are that the component of "idea development" is present in ten models of innovation, while the two components of "initial assessment of the status of the organization" and “role of external factors on innovation" are mentioned in only three models. Therefore, the main similarity and difference among innovative behavior models can be seen in these three components. In addition, after the "idea development" component, the three components of idea production (in 8 models), product goods (in 8 models) and marketing (in 7 models) have caused the most similarity between innovation models. Based on these findings, it is suggested that in order to create and strengthen innovative behavior in educational organizations, a model be considered by policy makers and planners that has four main components namely production of new ideas, development of new ideas, production of goods based on new ideas and marketing for new products.

The context of students' innovative behaviors can play an effective role in the movement and dynamism of the university. As a result, identifying the factors affecting it can solve the problems facing the higher education system.

The aim of this study was to identify the factors affecting the development of innovative behaviors in students.

This research In terms of purpose, it is an application that was done with a mixed approach (qualitative and quantitative) with the exploratory design. In the qualitative section, the qualitative content analysis method was used with inductive approach and in the quantitative section, the descriptive-survey method was used.Participants in the qualitative section were faculty members of Islamic Azad universities of Mazandaran province and the statistical population in the quantitative section included students of Islamic Azad universities of Mazandaran province.Sampling method in qualitative section targeted In terms of type theoretical used with 12 people and in a quantitative section was a stratified random sampling in which 382 people were selected as a statistical sample for the study. The research data collection tool In qualitative section semi-structured interview and in quantitative section questionnaire made Was. The validity and reliability of the research data collection tools were confirmed, the data analysis was performed in the qualitative part through open coding and in the quantitative part through exploratory factor analysis in SPSS21 software.

The results showed that the factors affecting the creation of innovative behavior are three organizational factors (organizational structure, organizational culture, financial and human resources, university policy and core group), educational (teaching method, Educational content and university professors) and individual (effort and perseverance, motivation and personality traits).Organizational dimension with a factor load of 0.941 has the largest share and individual dimension with a factor load of 0.752 has is the lowest share.

The results showed that students' innovative behaviors are influenced by various factors. These factors are spread in three major areas: organizational, educational and individual.