کویستان محمدیان شریف

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.

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.

The purpose of study is survey to identify the dimensions and components of academic corruption in Iranian higher education. The research approach is heuristic mixed method. In the qualitative part, the Grounded Theory(GT) method was used. The participants in this section consisted of 20 professors of higher education in Tehran, Allameh Tabataba'i, Amirkabir University of Technology, Kurdistan and Semnan Universities of which selected through theoretical sampling method and data were collected using the Semi-structured interviews. Data were analyzed using open, axial and selective coding methods using MAXQDA qualitative analysis software. The results show that the concepts and categories related to the conceptual dimensions of academic corruption are structural, non-structural, and scientific. Also, the main categories of academic corruption were drawn in terms of causal, contextual, and confounding conditions, and finally, the resulting outcomes. The quantitative part was done by descriptive method and using survey. In the quantitative part, after designing the questionnaire tool based on the findings of the first part, data were tested for normality and confirmatory factor analysis was used for validity of the questionnaire, which was done for the concept of corruption; factors affecting academic corruption and its consequences. Then, using the Chi-square method and Friedman analysis, the dimensions, factors, and consequences of academic corruption were examined. The results show that in the structural-administrative dimension, the most important factor is the quantitative development of higher education with a mean (4.0489), and in the non-structural dimension, literacy with a mean (4.0326) is the most important; Is the least common of these species. Also among the causal factors are the mechanisms of production of science with a mean (15.7011); in the underlying factors, the mass higher education and the Credentialism with a mean (15.7880); Average (11.6739) is the most important.

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.

The aim of the present study is to investigate the relationship between conscientiousness and professional qualifications of teachers. The research was descriptive and correlational in nature. The population included all school teachers in secondary schools of the city of Marivan with 610 (N=610) in 2015-2016 academic year. 235 teachers were selected through stratified sampling. The instruments were three standard questionnaires of professional competencies of teachers, conscientiousness of NEO and effectiveness of teacher’s assessment that was a researcher-made questionnaire. The reliability of questionnaires, using Cronbach's alpha coefficient for the professional competencies of teachers was 0.94, conscientiousness of NEO was 0.82, and the effectiveness of teacher’s assessment was calculated to be 0.88. The results revealed that professional competencies can predict teachers' efficacy per se, but mere conscientiousness cannot predict teachers' efficacy, however, it can do so by the mediating role of professional competency. Also, findings confirmed that conscientiousness had little power in predicting teachers' efficacy, while professional competencies had more power in predicting teachers' efficacy.