fariba adli

In this paper, with the aim of identifying the factors affecting the subsystem of training and development of human resources in the (super system) of project-based organizations, we have examined the pathology of the RIPI, and prioritized the identified components. For this purpose, Tichy's pathology model was used. The present research is in applied descriptive survey design. The statistical population of the research was 798 employees of the RIPI, 259 of whom were selected as a statistical sample using stratified random sampling. Based on the results of this research, the most damages were identified in two areas of "personnel" and "environmental" factors. It was also observed that the component "mission and strategy" with an average rating of 5.27 is the first priority and the component "organization personnel" with an average rating of 3.04 has the lowest priority. According to the findings of the research, while revising the staff regulations and the project definition process, integration of the training sub-system of project-based organizations as one of the main beneficiaries of projects with other sub-systems of training and development is suggested.

The principal of the school, as the representative of education, is responsible for the good implementation of educational, educational and administrative activities of the school and plays an important role in the school's success. Considering this issue, this research was conducted with the aim of investigating and analyzing the contribution of school principals on the performance of the educational system from the perspective of the academic progress of the students of second secondary girls public schools in Tehran.

In order to understand the lived experience of school principals, this research was conducted with a qualitative approach and phenomenological method. Data were collected by triangulation method and semi-structured interview, observation and document analysis.

The findings of the research were categorized into 3 themes: "Definition of school principal", "Administrative and educational activities", "The necessity of management levels". And the effect of the manager's performance on the success of the educational system (students' academic progress) was analyzed and investigated. Finally, "mechanisms for improving and developing the performance of school principals" were suggested.

The findings of the research show that the principals of our schools are not agents and decision makers, and they pay with the daily activities of the school. Therefore, it is suggested that "education and training of school principals", "redefinition of duties of principals", "revision of education programs" and "disambiguation of the role of school principals" should be given attention and "choice of school principals based on meritocracy" should be done.

The goal of this research was to identify the components of effective teaching the field of educational administration. The research was conducted using a qualitative method with a Phenomenography approach. Data were collected through triangulation, including: observation of classrooms, a semi-structured interview with 14 professors in the field of educational administration who participated in the research with the intensity sampling method and study syllabus was approved by the Ministry of Science, Research and Technology. The data were analyzed using qualitative content analysis. To determine the validity of the data, in addition to the triangulation technique, three curriculum experts checked the data and confirmed their validity. The findings showed that the teaching method of the specialized courses of the master's degree in educational administration is mostly theoretical, not practice-oriented, and the students are not involved in the subject. Effective teaching components were categorized into 7 categories: The importance of teaching educational administration, teaching in the dialogue method in practice, the learner involved in teaching and learning, educational technology as a teaching partner, network-oriented content, the class as a learning cafe and systematic view of teaching components. The findings showed that effective teaching in the field of educational administration requires moving beyond the classroom. Therefore, it is suggested to rewrite the content of the field of educational administration focusing on the presence of students in educational environments.

This is an applied descriptive-exploratory study. Strategic plan documents of 22 Iranian public universities were selected by sampling with maximum diversity. Also, semi-structured interviews were conducted with 11 faculty members participating in the development and implementation of the strategic plan of the studied universities. Interviewees were selected using a combination of purposive techniques. Data were analyzed by qualitative content analysis. The findings show that universities in the development of strategic planning paid unequal attention to the components of sustainable development.

In the past decade, the professionalism of school management and attention to the quality of the performance of school principals has been at the top of the educational policies agenda. The purpose of this study was to examine the policies for appointing school principals in countries with successful educational systems. The research is conducted using a qualitative comparative method based on George Bereday’s approach at the macro analysis level (country) and the strategy of selecting countries was “differences in social systems and similarities in the output of the educational systems.” John Stuart Mill’s differences and similarities approach was used to analyze the data. The findings of the research showed that the policies of appointing school principals in the selected countries are similar in three cases: the necessity of having teaching experience, management experience, and an entrance exam for candidates for school management positions. The findings also showed that the policies of appointing managers in the selected countries are different from each other in four cases. While in Switzerland and Finland, a master's degree in educational administration, participation in in-service training courses and obtaining a teaching competency certificate are important; in Singapore and South Korea, the emphasis is on the presentation of projects on the goals and strategic plans of schools. According to the research findings, it is suggested that the policies of appointing school principals in Iran be rewritten based on the school principal appointment policies of Singapore and South Korea.

This research was conducted with the aim of identifying the characteristics of knowledge leaders in Tehran schools. Based on this objective, the study was conducted using a qualitative method. Data was collected through triangulation, including semi-structured interviews with administrators and teachers of all-girls secondary schools and knowledge management specialists, observation of schools and the study of relevant documents. Interviews were conducted with 28 people using criterion-based sampling method and 8 schools were observed in the areas under study using sequential sampling method. The Document of the Fundamental Evolution of Education and the Regulations for the selection and appointment of school administrators were also reviewed. The data was analyzed using thematic analysis. The characteristics of the school administrator as a knowledge leader were categorized into 3 main classes including: knowledge network builder, knowledge guardian and school knowledge flow facilitator, and 10 subcategories. The emergence of knowledge leaders in the schools under study requires the following criteria: development of a digital physical space in the school, financing and sufficient educational budget, development and training of school administrators for the role of knowledge leaders, reforming the conditions for the selection and appointment of school administrators, granting independence and freedom of action to school managers, scientific and practical directives and instructions. It is suggested that professional development programs for school administrators should be developed and implemented, and the renovation of the public space of classrooms and school libraries based on knowledge literature should have a place on the agenda of the Ministry of Education.

The role of culture in planning and implementing educational reforms and in impacting the quality of the education system has rarely been discussed. This study aims to identify the features of culture in governmental primary schools for girls in Iran aged 7‒12 years. Using an ethnographic approach, qualitative data were collected and analysed. The data were collected based on a triangulation strategy, through observation, in-depth interviews with teachers, and content analysis of the Document for Fundamental Transformation of the Education System. Thematic analysis was used to discover, analyse, and interpret the pattern of data meanings. The findings reveal that specific components represent the culture of these schools: a uniform education system, bureaucratic structure of schools, square-shape architecture of schools, national curriculum, arbitrary relationships between members of the school community, and the professional development of teachers based on the top-down command. The shared values of school members and behaviour norms are concerned with the exact execution of policies and plans issued in the form of circulars from the Ministry of Education, which shape the daily activities of school members; this has led to the emergence of a culture of obedience, wherein the members comply with the expectations, prescribed policies, and plans set by the Ministry of Education. Although studies acknowledge the importance of identifying cultural context, school culture has rarely been investigated in governmental primary schools for girls in Iran. This study highlights the role of education policymakers in maintaining and solidifying the existing culture in these schools.

Cultural knowledge, like all value-creation assets, is tacit and more effective. The aim of this study was identify the components of humanities culture in Tehran city universities. To this end, different disciplines of the humanities: Law, Management, Education, Geography and Sociology were studied. The research method was qualitative and data were collected through semi-structured interviews. Using intensity sampling, subjects were selected for interview and interviews data were analyzed using thematic analysis. Based on the findings of this study, the cultural components of disciplines studying were categorized into 9 themes: Purpose of Education, Media of Education, Teaching Method, Evaluation Method, Research Method, Teacher-Student Relationships, Academic Ethics, Attitude to Students and Attitude to Students. These disciplines differ on two levels, intra-disciplinary and inter-disciplinary. The interdisciplinary level is influenced by external or meta discipline factors, university and society which are often overlooked in studies. Therefore, to improve these components is suggested that cultural change planning be on the agenda of educational policymakers.

The purpose of this study was to explain the philosophical approach of Fundamental Reform Document of Education (FRDE) in the Islamic Republic of Iran to knowledge and critique its implications in education. Considering the importance of recognizing the document's approach to knowledge and the ambiguities in the document regarding this issue, it was necessary to conduct this research. The main question of this study: What is the product of the dominant knowledge approach in the document and what criticism does it have? This research was a fundamental one and used descriptive, content analysis, critical analysis and inference. First, using existing resources, knowledge approaches, and especially their product and their educational implications, were described. Then, by analyzing the qualitative content analysis of FRDE, the concepts, terms, and relationships between them were analyzed and then the document's inaccurate approaches were revealed and criticized. Findings of the research show that the dominant approach in the document's theoretical foundations is linear approach. But in the Strategic Transformation Document and the National Curriculum Document, simultaneous linear and intertwined approaches are considered. This is inconsistent with the theoretical foundations of the document. It is necessary to review the prevailing approach in light of its criticisms and to eliminate the inconsistencies in the process of writing the future document.

Today, the importance of effective management in the educational system, especially in schools as an operational category and the most important place for the realization of educational goals, is of great importance. In the last two decades, in most advanced countries, managers are considered to be the most important driver of educational programs and the effectiveness of schools. School effectiveness studies show that managers' influence depends not only on managerial qualifications and expertise, but also largely influenced by their leadership capabilities. The scholars of this field believe that today, with the increasing challenges of the emerging and ongoing, schools are slowly moving away from the past few decades, with only day-to-day management practices without effective leadership, and even in some cases impossible Educational leadership not only affects the quality of individual teacher training but many research in this area confirms the direct relationship between educational leadership and student learning and shows that the quality of educational leadership has a significant difference in school and student outcomes. Accordingly, the focus of attention in international centers on educating educational leaders has been focused on important and influential factors in the progress and improvement of the status of schools. Among the wide range of issues related to leadership and leadership, most leadership skills are considered as the main factor in the difference between effective and less effective schoolsBut this issue has been underestimated in the literature of leadership, especially in native literature. Evidence suggests that school principals play less leadership role and rarely have the knowledge and skills they need. Among the school's courses, secondary education is important when it comes to adolescence. In this course, adolescent students become entangled in abstract thinking with issues such as vulnerability, problems and friendship issues and peer pressure, emotional balance and defensive behavior, and may easily engage in unsafe behaviors with long-term negative consequences. Therefore, it seems that the educational system should take the necessary measures to manage these issues and prevent their deepening. Accordingly, the purpose of this study was to identify the leadership skills of high school girls in Tehran. In order to understand the experience of school administrators, a qualitative approach was used with phenomenological approach. The data collection tool was based on a triangulation technique: the fundamental transformation of education, participatory observation, and semi-structured interviews For interview, 15 school principals were selected by snowball method. Data were analyzed by qualitative content analysis method. The research findings were categorized in 21 categories, 26 sub categories and 5 themes: "landscape design skills", "effective communication skills", "parenting skill", "guidance and guidance" and "self-management skills". Considering the definition of the concept of leadership and the results of this research, it shows that the influence of the leader on school students occurs in two ways 1.Indirectly: Impact on students through the mediation of school staff, especially teachers, who are directly involved with students. 2. Directly: Influencing students through direct communication with them. In other words, the school principal may play a leading role in one of these two paths or both. The findings of this research are consistent with the skills gained from the compilation of leadership literature, but it is important to note that in existing literature, the main focus is on the influence of the leader through the mediation of teachers, and in this area issues Like the spirit of teachers, their motivation and the professional development of teachers are discussed. But there is not much talk about the direct relationship between the school leader and the students But the findings of this study emphasize the importance of leadership in the second path and show that the mere attention of the leader to the issues of staff and teachers is not enough to succeed in school performance, but it is necessary to address student leadership issues as an important part of the school's members Also pay attention. School leadership is a successful time to work both in relation to teachers and staff and to work well with students, because if the school leader fails to bring students on the path to the school's vision voluntarily, it would probably be an attempt Teachers in this regard will face serious resistance. Also, some skills are more relevant to each of these two groups, and others have a diminutive role. In this regard, paying attention to the age-specific characteristics of the students (in this study, high school students) is very important. Considering the importance of the training of educational leaders, it is suggested that professional development programs, the development of school administrators and leaders be designed and implemented. But not only in the literature of this field not only this issue has not been addressed, but in terms of the appointment of the directors of the country, there is also no effect on this discussion, and there is essentially no different understanding for school principals in different educational periods. In the Transformation Document, despite the emphasis on choosing managers based on meritocracy, this is somewhat ambiguous as the Transformation Document does not provide any theoretical definitions and operational plan for measuring meritocracy and achieving it. Therefore, based on the findings of this study, it is suggested that workshops be designed and conducted to continuously train managers for skills in simulated situations with real conditions; current school curricula and professional development programs for school principals, with emphasis on leadership skills, based on the characteristics of each curriculum ; Schoolchildren's selection policies should also be rewritten with emphasis on selection based on related education and leadership training courses, as well as rehearsals of the content of the management education with emphasis on attendance in the field of action (schools). Given that the document on the fundamental transformation of education (2011) is at the assessment stage, it is suggested that school management and leadership in the proposed goals and objectives of the document should be redefined according to the role of leadership in school management. Also, the term "meritocracy" is defined in terms of effective school management literature and research findings

In the last decade, schools’ principals and leadership professionalism, has been the main agenda of educational policy and attention to the quality of schools’ principals and leaders have been priority of educational system. Mangers and leaders pay attention to all school’s issues and they are in charge of the performances of school; they create a positive culture at school, their impact is beyond the boundaries of the school and the success of other systems in creating a sustainable environment depend on their performance. Many countries, including members of Organization for Economic Co-operation and Development (OECD), have held training course in School Leadership. According to these courses, School Leadership should be entrusted to the schools’ principals, so they must have a responsibility and a considerable freedom and independence. In fact, decision making is a task that schools principals should carry out independently. Therefore, higher education degree, passing various training courses and having experience in teaching and managing are absolute necessities for being a school’s principals. However, Iranian school’s principals mostly be chosen from the employees of the Ministry of Education and do not involved in decision making. As finding researches show Iranian school’s principals engage in ordinary tasks such as making sure that, when school finishes, all electronic equipment are off, the laboratory and library door is locked and etc. Our school’s principals are only responsible for the Ministry circulars and do not involve in decision making. As researches mention in 21th century every effort to improve the quality of educational system should begin from school’s principals. Hence the purpose of this study was to identifying and understanding the tasks and activities of schools’ principals to achieve effective educational systems. To understand what the schools’ principals do and how do these activities, this research did qualitative method. Population of research were schools’ principals in Tehran that were selected theoretical sampling method. The tools for collecting data: we interviewed with 16 public schools’ principals. This schools’ principal had Bachelor and master degree. Also, we observed schools (observation without participation). We saw the activities of schools’ principals for a week at per schools. We studied the policies which reflect expectations, roles, and responsibilities of school’s principals and determine the scope of their powers. By observation, interviewing and studying documents, we did triangulation data. To analyze was used qualitative content analysis method. The content analysis of the findings observations, interviews and official documents show our schools’ principals are based on Mintzberg’s 10 Managerial Roles, respectively from high to low, Informational, Interpersonal and Decisional Roles. This schools’ principal was playing important role of decisional less frequently. Also, the content analysis of their job description shows the schools’ principals must perform codes set of Iranian Ministry of Education. Findings show that the appointment conditions of schools’ principals did not reflect the importance and complexity of schools as a unit of analysis. Job description is defined principals as controller not agent. we are facing with principals in our schools that control teachers and pupils’ actions instead of helping them to make decision and they are affected instead of affecting. While school’s principals must take decision about vital subjects, for example increase educational quality, decrease inequality and etc. Schools administers do tasks such as a security guard and a police officer. As security guards, they were treating with teachers and pupils like things, as they were protecting the properties, the facilities, rooms, equipment, news, classified documents even people from damage at their schools. Moreover, they were behaving like a police officer at their schools. They were similar to an officer who supervised to perform the rules of the school. They were performing the rules of educational system and were controlling teachers and pupils at their school. Also, the content analysis of job description of schools’ principals is showed schools’ principals were tasked in a closed system. School’s principals must do everything that central office want to. Weakness emerges in the schools because of schools’ principals do not know management and leadership. Schools’ principals who do not know about administration and management and they do not try for learning how can help to teachers and pupils? Although, management and leadership learning is very important; but our schools’ principals perform it to trial and error method. That is very important problem for our educational system. As our recent research shows Iranian schools’ principals urgently need preparation and training, so we should organize a precise program to prepare them. Teaching and learning are often planed for pupils, students and sometimes for teachers, but this rarely discuss that school or university managers and leaders learn about school principal or do they participate in a training sessions? Our schools’ principals are never taught or trained for management and leadership. Despite this fact that there are disciplines of education and educational administration in Iranian higher education institutions, it seems “managers were born manager” here. Learning leadership is dependent on leadership learning. There are several theories about school’s leadership and management and the relationship between theory and practice of management has been confirmed. However, in our schools, schools’ principals were not taught about managing and leading of schools. Therefore, it is essential to redefine the role of the school’s principals, selection criteria and job description, in order to achieve effective educational system. Also, principals and leadership training courses for schools’ principals will be designed and implemented. Based on the findings of this study, it is suggested to change the existing situation of school principal: "School selection conditions" are reviewed and developed by schools’ principals. The duties of school principals are rewritten according to the management literature and educational leadership. In order to empower managers, leadership training and leadership courses will be held in schools.

In new millennium, knowledge is identified the only source of sustainable competitive advantage; therefore, creation, accumulation and manage, it has become to the strategic value creation in the organization. Knowledge nest mainly in human capital of organization and establishment of knowledge management in various units of the organization can help its development. The goal of the research assess circumstance of knowledge management in education unit of Iranian industrial organization. The research did mixed method and Research population were Industrial organizations of the Ministry of Oil, which includes marine oil, refining and distribution, petrochemicals and pars oil and gas in Tehran.The sampling had two parts: in quantitative section was census method and qualitative section was the purposive sampling. The quantitative and qualitative data gathered with questionnaires and interviews with experts. The findings show that the study of knowledge management in industry organizations is relatively poor, The findings also revealed the need for a model for the establishment of knowledge management.

This study was down to examine the components of the academic culture of knowledge sharing among faculty members of Al-Zahra university .Components of academic culture were: academic autonomy, academic freedom, university management, professional ethics, communications, social and team work ,culture of learning, trust, and reward and evaluation systems .The method of study was qualitative content analysis and data collection tools was semi-structured interview. Participants were members of faculty of humanities whose major was soft-practical were present by the purposive sampling(n=13). Data were analyzed by method of qualitative content analysis. The results show that knowledge-sharing activities among faculty members of Al-Zahra university are weak and component of university culture has fundamental weaknesses and act as a barrier to knowledge-sharing activities .also participants of this research stated lack of time and single-sex school as other barriers to knowledge- sharing that effect on academic culture. Despite the fact that cultural change takes time we can overcome this barriers by strategic planning of knowledge management.

The purpose of this study was to evaluate the current status of girls' high schools in Tehran based on standards (conceptual model of intelligence) in 2014-2014. The research method was descriptive survey. The statistical population of the research consisted of all girls 'high schools in 19 districts of Tehran and the sample consisted of 8 girls' high schools that were selected by available sampling method and conceptual model questionnaire. Data collection tools were questionnaires and semi-structured interviews. Data were analyzed using t-student test. The results showed that the current state of smart schools in the component of advanced computer integrated management and in the component of trained teachers and advanced technology infrastructure in the middle level in the component of multimedia content-based teaching and learning environment and integrated computer communication. O is on a preliminary level with other schools. Finally, out of the total girls' secondary schools in Tehran that were labeled as smart, only 19 were considered smart schools, and according to the research results, some of these schools need to be further improved. So that they can reach the desired level, that is, advanced.

Creation and management of the debate, exchanging ideas, dialogue and listening to other voices are among the managers challenges in the workplace. This study aimed to investigate the factors influencing organizational silence which its purpose was practical and the data was collected in a mixed (quantitative - qualitative) way. In quantitative section Respondents were 332 cases who were selected by categorized sampling and in qualitative section 8 cases were selected by purposeful sampling from among employees of universities affiliated to ministry of science, research and technology. Silence climate questionnaire of Vakola and Bouradas (2005), Researcher-made questionnaire of silence behavior and semi-structured interview were used as the research tools. Questionnaires validity was reviewed and approved by academic experts. Questionnaires reliability was calculated as 0.89, 0.88 using Cronbachs alpha. Questionnaires data analysis was performed by SPSS software using descriptive and inferential statistical procedures and for the analysis of interview content analysis method was used. Quantitative findings showed that the status of silence climate and behavior and all factors except for self -protection were unfavorable. Qualitative findings showed the factors affecting the status. Therefore the findings suggested that planning for reducing silence climate and behavior is necessary

Aim and Organizational health can be considered as a very important factor in facilitating and accelerating the achievement of school goals and missions. The purpose of this study is verification of prime school’s organizational health.
This research – method is descriptional –survey and the population is all prime schools of region 8 of Tehran (115 schools). Clustering Sampling was done using of Korgesi and Morgan table and 92 schools were chosen and asked 355 teachers. Data were collected using of Pardakhtchi and coworkers’ questionnaire that it’s reliability was confirmed by Cronbach's alpha (0.98) and it’scontent validity was verified by the professors and experts.
Findings: Among the ten components of organizational health, the components of the protection of Islamic values and emphasis on quality, had the highest level and component of school facilities, had the lowest. The organizational health of elementary school girls is better than boy's elementary schools.
Understanding the health of an organization can help us choose and manage appropriate management methods for its effectiveness. So to make school a desirable place, we need to understand the current situation of schools and identify the factors affecting the desirability of this environment.

Given that effective managers are always looking for ways to improve the performance of their employees and organizations They develop emotional intelligence components to become effective managers and their favorable impact on the performance of employees and organizations.Regarding to the importance of emotional intelligence and its Role in changing performance, this study searched for the relation between managers emotional intelligence and staff's performance in MazandaranUniversity in medical science. Study procedure is correlative- explanatory in which 80 subject from Managers and 340 subject among staffs , participated in this study measurement instruments were two questionnaires. Emotional intelligence questionnaire provided by Brad berry and Grewz (2005). The performance Questionnaire made by Researcher. Data analysed by Using SPSS software consisted of descriptive statistics, t-statistic one- group test, t difference between two groups, Pearson correlation coefficient and step by step Regression analysis. study findings showed that there is a significant relation between managers emotional intelligence and staffs performance components. In other words,The higher managers emotional intelligence, resulted to better staff's performance.

Introduction the frustration of the student's at the national and international test's like "times" has encountered the education system with many questions.with no doubt,different factors are involved in the achievement of this outcome.Regarding three sides,the student's,teacher and content,this survey emphasizes on the role of the teacher's because they have a key role in education.this idea that only having content knowledge isn't enough for an effective teaching, this survey emphasizes on the pedagogical content knowledge. pedagogical content knowledge is a competence that the teacher's need for presenting an effective teaching.they present the content accurately in detail's and respond to the student's need's using this knowledge.hence, it's necessary to pay attention to this important subject in teacher training center's.

Culture is one of the main substrates of knowledge creation. The academic culture as one of the main subcultures of the society has a great impact on the growth and development of knowledge creation. The aim of the present study was to identify the role of academic culture on the knowledge creation based on the perspectives of experts of the higher educational system by using qualitative method and semi structured interviews. The academic culture components were categorized into 10 themes including academic autonomy, academic freedom, professional ethics, management, communication, collaboration and teamwork, learning culture, trust among members, reward and evaluation system. Experts described the conditions of these components as poor and improper. The components of academic culture of knowledge creation were identified as 8 themes including seeker spirit, professional ethics, collaborative management, reward systems, trust between members, teamwork, academic freedom, and learning culture. The findings revealed that from the perspectives of experts, there is a relatively large distance between Iran's academic culture and cultural components of knowledge creation, and also, there is an overlap between many components of academic culture and cultural components of knowledge creation.

While in recent years the notion of human resource alternated by human capital، the problem of absorbing، recruiting، and retaining competent employees and succession planning has become more important than past. The present study aimed at comparing the present and ideal positions of succession planning (SP) and talent management (TM) in Tehran’s public universities of which University of Tehran، Allame Tabatabaee University، Shahid Beheshti University، Tarbiat Moallem University، Al-Zahra University and Tarbiat Modaress University were randomly selected. The study was a descriptive-survey type. The statistical population was all of 6572 employees of Tehrans universities in different humanities field. According to Krejcie and Morgans table and using quota sampling، 354 of employees were selected. Research tool was Rosswel’s 30 item questionnaire consisted of six factors in present and ideal situations. Reliability of the questionnaire was estimated (0. 75) using Cronbach alpha. Finally، 297 questionnaires were collected. The rate of return was 83 percent. Descriptive and inferential statistics including frequency، Wilcoxon test and analysis of variance were performed for data analysis. The results revealed that، there is a significant difference between present and ideal positions of SP in all of dimensions، as well as commitment about SP is the most important dimension of it. Therefore، the results showed the necessity of implementing the SP and TM in higher education. In addition، the founding shows the importance of senior management commitment and attention to providing the groundwork for the implementation of this program including informing employees of their current and future job responsibilities in educational institutions.

The present study aimed to investigate the status of smart schools based on standards and to compare its performance with that of public schools. The study method was descriptive survey. The statistical population included all girl secondary schools in city of Yazd. Two public high schools were selected via cluster sampling، and two smart schools were selected via census method. Instruments included smart schools evaluation check list (observation) to examine the present status of the schools، critical thinking skills test، and third grade average to measure academic achievements of the students. SPSS software was used for data analysis، and descriptive and inferential statistics (t test) were used to test the research questions. The findings showed that the current status of smart schools was in low level with respect to teaching-learning content، ICT infrastructure، trained teachers and computer communication with the schools. Only with respect to principals'' use of computers it was in accepted level. Also، there was not a significant difference between smart school students'' performance and that of the public school students in critical thinking but in academic achievement there was significant difference.

Resource-based theory has led organizations’ attention to obtain and bring in sustainable competitive advantage and outlined the relationship between organizational resources and performance. At present organizations create and maintain their sustaining value of intangible assets. Intangible assets included experience, talent, the right to register, invented right, copy right, the trade marks and names, the secret formula, knowledge and information which have critical role in the realization of the mission of knowledge creation and innovation. This research therefore, aims to study and compare intangible assets in higher education system and the industry system. An ex-post facto method was applied. Participants included 171chancellors and deans of faculties of both public and private universities, and industry’s general directors. Participants were selected via stratified sampling method. In order to collect data Bontis questionnaire was used. Descriptive statistics, variance analyses, differences among means and t-test were applied for analyzing data. Findings indicate that higher education and industry’s intangible assets are different from each other. Additionally, at present obtaining, creating, managing and protecting the assets are among the most important challenges of the higher education system.

The aim of this study is to examine the relationship between managers leadership styles and institutionalization of knowledge management in Gorgan,s universities. The statistical universe includes all the faculty mambers of Gorgan,s universities (Agricultural sciences and Natural Resources, Medical sciences, Islamic Azad university, Nonprofit Golestan, Nonprofit lameyee and Payam-e-noor) with 440 persons in total and a 220- person statistical sample selected based on the formula of noreplacement of sample size estimate and by the stratified random sampling method has been studied. In order for data gathering, two LPC (least preferable coworker ) questionnaires based on fidler contingency theory for identifying managers leadership style and the researcher-made questionnaire by calculating cronbachs Alpha as 0/87 for knowledge management were used. The research method is survey-discriptive and of correlational kind. The selected validity level in this study is 95 perecption or higher. The obtained results from the research findings for the main hypothesis there is a significant relationship between managers leadership style and instituionalization of knowledge management are shown. The secondary hupotheses were as following: 1) there is no significant relationship between relation-centered leadership style and institutionalization of knowledge management, 2)there is no significant relationship between weak realtion-centered and functioncentered leadership style and institutionalization of knowledge management.3) there is no significant relationship between strong relation-centered and function- centered leadership style and intitutionalization of knowledge management,4) There is no significant relationship style and institutionalization of knowledge management and 5) There is a more significant relationship between strong relation-centered and function-centered leadership style and instituionalization of knowledg management in comparison with the relationship between weak relation-centered and function-centered leadership style and institutionalization of knowledge management. But this hepothesis also was not confirmed, that is, there is no significant relationship. Therefore, it is suggested that managers must seek a new leadership style beyond what Fidler expressed.

W orkforce diversity is a new asset for organizations which has been resulted from the increasing globalization. Workforce diversity presents different mental models to organizations; if managed well will produce new ideas, knowledge creation and innovation. This article reports the findings of a research project which examines how workforce diversity’s management relates to the knowledge creation process in higher education system. Data were collected from a questionnaire. Using stratified random sampling, 132 faculties were selected and asked to answer the questions. The findings indicate that workforce diversity has a positive impact on knowledge creation in higher education system. Additionally, knowledge creation can be enhanced by an effective management in these institutions.

Organizational milieu is a reflection of values and beliefs prevalent within the organization, which significantly influences employee’s behavior. The present study investigates the relationship between higher-education milieu and entrepreneurship among students. It is a descriptive-correlational research. Participants are 364 students of Islamic Azad University. Data were collected using organizational milieu questionnaire and entrepreneurship questionnaire. Descriptive and inferential statistics were employed to analyse the data, using SPSS. The analysis confirmed the 1, 3, 4, 5, and 6th hypotheses. The 2ed hypothesis was rejected. The results showed there is a positive relationship between open milieu, high spirit, and intimacy and entrepreneurship mentality and creative activities.