فهرست مطالب zarrin daneshvar heris

The purpose of this study is to Present a management model with a sociological perspective for public universities of Iran (Top universities) in 2018. The presented research was a quantitative descriptive-correlational study. The research population was the faculty members of level-one universities in Iran. Using proportionate stratified random sampling, 182 people were selected as the sample. The measurement instrument was a researcher-made questionnaire with 56 items. Cronbach's alpha, combined reliability, RHO_A reliability, and shared reliability were used to evaluate the reliability of the measuring instrument. The mean-variance was used to evaluate the content validity from the point of view of professors in the field of higher education and to evaluate the construct validity. Data were analyzed in SPSS and LISREL software by structural equation modeling. Based on the results obtained in the first-order factor analysis, 7 components with 38 indicators were approved, and in the second-order factor analysis, the components of quality evaluation, policy-making, management and leadership patterns, financial mechanisms, autonomy, government planning, and oversight, Had a sufficient factor to predict. The value of the GOF index (0.569) showed that the model designed for public universities' management is a good fit.

The present research was carried out by the purpose of determining the relationship among organizational loyalty and social undermining by mediating of organizational commitment of school managers in Miandoab. It is applied research considering its purpose and regarding the method of data collection descriptive of correlational kind using modeling structural equations. The statistical population of the present study included all the managers of Miandoab schools in all grades of elementary, first period of high school, second period of high school, technical –professional instruction, vocational training in the educational year of 2021-2022 among them 262 people were selected by using relative class method. In order to collect the needed data, questionnaire of organizational loyalty of (Kumar & Shekhar, 2012) questionnaire of organizational commitment of (Belfor & Wechsler, 1996) questionnaire of social undermining of (Duffy et al, 2002) were used. In order to analyze data and examine causal relations among the variables, modeling structural equations were used. The results showed that organizational loyalty has significant negative relationship effect on social undermining (p<.01) and organizational commitment has significant negative relationship effect on social undermining (p<.01). Also, the mediating effect of organizational commitment in relationship between organizational loyalty and social undermining was confirmed (p<.01). Regarding the findings, it could be indicated that in order to control and decrease social undermining of school managers and avoid disruptive behaviors, considering the organizational commitment and organizational loyalty seems necessary.

 The sentiment of responsibility is a productive skill for students to attain lifetime achievements.

 The current study was conducted to detect cognitive and behavioral factors efficacious on the curriculum by stressing students' responsibility.

 The research scheme was qualitative-quantitative mixed with an exploratory theme. The statistical population comprised all curriculum experts and educational group leaders of Tabriz secondary schools in 2021-2022. Moreover, 205 people from the statistical population were selected using total sampling. To collect the data, the researcher utilized the 35 questions of their inquiry contingent on six dimensions of value, institutional, cognitive, personal and individual, emotional, and functional factors while developing self-management strategies that were performed on the research's sample. Additionally, the analysis of structural equations was done using SPSS version 25 and Amos version 24 to examine the data.

 The study's findings illustrate that all the indicators had proper proportions of measurement for value, institutional, cognitive, personal and individual, emotional, and functional factors and developing self-management strategies. Based on the results of factor loadings (influence coefficients), cognitive factors (β=0.942) and value factors (β=0.923) have the most impression, whereas institutional factors (β=0.840) have the minimum impact on rational and behavioral factors affecting curriculum.

 The obtained results demonstrated that value, institutional, cognitive, personal and individual, emotional, and functional factors, and developing self-management strategies are considered cognitive-behavioral features effectual on curriculum. Furthermore, noticing these items in schools' educational and training program compilation provides a platform for students' growth, appertaining their accountability.

The present study was conducted with the aim of designing a model of professional ethics in the health education system of the Vice Chancellor for Health of the Northwestern University of Medical Sciences. This combined study was conducted as a combination of qualitative and quantitative sequential exploratory mix. In the qualitative section, 43 experts including health education professors of northwestern medical universities were selected by purposive sampling and theoretical sampling and qualitative data were collected using in-depth interviews on the subject up to saturation stage after data collection. And definition of concepts and categories, information was provided to key participants and opinion polls were conducted and comparisons with the literature were made to confirm the external validity. Open coding, axial coding and selective coding analysis were performed. After extracting the final components of the questionnaire, 60 questions were prepared based on the theoretical foundations and information of the interviews. The reliability of the questionnaire was confirmed by Cronbach's alpha coefficient of 0.92. In the quantitative section, 473 people were randomly selected from all health care providers and health education experts in the field of health of Northwestern University of Medical Sciences. After distributing the questionnaire, the extracted data were analyzed using SPSS and LISREL software. The results of confirmatory factor analysis and measurement equations for each of the structures were significant based on the amount of factor loads obtained and the amount of factor load of all indicators was greater than 0.3. The fitted measurement model had a good fit and was approved. The validity of the model was confirmed by confirmatory factor analysis and Cronbach's high alpha coefficient, and finally the final model of professional ethics in the health education system of the Northwest Health Department with loyalty components; responsibility; Competitiveness; Honesty; Respect for others; Respect for social values ​​and norms; Justice and fairness; Empathy with others; Liquidity; decisiveness; the trust ; Cross-sectoral cooperation; Observance of order; positive attitude; A commitment was made. Also, the degree of importance of each component of professional ethics in the health education system of the health department of the northwestern universities of medical sciences was determined.

Considering components of the hidden curriculum in medicine in the higher education system is a useful adjunct to the formal curriculum since the learning and function of medical students are strongly affected by these components. The current study compares the hidden medical curriculum of Tabriz state and non-state Universities of Medical Sciences from the students’ perspectives.

In the current descriptive-comparative study, the statistical population included the total students of Tabriz state and non-state Universities of Medical Sciences. The statistical sample of the given study consisted of 400 students from senior and higher academic levels at the Tabriz state and non-state Universities of Medical Sciences based on Morgan’s table. Two hundred students from each university were selected using stratified random sampling. The data collection tool was a researcher-created valid questionnaire. The validity and reliability of the given questionnaire in respect to its components were 0.94 and 0.76, respectively. In the analysis of data, an independent inferential T_test was utilized.

The results of the analysis found that from the students’ perspectives, the mean scores of the hidden curriculum in medicine in the Tabriz state university of medical sciences ranked the following components higher than the Tabriz non-state university of Medical Sciences: (1) Education, including curriculum and goal-setting, clinical education and content, (2) Socialphysical environment, (3) Regulations and rules, including reward and punishment system, organizational structure, respect for rights and value system and (4) Relations, including moral behavior, approach, participation, and responsibility. However, in the fifth component of contexts and perspectives, including personal-environment/family context and professionalfinancial perspectives, there was no significant difference between the hidden curriculum of Tabriz state and non-state Universities of Medical Sciences

The components of the hidden curriculum in medicine affect the learning richness and function of students and should be taken into consideration by universities of medical sciences, particularly non-state universities.

The “hidden” curriculum, alongside official education, can transfer ethical and professional values and principles to medical students and show them the importance of medical ethics. Ethical issues are essential factors influenced by the hidden curriculum in the medical educational system; these issues are also instruments for medical students as they develop their professionalism and idealism. The current study aims to provide an empirical study model of this hidden curriculum and its role in transferring knowledge of medical ethics.

The current research is qualitative in the phenomenological type. The statistical population consisted of professors along with students in their fourth and upper years of various medical disciplines at the Tabriz University of Medical Sciences during 2019-2020. The sample group, according to the qualitative nature of the research, was compiled to a theoretical saturation to be 36 professors and students. The data were collected through semi-structured interviews. Analysis was done using thematic coding and Smith`s method. To maintain quality and accuracy, interview content was analyzed by two authors to reconstruct the reality. The data and their interpretation were then provided to the professors to confirm their accuracy. To ensure stability of the data, the interviews were conducted in a suitable atmosphere and in compliance with the interview conditions and isolated from bias and personal opinion.

A total of 67 concepts were extracted that were consequently categorized into five main themes: 1. Objectives and Curriculum; 2. Physical Space; 3. Backgrounds and Perspectives; 4. Laws and regulations; and, 5. Relationships. A model for studying students’ experiences of the hidden curriculum and medical ethics was presented.

Since medical professors and senior students are dealing with patient health, it is essential to acknowledge the concept of medical ethics as a “hidden” curriculum alongside scientific and professional issues in designing medical curriculum.