جستجوی مقالات مرتبط با کلیدواژه « university » در نشریات گروه « علوم تربیتی »

Today, universities have a special place in societies and as one of the main players in the pyramid of power, they play a key role in the development of societies. The centrality of the university in today's society has been achieved due to the direct role of the university in the production of new knowledge. Because the production of knowledge has replaced capital assets and became the main element of economic growth. According to recent studies, university governance has been considered as an important and fundamental issue and a key element in the process of higher education reforms around the world. Understanding the components and indicators of academic governance requires extensive research so that its results can be used for policy making in Iran's higher education. This research has been done with the aim of reviewing the studies done to identify the dimensions and components of academic governance in higher education.

This research has been conducted with a qualitative approach using a meta-synthesis method. The statistical population of this research includes reliable scientific sources published in the period from 2000 to 2023, which have been collected from the domestic and international scientific databases of Noormags, Magiran, SID, Scopus, Science Direct, Google scholar, Taylor & Francis and DOAJ. Next, sampling from the research community was done with a targeted search strategy and 45 of the 93 articles were selected, coded and analyzed by comparing the title, abstract, method and findings of the research sources according to the seven-step method of Sandelowski and Barroso (2007).

Academic governance components were classified into 77 codes, 16 components and 9 dimensions. The main dimensions include: independence-orientedness, framework-orientedness, community-orientedness, inclusion-orientedness, guidance-orientedness, futurism, culturalism, quality-orientedness and knowledge-orientedness.

Based on the findings of this research, it is possible to reach a conceptual summary about the components of academic governance in Iranian Higher Education, which higher education policy makers can use in formulating and implementing higher education policies. The presented model can be used as a basis for evaluating and improving academic governance practices in Iranian universities and also as a road map for governance development.

The issue of writing should be considered as a historical situation that has made it possible to produce and record knowledge and information. The position of writing is dependent on the tools that enable ideas to transform into the materiality of the writing. Therefore, with the change of writing tools, the possibilities of creating ideas and producing knowledge, along with publishing tools, have also changed. Therefore, the main goal of the article is to clarify the function of and the sharing of writing in the digital situation by the social science faculty members. For the social science professor, the position of writing is the most important and main position of knowledge production for a social scientist. The position of writing about the community for the community, in social networks, what new positions has it activated? To answer this question, an in-depth interview was conducted with 6 social scientists who are faculty members, and the data were coded in MAXQDA software. Based on the obtained results, the position of writing in social networks has led to rapid writing in the face of the rhythm of the movement of forces shaping the space-time of the current situation and creating an imagination of it. The rapid writing is to generate information and create propositional knowledge about the issues of the present time. The rapid writing is related to the contemporary living characteristic of the social scientist, where knowledge and information flows affect each other.

Nowadays, due to the orientation of countries in the direction of economy and knowledge development, countries in general, and higher education systems and universities - as pioneering and leading institutions in this direction - in particular, inevitably move towards They are nationalization. In this regard, the current research has sought to identify and explain a policy package that includes: policy recommendations and specialized strategies in order to realize the native model of internationalization of the state universities of the country.

The present research, in the form of a qualitative paradigm, from the triangulation method, includes three separate and at the same time interconnected stages: 1) meta-composition of 69 domestic and international books and articles published during the years 2016 to 2015, 2) document analysis 5 document and upstream program in the field of higher education and 3) semi-structured interviews with 28 managers and faculty members with management, study and research records in the field of internationalization of universities.

During the above stages and using the seven-stage model of Sandusky and Barroso (2007), finally, 71 specialized strategies (codes) and 29 policy recommendations (sub-components), based on 3 basic components of education, research and services and in the form of 2 management - Staff and scientific-professional subsystems, in order to realize the native model of internationalization of state universities of the country, it has been identified.

The native model of the internationalization of state universities in the country and the political recommendations and specialized strategies identified in the direction of its realization can serve as a road map for the managers and planners of the field of higher education in general, and the internationalization of the university, in particular.

The purpose of this study is to present an educational startup model in Iranian higher education. This qualitative study has been done by applying the systematic Grand Theory method. Therefore, the data are used by purposive sampling and by conducting semi-structured interviews with 15 experts in the field of higher education, educational management and educational planning and higher education policies, collection and analysis of qualitative content was done with MAXQDA 2020 software.Findings were extracted in the first stage of open coding of 88 concepts and in the form of six main components; Education, personal characteristics (professor / student), legal-legal, organizational-structural, financial-economic and technology were categorized. Then, in the axial coding stage, the links between these categories were drawn under the following headings: causal conditions, axial phenomena, strategies, ground factors, intervening conditions, and in the form of a paradigm model of axial coding. The results of this research can be used as a model for the implementation of educational startups and provide the basis for the growth and development of such startups in Iran.

This article is an attempt to evaluate Derrida's discourse on the tasks of the university and also to discuss the unlimited possibilities opened up for the contemporary university by the deconstruction of conventional definitions of the university. Derrida attempts to open up different definitions about the responsibilities of the university and to recognize its untranslatable aspects in order to draw new horizons of understanding for the university from this standpoint and to open up new possibilities by deconstructing the conventional definitions of the university. Derrida attempts to open up different definitions of the responsibility of the university and to recognize its untranslatable aspects, in order to outline new horizons of understanding for the university from this point of view and to identify and overcome the parasitic aspirations within it by questioning and criticizing its distorted missions. The guiding question of the article is: What new identity and responsibility does Derrida propose for the university? What are his strategies for liberating the university from the subjugation of heteronomy? The main message of the article, which examines three of Derrida's central works on the university, is based on the observation that the responsibility of the university in his thought is multi-layered and complex, interwoven with philosophical, moral and educational concerns. The nature of the university is irreducible, indeterminable and unconditional and eludes any kind of dominant and dogmatic discourse, the question of the reason for the existence of the university, its unconditionality and the conflict between the faculties was also always an open question. Based on such components, the reflection on the deconstruction and deontologization of the university, its autonomy and unconditionality, constructions of otherness and the role of education and research, the efforts to expand interdisciplinarity, the place of new humanities and cultural studies, the need to think about the coming society, the philosophical, moral and cultural studies approaches that have emerged in recent years series of philosophical, moral and educational implications arising from Derrida's reading of the new tasks of the university.

The present study aimed to develop and validate the evaluation of a course scale for humanity courses for universities. In the present study, an exploratory mixed-methods approach was used. The qualitative case study method was used in the qualitative part of the study. The research population included curriculum experts in the field of evaluation. The data was collected through a semi-structured interview, which was conducted with 20 people using the purposeful sampling approach and focal person's method. The thematic analysis method was employed in the qualitative section to analyze the data. A descriptive survey method was used in the quantitative section of the study. The statistical population, including 360 people, was a small part of university undergraduate students selected through the multi-stage cluster sampling method. In the quantitative part, confirmatory factor analysis was employed to analyze the data. The findings of the qualitative section indicated that the evaluation of a course scale consists of seven main categories, including goals (with ten components), content (with 12 components), teaching-learning methods (with 14 components), evaluation (with ten components), teaching and learning activities (with ten components), learning environment (with nine components), and time (with eight components). The quantitative section also revealed that based on the results of the Second Order Confirmatory Factor Analysis (CFA), the category and related items correctly measure the evaluation of a course model. To sum up, it can be stated that the scale designed in seven main categories and 73 components is a valid and reliable scale for evaluating humanities courses in universities, which can be the basis for policy-making and revision in the curriculum of courses and evaluation of courses by Students.

Considering the experiences of agents and university and ministerial managers as well as experts in the field of higher education, the present research is an attempt to study and examine the challenges, opportunities and consequences of Corona on the main functions of higher education. The approach of qualitative research and its method was interpretive phenomenology. The participants of the research, who were purposefully selected, included 38 agents and university and ministerial managers, as well as experts in the field of higher education in universities and the central headquarters of the Ministry of Science and Research. The data collection process continued until theoretical saturation was reached and the data was collected through a semi-structured interview. The data was collected through semi-structured interviews and validated using the alignment method. Data analysis was done using thematic analysis method in the MAXQDA software environment. The results of the research included three themes of the challenges of higher education in the Corona era (in the fields of education, research and management of human and financial resources), the opportunities of the Corona crisis for the higher education system (educational justice, fundamental transformation, critical rethinking of the functions of higher education, a new opportunity to face with the reality of virtual education, a new opportunity to address the fundamental questions and challenges related to them) and the consequences of Corona on the main functions of Iran's higher education system (consequences of policy making in the administrative-education sector, consequences of the research field, and human-social consequences).
Corona is one of the examples of the tragic but real crisis that the world and mankind faced in almost three years. This phenomenon was so widespread that made the pillars of the educational systems face a doubt and forced the educational systems to multiple and sometimes contradictory reactions. In the meantime, strategies such as temporary closure of school and university centers, fifty percent attendance, emphasis on the development of virtual and electronic education, etc., were adopted. What was very important in the meantime was the effort to observe educational justice and equality so that the weakness of the infrastructure and facilities does not prevent maximum access to education. This has had short, medium and long-term effects on higher education structures, the lives of students, families, researchers and university administrators. In the policy-making dimension, it has induced the necessity of reviewing the structures, types of policies, decision-making, research, financial resources, and interactions outside the university. Considering the structure of the higher education and the dynamism and uncertainty of this large scientific community, the policies and programs considered for it must have a special dynamism and innovation, and a university manager should regard Chaos theory and be ready for unforeseen crises like the Corona virus era.
Policymakers play a very important role in the education system; because each component in the system is implemented based on their decisions. The constructive role of the policy maker includes monitoring the size and organizational scope of higher education, designing policies for the development of universities, planning for recruiting, maintaining and improving human resources, improving teaching methods, organizing and compiling curriculum content based on the needs of the learners, and attention to the development of original researches based on the development of science. This role of the policymakers in higher education, which is experiencing its peak of uncertainty during the Corona epidemic, has become doubly important, while higher education was forced to change its policy, from face-to-face to online education. Therefore, according to the changes, the policymakers should plan and make decisions in such a way that the quality of education is improved, educational justice is established, and the learner and the teacher feel safe and effective in the new learning environment.
The policies of Iran's higher education during the Corona epidemic to prevent its damage were mostly temporary and based on case-by-case problem solving, and its only purpose was to prevent the closure of education. The policies used for higher education suffered from the lack of strategic planning for the crisis period and the lack of future research by innovative managers, and its effect on the quality of education was noticeable. In this situation, universities need appropriate models and tools in order to fulfill their important and dynamic tasks. In other words, the country's higher education system should strive to increase the efficiency and optimal use of the funds available in the country with detailed planning in education, research and human resources.
Many believe that the only condition for the successful implementation of virtual education programs is to be based on the results of educational, and psychological research. Universities face the challenges of online courses such as the low digital capabilities of professors and students, inappropriate Internet infrastructure and network problems, the lack of learning platforms and user-friendly educational content, the challenge of motivation and retention. In order to pass electronic courses, students need to compile and accept the regulations and pedagogy of electronic education and face challenges in the field of accepting electronic education charters and electronic evaluation. Today, education is faced with new communication tools and environments and new technology which is a constructive and transformative challenge for professors, for which there is no textbook. The management of higher education during the Corona indicated that although the focus was on immediate issues, the university needs a way of considering critical situations as an opportunity to rethink and re-evaluate elements of the student experience, admission, graduation needs, and exams. Artificial borders in education can be removed so that all people in all regions have access to the same educational resources and information. Educational and social justice can be established and expanded by using all human capacities. The necessity of making university and academic education smart and the use of new educational technologies such as augmented reality, virtual reality, and virtual education in smart environments, along with face-to-face education, was fully felt, and learning communities and new forms of learning emerged. The university realized that in order to succeed in regaining its power and position, it must revise its communication policies and the output of its activities must be something that will ultimately leave an impact on the society.

The present research has been carried out in two parts with the aim of identifying the design requirements of the financial decision support system and the experimental implementation of an example of strategic financial decisions based on the design model of the financial decision support system in the university. The required information in the first part was collected through semi-structured interviews with scientific-executive experts in the fields of higher education economics, financial decision makers in the university and information technology specialists. They were selected by purposeful sampling and snowball method. The findings were analysed using content analysis and a three-step coding approach. The data in the second part included financial and statistical data and information from the budget and credit office and the university's planning vice-chancellor, which were used to analyse the cost in the system. Based on the analysis of experts' opinions, the design requirements of the financial decision support system in the university are: Content, human, managerial, educational, cultural, infrastructural, technical and operational, software, hardware, legal, economic, security, environmental and cross-sectoral requirements, and acceptance of changes. The results of the experimental implementation have also shown that the financial decision support system improves the efficiency, effectiveness and quality of financial decisions and optimizes the process by accurately estimating costs, reducing time and cost, removing mental limitations, effective use of limited resources, etc. Therefore, the use of ICT and its capabilities to remove biases and cognitive errors and mental limitations of decision makers, introducing the path to improve the intelligentization of financial resource allocation decisions in the university, helping to promote knowledge-based allocation of financial resources, etc. were among the most important results of the present research.

Entrepreneurial skill and training of entrepreneurs is an important factor in socio-economic growth and development. Accordingly, this study seeks to analyze the challenges of entrepreneurship education in higher education.

This research is applied in terms of purpose and qualitative in terms of method. First, among 320 research articles and using the prism method, 22 articles, between 1390 and 1400, from the international scientific sources "Tyler and Francis", "Eric", "Web of Science", "Science Direct", "Google Scholar scientific search engine and Persian information sources, "Kashish Publications Information Bank", "University Jihad Scientific Information Database", "Iran Institute of Information Science and Technology" and "Noor Specialized Journals Database", after meeting the entry and exit criteria, selected and studied and collecting information based on available sources were reviewed.

The findings show that entrepreneurship education in higher education has four main challenges such as "organizational challenges", "professors' challenges", "students' challenges" and "educational challenges".

The findings of the research show that entrepreneurship education has many challenges due to the establishment of the traditional system in Iranian universities. Therefore, in order to provide efficient entrepreneurship education at the level of higher education, action should be taken to solve these challenges.

In the last few years, the speed of increasing costs and reducing the public budget of higher education institutions has made universities to think about providing financial resources in various and new ways and to innovate in their income resources. Therefore, the aim of the current research is to analyze and rank the provision of non-governmental financial resources from the point of view of academic staff members.

The research method in this research is descriptive. The statistical population of the research was 407 faculty members of Mazandaran University. Therefore, 196 of them were selected by stratified random sampling based on Morgan's table. The tool for collecting information was a researcher-made questionnaire, in which the components of providing efficient non-governmental financial resources were identified and a total of 29 items were designed. The content validity of the questionnaire was checked by 10 reviewers and its reliability confirmed by 30 reviewers using Cronbach's alpha. In analyzing the data and examining the research questions, SPSS26 software (one-sample t-test) and Expert Choice11 software (AHP test) were used to prioritize the components.

The findings of this research showed that the components of education, construction, banking facilities, industries and companies, endowments and public assistance, research and money and capital market are among the components of providing efficient non-governmental financial resources in the university. Also, the findings showed that the component of industries and companies with a weight of 0.200 has the highest rank among the components related to the provision of non-governmental financial resources of the university. Also, the components of research, endowments and public assistance, education, construction and money, capital market and banking facilities are in the next ranks with weights of 0.193, 0.156, 0.139, 0.122, 0.100 and 0.09 respectively.

It seems that a part of the value of the scientific work of the university in the society and industry can be sold as the most important component of financing, and the beneficiaries should pay the price of educational, research and technological achievements and goods produced by the university. Through research development, academic institutions will establish a more efficient relationship with industry, various industries increasingly will understand the importance of knowledge creation and will seek alliances with universities to not only strengthen their knowledge base, but also to gain competitive advantage. Finally, it is suggested that the relationship between the university and society and industries should be prioritized.

The University is a key and determining factor in the progress and development of any country. One of the biggest challenges that threaten the well-being of this pillar is the detrimental phenomenon of academic misbehavior. To prevent and mitigate the impacts of this problem, which has gripped the higher education system; It is crucial to identify indicators of academic misbehavior. This research aims to conduct a comprehensive interpretive structural analysis of the indicators of academic misbehavior in Iranian higher education.

This study employs a mixed-method sequential exploratory design, with data collected in two stages (qualitative and quantitative). In the qualitative stage, information was gathered through unstructured interviews with experts and analysis of expert’s speeches and interviews. Initially, unstructured interviews were conducted with 17 targeted experts and university faculty members using purposive-snowball sampling and the "theoretical saturation" criterion. In the second step, 12 speeches and interviews with experts from various media platforms were purposefully selected and subjected to thematic analysis. In the quantitative stage, a questionnaire was developed and administered to a panel of 8 academic staff members to collect data. Interpretive structural modeling (ISM) was employed to establish the relationships between the indicators and derive their interpretive structural model.

The results revealed that the priority indicators of academic misbehavior within the higher education system are as follows: Selling university degrees, bullying, scientific exploitation, negative team building, favoritism, cheating, and scientific plagiarism, and the establishment of markets for the sale of scientific products, and corrupt localizability socializability and false identification.

In the present study, with the structural-interpretive approach, indicators of misbehavior in the Iranian higher education system were prioritized in five levels. So in the first level, the indicator “false identification” was the most effective, and in the fifth level, the three indicators “Selling university degrees”, “bullying” and “scientific exploitation” were the most effective. In general, By identifying and prioritizing these indicators, this study provides a better understanding of the issue and facilitates the adoption of appropriate measures to prevent and mitigate academic misbehavior.

The present study was conducted with the aim of investigating the past and existing situation of accreditation in Iran's higher education system based on a native model of accreditation and its comparative analysis with the reference model as the optimal situation.

This research, in terms of purpose was applied, in terms of data collection method was descriptive, and in terms of the nature of the data was quantitative. The statistical population of the study consisted of three groups: higher education professors, experts in higher education and Ph.D candidates of higher education. Hence, using random sampling and sample size determination based on Krejcie & Morgan's (1970) table, 92 persons were selected as the statistical sample. Research measurement tools were the questionnaire of past and existing situation of accreditation in Iran's higher education system and the questionnaire of optimal situation of accreditation in Iran's higher education system. To analyze the data, the following inferential statistics techniques were used: Kolmogorov–Smirnov Test, One Sample t Test, Paired Sample t Test, Pearson's Product-Moment Correlation Coefficient, Covariance, Structural Equation Modeling, One-Way Analysis of Variance (ANOVA) and Post-Hoc Test called Tukey’s Test.

The findings of the study showed that the past and existing situation of higher education accreditation was unfavorable and there is a difference, gap and lack of correlation with optimal situation. In addition, There was a significant difference among the viewpoints of scientific experts about the past, existing and optimal situation.

It can be concluded that there is a deep gap between the past and existing situation of higher education accreditation and optimal situation

Farhangian University is education-oriented and its main mission is to provide, train, strengthen and improve human resources for education. This study investigates the relationship between resilience and hardiness among student teachers of Farhangian University in Yazd. The research method is descriptive and correlational. The population included all female bachelor students of educational science from Farhangian University, Fatima Al-Zahra (S) campus, Yazd city, in the academic year 2022-2023.The whole community was selected as a sample through the census method, but finally 73 people answered the questionnaires. The research tools included the resilience scale of Connor-Davidson (2003) and the hardiness scale of Barton. (1989). The collected data were analyzed using Pearson's correlation coefficient. The results of the Pearson correlation coefficient test showed that there is a positive and significant relationship between the components of both resilience and hardiness variables. Considering the important role of resilience and hardiness in the development of competence and professional qualifications of student teachers, it is necessary to plan for the growth and promotion of such abilities.

The increasing development of higher education at national and international levels and the expansion of scientific and technological cooperation between universities in various dimensions make the necessity of achieving a common language in relation to the observance of ethical principles and standards inevitable.

This research is descriptive-survey in terms of nature and method. The information required for the research was collected through detailed library studies of documents and field studies (survey). The statistical population of this study includes 132 employees of Chabahar University of Maritime and Marine Sciences. In this study, stratified random sampling method is used in proportion to the size of the statistical population and to determine the sample size, Morgan table is used and to measure the reliability of variables, Cronbach's alpha is used and to evaluate the normality of variable data, Kolmogorov-Smirnov and Shapiro tests. Wilk is used.

The findings showed that the variable of organizational transparency had a significant effect on the variables of organizational virtue and organizational jealousy indirectly. The variable of organizational virtue has a direct effect on the variable of organizational jealousy. But the organizational transparency variable indirectly and mediated by the organizational virtue variable did not have a significant effect on the organizational jealousy variable among university staff.

The descriptive results of the study indicate that the organizational virtue and organizational transparency of employees was higher than average. But their level of organizational jealousy has been below average.

With wave after wave of students entering universities in a few past decades, we have been witnessing the advent of a unique lifestyle revolving around the entity of studentship, of whose aspects the present study has focused on hijab. The topic assumes significance given the students’ conspicuous role in social change and problematization of hijab in the life-world of Iranian society. The statistical population of the study consists of Iranian students, and a sample of 384 individuals has been selected. The data collection instrument is a researcher-made questionnaire for measuring hijab among students both quantitatively and qualitatively. In this study, data have been processed and analyzed through SPSS. The declining trend of adherence to hijab, personalization, and neutral semantics of hijab, or sometimes, semantics of hijab that shows a positive attitude towards lax hijab, alongside the amplification of non-religious and secular attitudes towards hijab are the major changes extracted from the present study. Aligned with such changes, some strategies have been offered in the areas of policy-making, family, education centers, and the economy of hijab.

The low teamwork and groupwork skills of graduates, as well as the low quality of some theses and dissertations, are among the issues that Iran's higher education is facing. It is argued that the proper implementation of group dissertation not only improves the quality of theses and dissertations, but also develops teamwork and groupwork skills in students. Therefore, it prepares students for workplace better. Considering the significance of the subject, the purpose of the study is to investigate the requirements for successful implementation of group dissertation in Iran's universities.

This study is applied research and its approach is qualitative approach which uses Phenomenology Method to conduct the research. In this study, the tools of "Documentary Research" and "Semi-Structured Interview" were used to collect data. The contents of documents and interviews were analyzed using Thematic Analysis. Accordingly, to interpret the qualitative data and keep the validity of research findings, “Exploration by the Subjects” and “Continuity of Evidence” have been taken into consideration.

dissertation group is a form of group research in which each student is still responsible for writing his dissertation or thesis. By participating in a group of 3 or 4 students, a student writes his dissertation or thesis richer, more regular, and faster. Results of this study reveal that there are eighteen requirements for the successful implementation of dissertation group in Iran's universities, which are divided into five levels as follows: requirements at individual level (knowledge requirements, skill requirements and disposition/attitude requirements), requirements at dissertation group level (cultural requirements, educational/ administrative requirements, financial requirements, and legal requirements), requirements at the higher education institute level (cultural requirements, educational/ administrative requirements, financial requirements, and legal requirements), requirements at national level (cultural requirements, educational/ administrative requirements, economic requirements, political requirements and financial requirements), requirements at international level (educational/administrative requirements and economic requirements). According to these requirements, the successful implementation of group dissertation requires the provision of suitable individual, group, institutional, national, and international contexts because there are close relationships among theses contexts. The impact of national and international contexts is that if competency-oriented as well as national and international competitions prevail in a country, organizations and companies must be equipped with efficient specialists, working teams, and working groups to stay in the competitive. In this circumstances, organizations and companies also put pressure on higher education institutes to educate efficient graduates who have the necessary knowledge, skills, and dispositions, including teamwork and groupwork skills.

The purpose of this study is to identify and prioritize the components of general human capital development of university faculty members.

To do this, a mixed method by qualitative-quantitative was used. The statistical population included all faculty members of universities and research institutes in Tehran, 13 of whom were selected through purpose sampling. Data obtained from semi-structured interviews with experts were analyzed by inductive content analysis and three-stage coding. Participant members' control method and peer feedback were used to ensure credibility. Also, to ensure reliability, the agreement method between the coders and Cohen's Kappa test were used. In the quantitative part, Shannon entropy method was used to determine the importance and priority of the obtained dimensions and components.

The results of the qualitative part of the research show 106 key indicators, and 17 axial dimensions in the form of five main components of general human capital development of faculty members, including; Improvement in the extent and appropriateness of cognitive competencies, improvement in the extent and appropriateness of meta cognitive competencies, improvement in the extent and appropriateness of bio-emotional competencies, improvement in the extent and appropriateness of communication-social competencies and improvement in the extent and appropriateness of Cultural and spiritual education competencies, were categorized and presented. Based on the results of Shannon entropy test, respectively, the main components of improvement in the amount and appropriateness of cognitive competencies, improvement in the extent and appropriateness of communication-social competencies, improvement in the extent and appropriateness of meta cognitive competencies, improvement in the extent and appropriateness of Bio-emotional competencies, and improvement in the extent and appropriateness of cultural and spiritual education competencies, were the first to fifth priorities in the development of the general human capital of the faculty members. Also, the component of cognitive human capital development had the highest priority and the component of cultural and spiritual education human capital development had the lowest priority. Theoretical framework of general human capital development of faculty members in the present study provides a suitable scientific tool for planning the human capital development of faculty members. In the end, based on the research achievements, appropriate suggestions were presented.

This research was conducted with the aim of identifying and presenting the performance management model in universities and public higher education institutions of the country.

The method of conducting the current research is exploratory, and in terms of approach, it is mixed (quantitative-qualitative), it is considered mixed research. At the beginning of the work, in the qualitative part based on conducting semi-structured exploratory interviews with experts, dimensions and components were identified, and in the quantitative part, data was collected using a questionnaire. The participants in the qualitative part included 15 experts in the field of academic management and faculty members who were selected using a non-probability sampling method. In the quantitative part, the statistical population included managers and faculty members of higher education universities affiliated with the Ministry of Science, Research, and Technology, including 141 universities, which were sampled using the multi-stage cluster sampling method to determine the sample size from the table Morgan was used and 338 people were obtained. Due to the two parts of the research (qualitative and quantitative), the validity and reliability of the research tools were also discussed in two parts, so in the qualitative part, capability criteria (Goba and Lincoln, 2000) were used to measure the validity of qualitative data. From the point of view of validity, transferability, reliability, and verifiability, it was approved. Also, to calculate the reliability in this section, 5 interviews were selected as a sample and then each of them was re-conducted and coded at a specific time interval, Then the specified codes were compared with each other at the time intervals. The test-retest reliability of the conducted interviews was calculated to be 0.86, which shows the reliability of coding. In the quantitative part, content validity methods, convergent validity, and divergent validity tests were used to measure validity, and Cronbach's alpha coefficient was used to measure reliability. Also, the method of data analysis in the qualitative part, using the theme analysis method, and in the quantitative part, the information in the questionnaires was coded and analyzed using statistical software Spss and Smart PLS, in two descriptive and inferential parts. In addition, the level of significance in all research hypotheses (0.5) has been considered.

The findings obtained from qualitative data analysis showed that the performance management model of universities and higher education institutions in the individual dimension has (3 main dimensions and 6 secondary dimensions) the job dimension has (2 main dimensions and 5 sub-dimensions) and organizational dimension with (2 main dimensions and 8 sub-dimensions) can explain performance management dimensions in universities and higher education institutions well. Besides, based on the quantitative results, among the 3 basic themes (independent variable) of the research model, the impact of the organizational dimension on individual performance has the highest variance of 0.729, followed by the job dimension on the individual with a variance of 0.571.

The purpose of the present study is to review university living and prayer among people above 18 in Gorgan. Using a survey method, sampling was done from among academic (194 members) and nonacademic (168 members) candidates. The results of Mann-Whitney test (α=0.05) showed that there is not a significant difference between academic and nonacademic people in terms of commitment to obligatory prayers. However, religiosity of those at universities has become an individualistic trait so their inclination to public prayers is less. The results of Kruskal-Wallis test (α=0.05) also showed that there is no significant difference between students and graduates from different university majors (humanities, basic science, and technical-engineering) in terms of their commitment to obligatory prayers. Between aspects of 2 important variables of socialization (university living and religious-family education), 2 aspects of “religiosity in the first semester” and “religiosity of university friends and companions” as well as “the importance of religiosity for brothers and sisters” has more positively strong relation with commitment to prayers and inclination to public prayers among academics.

The purpose of this study was to investigate the relationship between undergraduate students' perceptions of the curriculum and their approach to learning and studying. The statistical population included undergraduate students of Shahid Bahonar University of Kerman. The statistical sample consisted of 365 students who were selected by stratified sampling. To collect data, two questionnaires namely "Student Study Approaches and Skills (short version)" and "Course Experience Questionnaire" were used. Confirmatory factor analysis was utilized to evaluate the validity of the instruments and the results showed that both instruments had appropriate structural validity. The reliability of each instrument was estimated to be 0.85 and 0.83, respectively. Structural equation modeling was used to investigate the structural relationships via using Amos software. The results showed that there was a positive and significant relationship between the perception of clear goals and standards with a surface approach to learning. Also, there was a positive and meaningful relationship between the perception of clear goals and standards and the strategic approach to learning. In addition, the relationship between the perceptions of appropriate workload with the surface approach to learning was positive and meaningful, and also a positive and significant relationship was seen between the deep approach and the strategic approach to learning.