The purpose of the present study is to evaluate the barriers and factors influencing inefficiency of research at Farhangian University. Regarding the purpose of study and the necessity of consideration of different factors affecting the inefficiency of research at Farhangian University, the researcher used a theory-oriented qualitative method. Participants were selected from supervisors and vice chancellors of Farhangian Campuses, research experts of university, active students, faculty members and lecturers of the university using purposive sampling method. Since the strategies of research were qualitative and the grounded theory was used in this study, the data which gathered through in-depth interviews with participants were analyzed in three stages of free or open, axial, and selective coding. The results showed that the infrastructural, economic, educational, cultural, communicative, structure-administrative, managerial-administrative and individual-motivational difficulties and obstacles are challenges that will influence the inefficiency of research and the production of science at Farhangian University. On these basis, some strategies were identified as solutions for barriers and research problems at this university including modifying management structure, modifying the structure of admitting instructors and upgrading their academic levels, increasing financial resources, facilities and management, improving and paying attention to students' motivation issues, changing the attitude and modifying the nature of the university – modifying the management and research policies.

The present article was conducted with the aim of examining the creative characteristics of Farhangian University professors and their use of creative teaching methods from the perspective of primary school students. This study is a descriptive-survey study conducted on the statistical population of undergraduate and graduate students in the field of primary education at Farhangian University of Fars Province in the first semester of the 2009-2010 academic year. The statistical sample was selected and studied based on Morgan's table using random stratified sampling method for 210 students and teachers. The instrument used in this study was the Questionnaire of Creative Teaching Principles and Features, the validity and reliability of which were confirmed. Descriptive and inferential statistics were used to analyze the data. The results showed that: 1) Among the creative characteristics of Farhangian University professors, "ability to communicate sincerely with students" and "believing in students' scientific ability" have the highest and lowest rank in terms of students and teachers, respectively. (2) The use of creative teaching methods by Farhangian University professors is significantly acceptable but far from the desired level. 3) There is a significant difference between the creative characteristics of Farhangian University professors from the point of view of male and female students. There is.

The research method is quantitative and descriptive using structural equation model. Causal-comparative method was used to compare variables between the two groups. Statistical population of the research includes new teachers in Khorasan Razavi province. To test the model, a sample of 347 subjects was selected from 3339 new teachers in Khorasan Razavi province using convenience sampling and quota sampling methods. The research population includes 2426 new teachers who graduated from Farhangian University of Khorasan Razavi (Mashhad) in the years 2017 and 2018 and 913 new teachers who were hired to Farhangian University according to the Article 28 in the years 2017 and 2018. Sample size for each variable was selected up to 30 subjects using Cochran's formula. Teacher motivation, teacher self-efficacy and occupational commitment questionnaires were developed and validated by the researcher. To analyze the data, Pearson correlation coefficient, confirmatory and exploratory factor analysis, t-test and structural equation modeling were used.The results showed that there was a significant positive relationship between teacher self-efficacy and occupational commitment of new teachers. Occupational commitment of new teachers graduated from Farhangian University was significantly higher than that of new teachers recruited by Article 28, and the teacher motivation of new teachers graduated from Farhangian University was significantly higher than that of new teachers recruited by Article 28. There was a significant positive relationship between teacher intrinsic motivation and occupational commitment of new teachers.

Education at Farhangian University in the field of geography has a history dating back to the initial formation of the foundations of this university, which has been able to play a role in educating students interested in the field of geography education. Geography education at Farhangian University is done in two areas: specialized and educational courses. Both are complementary to each other in terms of gaining experience for student-teachers. Therefore, geography education at Farhangian University of Alborz Province is being conducted in the form of male and female campuses, and the relevant practical and theoretical courses have been researched. Based on this research in the form of a survey of two campuses, the biological experience of geography student- teachers (accepted 2016) who spend the first year of their teaching experience, have been evaluated in the form of 60 specialized educational questions that are considered in several main indicators by researchers. The answers received in the form of questionnaires were 26 cases, which show the differences in the effectiveness of educational and specialized courses for new teachers of geography education. Also, research findings have shown that new teachers of geography education who are teaching in many Iranians schools in this field. However they were interested in this field ,they were dissatisfied with the performance of some courses and considered their effect as weak during their learning experience and believed that specialized courses had the greatest effect on their teaching experience and internship. Up to %50 of the valuable experiences of a teacher have been through practicum. Another important result obtained in the present study and a negative role in reducing teacher motivation for new teachers of geography education is the unrelated teaching courses of the first year of teaching. It has the most negative effect on the interest and motivation of the statistical community.

The aim of this study was to determine the effectiveness components of the curriculum of undergraduate course of elementary education in Farhangian University  from the perspective of experts. The statistical population of this research consisted of professors of Farhangian University in 2020. The sample of this study was selected by accessible sampling method. A total of information was collected from six prominent university professors who taught at Farhangian universities. The data collection tool in this study was semi-structured interview. Results revealed that effectiveness components of the curriculum of undergraduate course of elementary education in Farhangian University were "Determining and implementing desirable educational goals", "Using experienced professors from the schools", "Using appropriate educational content", "Considering the studentschr('39') characteristics" and" Appropriate physical appearance and up-to-date facilities. Generally, the research results support the revision of the teacher training curriculum in order to be more effective.

Knowledge management is one of the key issues in higher education, which had a significant role in scientific progress and promotion of the scientific level of universities. In this study, due to the role and importance of knowledge management in universities, the obstacles to sharing information and knowledge at the Farhangian University have been identified.This research was applied in terms of its purpose and descriptive - survey method. The statistical population consisted of the staff and faculty members of selected campus of Farhangian University. The data were analyzed using descriptive statistics and inferential statistics and SPSS software. The research instrument was a researcher-made questionnaire of 38 items using Knowakaha Knowledge Management Questionnaire. The results of the surveys showed that four main barriers to structural, managerial, human resources and technology are preventing the successful implementation of knowledge management at the Farhangian University. Based on the results obtained, human resources are an obstacle to the successful implementation of knowledge management at the Farhangian University, as well as the infrastructure of information and communication technology, management, and organizational structure are obstacles to the successful implementation of knowledge management at the Farhangian University. The observed average of the existing knowledge management status at the University of Cultural Studies (2.42) is less than the expected average (3), and the difference between the average status quo and the expected status of knowledge management in quadratic dimensions is significant. The results of this study can open new holes for core attention to Knowledge management. Planning the Farhangian University to raise the barriers identified in this research can lead to successful implementation of knowledge management.

identifying the obstacles and challenges of Farhangian University's progress towards quality is a necessity. In order to achieve this goal, the method of qualitative content analysis has been used. The data was obtained based on semi-structured interviews with thirteen experts, specialists and administrators of Farhangian University. The interview data indicate that these issues and challenges can be categorized under eight general categories, which are: the lack of quality and adequacy of the educational space, the challenge of the academic staff of Farhangian University, the challenge of the recruitment process of teachers, The challenge of the structure and organization of Farhangian University, the challenge of the educational planning and curriculum, the challenge of the macro-policy of the teacher training system, the challenge of training and selection of managers, and the challenge of Quality assurance of teachers. As a conclusion, it can be acknowledged that the quality of Farhangian University, as the center of gravity of teacher training in the country, requires policy-making and legislative measures to remove the mentioned obstacles and challenges.

The purpose of this study is to compare the human resources, collections and space of libraries in Farhangian University with the standard of Iranian university library. The present study is an applied study that has been done using a descriptive survey method. Data were collected by a researcher-made questionnaire based on the university library standards. The statistical population consists of 64% of campus libraries and 34 libraries of Farhangian University. A total of 69 libraries responded to the questionnaire and the analysis was based on their data. Findings showed that Farhangian University libraries were 29% in terms of human resources, 23% in terms of collection and 54% in terms of space, according to university library standards. Farhangian University libraries are quantitatively far from the standards of university libraries in terms of human and information resources. But in terms of space, libraries are in a relatively good position compared to the other two indicators. Employing enough experts and allocating the necessary funds to standardize the collection and space of libraries are serious decisions that should be at the forefront.

The purpose of this paper is to explore and describe the teacher competencies and organizational culture in the viewpoint of activists in the fields of higher education and teacher education. The research based on qualitative research with a phenomenological approach. Data of the research were collected with the deep semi-structured interviews. Participants in the research were based on a targeted sampling method and with respect to the diversity of the groups. The participants included 44 activists in the four groups: faculty of Farhangian university, representative of the leadership institution, experts, and students of Farhangian university, as well as faculty of other universities in the field of education and higher education. By analysis of the data were inferred six teacher competency domains: theoretical knowledge, practical knowledge, monotheistic and aesthetic perspective, professional beliefs, personality, and meta competencies with 15 components. Analysis of data showed that faculty, the board of Directors, and experts of Farhangian university have a mutual opinion about the six competency domains, but students of Farhangian university and faculty of other universities have a different opinion about the personal competencies. In part of organizational culture, were inferred six domains including educational philosophy, trust, organizational interactions, organizational relationships, teacher education, organizational evaluations with 17 components.

Teacher training is a program for teacher professional development and competence that is created through the process of education and preparation, prerequisites for the teaching profession and readiness to face its challenges. At Farhangian University, this mission will be carried out by implementing practicum programs based on a reflective teacher. With this importance, the present study explains the philosophy of establishing a practicum system based on reflective teacher in Farhangian University and identifies the necessary areas and structures for its realization. The present study is qualitative and phenomenological. Participants in this study are experts, planners and policy makers of Farhangian University. Purposeful sampling method (desirable cases) was used to interview experts in the field of Farhangian University. In this regard, purposeful theoretical saturation in the data was achieved by semi-structured interviews with 14 people. Findings. Also, the necessary elements for the realization of this program include professors trained at Farhangian University; appropriate educational environment; financing ; and the interactive structure between Farhangian University and ministry of education .