The present research titled as a study of the relationship between educational departments climate and organizational commitment. It aims to study the relationship between the climate of open and close educational departments and organizational commit men by student affairs professors of the faculty of psychology and social sciences in Islamic Azad university- Tehran central Branch has been studied. Statistic community of 120 candidates with block sample of 70 people under takman table and randomly plain sample selected while the research data collected through twodes criptive & climate questionnaire forms (OCDQ) complied by Halpin & Craft including organizational commitment (OCQ) by Mayor & Allen, meanwhile the theories tested by coefficient relationship of Pearson including independent tests and the conclusions made according to below list: There is no significant relationship between climate of open educational departments and organization commitment and Affective commitment and Normative commitment. There is no significant relationship between climate of open educational departments and organization commitment and Affective commitment and Normative commitment. There is no significant relationship between climate of close educational departments with organization commitment and Affective commitment and Normative commitment. There is a significant relationship between climate of open educational departments with continuance commitment. There is a significant relationship between climate of close educational departments with continuance commitment.

Quality promotion of universities performance depends on competent and powerful educational departments. Hence, evaluation of performance concerning educational departments is one of the most important responsibilities of academic directors and managers in order of professional development and to maintain and promote higher education. So purpose of present research is to explain impact factors on educational performance of educational departments by use of qualitative method. Statistical society of the research consists 15 members of the faculty of Tehran University faculties and other 75 educational departments including more than 1186 the faculty members. To select proper sample, 20 educational departments that were on highest and lowers level of educational performance as two standard deviations, were selected as high and low limits by use of limited sampling method. Then in order to recognize and analyze dissimilarity in educational performance of educational departments, required data were gathered by semi-structured interview and they were analyzed by contents analysis and coding process.Obtained results show that the factors which are influential on educational performance of educational departments are not the same and they are different. Moreover, it was specified that factors such as stakeholder's participation to provide financial sources, entrepreneurship, collective efficacy, participation management and active competitive environment are considered as effective factors on high educational performance and factors such as dependency to governmental financial sources, improper work conditions, low spirits and Laissez-Faire Style management are considered as impact factors on low educational performance.

This article tries to study the professional competencies among the directors of educational departments from the viewpoints of the professors and directors of educational departments in Islamic Azad University – Central Tehran Branch. To this end، the theoretical fundamentals and the related literature are reviewed through library studies. Later، considering the findings، a collection of factors and sub-factors pertaining to the professional competencies of the directors of educational departments are extracted and enumerated in the framework of 7 factors and 52 sub-factors of competency. The statistical population of the research includes all 2200 professors and 50 directors of educational departments in Islamic Azad University – Central Tehran Branch. A sample of 327 professors and all 50 educational directors were selected according to Morgan sample size determination table. However، a questionnaire consisting 7 factors of competency in addition to 52 behaviors indicating competency was devised to gather the information، whose reliability was calculated to be 99. 08 via Cronbach alpha coefficient. The resulted data were analyzed through descriptive and inferential statistical methods. As far as the descriptive part was concerned، the average، average standard deviation، variance and standardized deviate of scores were calculated; and as for the inferential statistics، T-test for independent groups were used so as to study and compare the differences between the points of view belonging to the professors and the directors of educational departments concerning the factors and sub-factors of professional competency. The results of the data analysis demonstrated that the directors of educational departments in average believed the managerial competencies to be the highest while they deemed the political ones as the lowest. Meanwhile، the average highest and lowest competencies in the mind of the professors respectively went for the character-related competencies and political competencies. Moreover، having reviewed the results of the independent T-test، it could be claimed that there was a significant difference between the opinions of both groups، i. e. professors and educational directors، on the factors and sub-factors of professional competencies.

Performance evaluation of educational departments in universities has an important role in promoting educational and research performance. It also improves the capabilities of faculty members and students. DEA as one of the methods which is used for ranking the units must be evaluated. This is done by units that have inputs and outputs such that DEA evaluated capability of them in converting input to output. In this study, we use the combined method CCR-O and PCA to evaluate the educational groups. First, by PCA, we extracted the variables that are latent in observed variable and second, by using DEA, the evaluation of the educational departments was done. There are two advantages in terms of using this method; first, latent structures of observed variables in educational departments are discovered and second, the discrepancy of the evaluation was improved.

Abstract: The aim of this study is to provide a model of an educational departments’ heads professional competence at Tehran University. Research methods are practical and in terms of data gathering, they are quantitative. The study sample included all educational departments’ heads of Tehran University, which consists of 167 departments’ heads who responded to 93 questionnaires. For data gathering, (self-made) questionnaires were used. Reliability was evaluated using Cronbach's alpha coefficient standing at 93%. For data analysis, descriptive statistics and inferential statistics and Friedman test was used confirmatory factor analysis first. The results indicate that the model consisted of 12 components (planning, organization, human resource management, communication, leadership, decision making, teamwork, monitoring, information and communication technology, and professional ethics, scientific and psychological). Results also showed that the greatest competence of educational departments’ heads is related to decision-making, communication and leadership, and the least competence is related to some aspect such as psychological competence.

Higher education has increasingly been in line with the progress of societies, and many countries have recently given priority to knowledge-based economy. “How to improve the effectiveness of the universities to achieve the knowledge-based economy” has been as a major challenge for managers and planners who have applied various policies and programs among which the changes in the mechanisms of financing and financial resources allocation are considered to be crucial, in that the mechanisms affect the performance of educational departments which are the main pillars of the universities and higher education system. Nevertheless, we empirically know little about the impacts of the changes. Thus it is important to evaluate the impact of the mechanisms on educational performance of the departments, which is the main objective of this article. Taking into account the advantages of university of Tehran as a case study, we selected 75 educational departments located in Tehran city as the units of analysis. Data on the characteristics of the educational groups for 2001-2005 period were collected through conducting a field work (questionnaire) and using the faculty members’ profiles. Due to the complexity of data structure and to achieve correct hypothesis testing, we apply multilevel modeling through which the heterogeneities across the groups are taken into statistical models. The results of empirical analyses show that (1) educational performance among the departments has significantly been heterogonous; this heterogeneity indicates that the structure of data used is complex and dominated by a hierarchical structure which makes the application of multi-level modeling method imperative, (2) the educational performance has had a constant and considerable increase during the period, (3) each group has experienced different trend in their educational performance during the period, and (4) among the explanatory variables studied, we found that financial resources allocation mechanisms positively and significantly affect the educational performance of the departments. Our main findings indicate that changes in funding and financial allocation mechanisms (especially in terms of collecting tuition fees) affect educational performance of the educational groups which provide evidence on the fact that the groups do respond to the financial mechanisms and incentives, considering their current financial constraints to meet their educational goals. Therefore, policy-makers and managers can consider the financial mechanisms as an effective and indeed a complementary tool for achieving good governance and perfect steering to improve the effectiveness of the educational departments.

The purpose of this study was to identify the skill needs of the educational department managers of the departments of Shahid Beheshti University based on the theory of Wetten Cameron and Woods theory. The research method is descriptive and survey and it is considered as an applied research regarding the purpose. The statistical population of the study included all 113 managers of the educational departments of Shahid Beheshti University in 2017-2018. Morgan table was used to determine the sample size, and 87 people were selected as sample through simple random sampling method. The data were collected using the standard questionnaire for the managers' questionnaires, Wetten Cameron and Woods 2000 questionnaire The Cronbach's alpha coefficient was obtained as 0.87, and the content and content validity was confirmed by experts. The data were analyzed using SPSS software and T-test and Friedman tests. The results of the study revealed that the most important educational needs identified for these managers were significant effective motivation, conflict management, constructive communication and problem solving management skills. Finally, it is suggested to design the improvement programs for this group of managers based on the mentioned skills.

The main mission of universities and higher education centers is education and research that have a major impact on the growth and development of the country. Universities and higher education institutions are increasingly interested in evaluating the performance of their educational units in terms of educational performance and research performance, because performance evaluation, in addition to complexity, plays a major role in improving the quality of the university. The purpose of this study was to evaluate the educational, research and entrepreneurship performance of educational departments of Faculty of Economics and Administrative Sciences in University of Mazandaran during 1394-1397. Best-Worst Method Used to determine the input and output weights. The results show that the most important dimension of academic performance is the educational dimension, and the research and entrepreneurship dimension are almost equally important for the performance of educational departments. Also, given the functional nature of the university in development, there is a need for focus departments to maximize output. The results of the Wilcoxon test show that the performance ratings of each of the training departments are not independent in performance dimensions and emphasize the relevance of these dimensions. Using the proposed method in this study can be effective for evaluating the performance of educational departments in universities to identify weaknesses and improvement points.

In order to promote research and teaching in the field of International Relations and Political Science, making internal assessment of educational departments will be helpful. Such a assessment provides scholars and academics a clear view about weakness and strong aspects of educational department. Internal assessment requires participation of students, professors, and users that are in direct connection with traditional method of teaching that we are familiar with. In this article authors are about to make internal assessment of IR Department of Tehran University through conducting a survey, the results will provide us evaluation on weakness and strong aspects of traditional method of teaching IR in one of leading Iranian universities.

This research deals with the impacts of the organizational culture of educational departments on postgraduate students’ conformity with scientific ethics. At first having applied socio-cognitive theory, a model was constructed to explain the basic mechanisms influential on the process of conformity with scientific ethics in educational departments and then using survey method and probability of proportional sampling (PPS) data was collected. The findings indicate that firstly, all studied universities are to some extent suffering from low organizational culture. Secondly, organizational culture has direct impact on postgraduate students’ conformity with scientific ethics, i.e. the rate of conformity with scientific ethics heightens with an increase in desirability level of the departments’ organizational culture. Also the Regression equation with regard to considered variables succeeded in explaining 28 percent of dependent variable variance.