The aim of this study was to identify the requirements of ethics-oriented faculty members in universities of medical sciences. This qualitative study was conducted following the six-step method of Sandlowski and Barroso (2007). The meta-synthesis team consisted of faculty members specialized in the field of higher education management, familiar with the method of searching databases, educational planning, curriculum planning, and having a good command of meta-synthesis research method. Twenty-six relevant research sources were used as the basis for the analysis, which resulted in extracting 10 main requirements for ethics-oriented faculty members in universities of medical sciences. These included personal ethics, educational ethics, research ethics, faith, intra-university management ethics, inter-university management ethics, interaction ethics, responsibility ethics, and justice ethics. Data validation was done using validation and transferability techniques through researchers’ self-review and data alignment as well as researchers' reliability and alignment. Due to the pivotal role of universities in the future of students, the importance of recognizing and observing professional ethics in these environments is of special interest.

The application of ethics in the flourishing and formation of the university around the virtue-oriented axis has not been investigated clearly and expertly in previous researches. Therefore, the purpose of the present research is to investigate the application of ethics in the formation of a virtue-oriented university. The approach of the research is qualitative and has been carried out with thematic analysis approach and in a one-year period from the fall of 1401 to the fall of 1402. The statistical sample included an expert group of 20 university professors and researchers in the field under study, which was selected using a snowball approach. To check the validity of the information and pattern extracted from the interviews, two methods of retesting and intra-subject agreement were used and the validity of the findings was ensured. formation of a virtue-oriented university in the form of 219 open codes, 40 concepts and three core categories (the interference of ethics at the individual level, the interference of ethics at the university (professional) level and the interference and application of ethical standards at the macro level) which Each of them is divided into two categories: avoidance and support. The results indicate the undeniable and sensitive functions of ethics in the formation and development of the model of a virtue-oriented university, and in order to achieve it, special attention should be paid to the achievements of the present research in the form of the model of the interference of ethics in the formation of a virtue-oriented university.

This study aimed to identify the facilitating and inhibiting factors of students' tendency towards ethics. A qualitative approach with a descriptive phenomenological method was employed. Data were collected using semi-structured interviews with 98 Iranian faculty members, university administrators, experts, staff, and students who were selected through criterion sampling. The findings suggest that there are eight facilitating factors such as “structural, functional, social, cultural, personal, religious, study-research-driven, and educational" factors, and there are also nine hindering factors (obstacles) such as “structural, social, performance-related, political, personal, functional, conceptual, informative-cognitive, and cultural” factors. Drawing upon the understanding of a wide range of academic activists, this study identifies new and more complete dimensions and components of the factors concerning the tendency or non-tendency of students towards ethics in the university environment. It is recommended to use these results to develop academic ethics in higher education more efficiently.

The present study seeks to evaluate students viewpoints about the Islamic ethics syllabus covered at universities. The research method was descriptive survey and the statistical population consisted of 273 Islamic Azad University of Qom BA students who passed the Islamic ethics course in the second semester at 1393-1394. The research findings showed that 1. The needs considered in defining the objectives of the Islamic ethics course at universities cover the individual and social needs of an Islamic community to an average degree and the objectives and needs considered in this course slightly overlap. 2. Teaching and learning methods used in teaching Islamic ethics are not very consistent with the course objectives in cognitive, emotional and behavioral levels. 3. Evaluation methods used for assessing the student's progress in Islamic ethics are not in line with the objectives of the course at the cognitive, emotional and behavioral levels. 4. Students’ access to the objectives of the course at the cognitive, emotional and behavioral levels is not satisfactory; it is concluded from the results that increasing the efficacy of the Islamic ethics course at universities requires a syllabus based on a realistic need analysis, an integrative problem-oriented and goal-oriented approach and the upgradation of the professional skills of the lecturers.

The concept of professional ethics of academic educational leaders is an abstract concept for which severalhighly context-dependent definitions have been provided in the literature. The analysis of this concept is critical to reaching a shared understanding, developing behavioral standards, and designing evaluation measures at universities of medical sciences. This study aims to provide a comprehensive definition of professional ethics among educational leaders of universities of medical sciences. To explain the concept of professionalism among academic educational leaders, Walker and Avant eight-stageconcept analysis method was adopted. After an extensive review of resources, 37 articles were included and the antecedents, attributes, and consequences of the concept were extracted. An examination of the resources and concept analysis revealed that professionalism in academic educational leaders has three main attributes of care ethics, justice-oriented ethics, and ethics of criticism, and its formation depends on personal characteristics, professional capabilities, and having a systemic view. The identification of components and professional characteristics of professionalism among academic educational leaders provides a shared understanding of professionalism and is a basic step towards designing measures to evaluate this concept.

The purpose of this study is to develop framework for the media literacy curriculum at Farhangian University. This research was conducted with a qualitative approach through interviews with 28 experts in three groups: communication science specialists, educational sciences and media literacy activists. Sampling was performed purposefully. Content validity was used to determine the validity of the interview and the data were analyzed by categorization method. According to experts, the goals of the media literacy curriculum include media studies, media management, critique and analysis skills, user ethics and media use. Content also includes concepts and generalities, media techniques, message critique, consumption pattern modification, ethics, and media usage. For this purpose, explanatory, problem-oriented, participatory-oriented, critical and workshop methods should be used for teaching, and observational, functional, project, test, self-assessment and self-evaluation methods should be used. The obtained framework can be the basis for designing a media literacy curriculum at Farhangian University.

Research in the area of Islamic Ethics which is capable of having profound effects on individual behavior has not yet been surveyed carefully. We entitle this area of research ‘‘Criterion-Oriented Ethics’’, which in the history of our moral legacy has not been mentioned but some slight points. Criterion-oriented ethics is to provide one with their own record of practical ethics and identify some criteria to enable him to assess his soul. For example he can not only assess his soul on having high moral virtues such as honesty or not having spiritual vices such as envy, but also he will be informed of his general ethical status. Some of the Quranic verses and narrations have brought this perspective of ethical issues to human's notice. However the criterion-oriented ethics has not been considered as a separate field of study in ethics. This paper aims to express the status, features and challenges of research in the field of criterion-oriented ethics.

Among the systematic components of Islamic University leading to Islamic civilization, we emphasize on education. Because, on the one hand, the other important aspects of the Islamic university system and civilization are influenced by education. (Of course, the choice of education in an Islamic university does not negate the importance of cultural/educational, research, technological, and managerial aspects.) On the other hand, the need for precision and specificity in the issue encourages us to choose more specifically and limit the issue. The upcoming research is based on an interpretative qualitative method. In the sense that the meaning and internal relationships of the data inferred from the data should be discovered and interpreted. Also, the tool of inferential analysis will be used to analyze the negative cases of Tamdansaz University in the mentioned issue. The collection method is library and in-depth interview (in addition )will be. The main perceptual obstacles to the formation of a civilizing university in the field of the ethical system of education1- Weakness in the mentality of skill building and skill building in the field of education2- Extreme weakness in the production of university culture3 -Mental communication disorder between teacher and student4- Weakness in academic socialization based on professional ethics5 -Deficit in the moral responsibility of the trustees of university education6- Lack of attention to the elements affecting moral abilities in the field of education:6-1 -Mere quantification in response to society's needs;6-2- Commodification of science and education and priority of income over quality;6-3- University politicization;6-4- Caricature of educational creations;6-5- scientific tourism instead of scientific diplomacy;6-6- Lack of attention to the development programs of the education sector;6-7- Promoting the culture of scientific comfort food;6-8- Lack of attention to scientific skills;6-9- A little look at the entrance to world knowledge;6-10- Imbalance between theoretical-human knowledge and engineering-experimental knowledge;6-11- extreme individualism;6-12- speech therapy training;6-13- mental gap between education and society issues;6-14- Removing the explanatory approach;6-15 -delivery orientation and neglecting the systemic attitude in the educational system. Ethical university leading to Islamic civilization, at the level of academic members, in the system of education, research and administration of the university, it is necessary to pay attention to professional ethics towards students, ethics and virtual space, and finally the ethics and social responsibility of the university towards the outside of the university. A new understanding of the environmental strategy of the university and society in the form of components such as paying attention to the new spaces of technology, using the traditional capacity of the university while looking at the present and the future today, logical insistence on rethinking identity based on reality-oriented responsibility-oriented future-oriented and also the reconstruction of the life of the mind The agency and intersubjectivity of the moral field of education is very important in Tadamansaz University in order to solve the problem of the hegemony of pretense over reality. Restoring public trust in the field of university education and paying attention to the important elements of justice, accountability and responsibility of education in the university are other essential indicators.

Since the university is an academic and cultural institution as well as the pioneer of cultural, social, and economic changes in every society, ethics has been established as a mission to the major universities in the world. Therefore, university deans will build a network of mutual and transcendent relationships that will improve the performance of employees and organizations by observing the principles of ethical leadership. Ethical leaders will make the work meaningful and create work dependency and engagement for their employees. So, the university employees will feel and abide by observing leaders' ethical behaviors regarding work and organization. The ethical behaviors of the deans are an important factor in the development of their employees' engagement and loyalty to the university. So, in this study, the role of ethical leadership in organizational loyalty is studied with the mediation of the employees’ work engagement as an issue in the field of ethics in the management of the academic human resources.

According to the philosophy of the research, this is a quantitative study. Based on its purpose, it is an applied study using the descriptive-correlational method, especially structural equation modeling (SEM) to collect and analyze the data. The study population consisted of 477 experts and managers of Bu Ali Sina University, Hamedan, out of them 387 were experts (81%) and 90 were managers (19%). To estimate the sample size, Cochran formula was used. Therefore, the statistical sample size was 266 and they were selected through stratified random sampling

 method:

Brown's, Trovino, and Harrison's (2005) 10-item Ethical Leadership Questionnaire with three factors (Interpersonal Relationships, Modeling, and Pragmatism); Shafley's (2003)17-item Work Engagement  Questionnaire with three factors (Vitality, Self-sacrifice, and Job Attraction), as well as, a researcher-made organizational loyalty questionnaire were used. The reliability and validity of the questionnaires were assessed by Cronbach's alpha and confirmatory factor analysis (CFA). Data were analyzed using SPSS and LISREL statistical software. Frequency distribution, mean, and standard deviation tables were used for data analysis. Pearson correlation coefficient and confirmatory path analysis were used to test the research hypotheses. It should be noted that out of 266 distributed questionnaires, 13 were eliminated due to incompleteness and ambiguous information in the data analysis stage, so 253 questionnaires were analyzed.

The results showed that, ethical leadership has a positive and significant effect (0.26) on organizational loyalty (p≤0/05). Work engagement has a positive and significant effect (0.53) on organizational loyalty (p≤0/05). Ethical leadership with direct path coefficient (0.66) and t value (10.74) have a direct, positive and significant effect on work engagement (p≤0/05). Ethical leadership through indirect path coefficient with work engagement satisfaction (0.349) and t value (5.53) has an indirect, positive and significant effect on organizational loyalty (p≤0/05). Ethical leadership can explain 47% of the variance in organizational loyalty. The ratio of X 2/df indicates that the conceptual model fits well with the assessment model. The value of the RMSEA index indicates the acceptable error value. The values ​​of CFI, GFI and AGFI indicate good fit of the structural model.The result of ethics and ethical leadership at the university is the movement to ethics-oriented university, employees’ attraction to work, and their loyalty to the university. In a university where ethics is of particular importance, ethical leadership is always a matter of concern. At this university, ethical leaders are developed and employees willingly embrace ethical patterns and engage in ethical behavior. They are satisfied and proud of their work. Employees who love and are passionate about their work are loyal to their organization and work and have little desire to leave the organization. They are also loyal to their organization, proud of their university and their work.Ethical leaders act as ethical models for followers. By observing the actions and behaviors of ethical leaders, employees learn their principles and patterns of ethical behavior as well as model and reinforce their ethical behavior in themselves. Deans transform the importance of ethics to their subordinates, this makes employees aware of the importance and value of ethics and enhances their understanding of ethical behavior. Ethical leaders use rewards and punishments to encourage desirable behavior, thereby eliminating or controlling unethical behaviors and reinforcing ethical behaviors.

Describing the nature of care ethics and analyzing its superior performance compared to previous theories in the field of ethics, this article raises a critical discussion about the difficulties faced by this type of ethics. The result of the discussion and critical consideration is that the care ethics is initially designed based on a situation-oriented perspective and against theories based on justice, that is, in the theory of care there is a kind of privatization of ethics compared to general justice. Of course, the controversial point of care ethics is in the uncontrolled development of the field of behavior (from personal, lenient, and compassion-oriented ethics) to the field of social justice, exchange, and calculation. Therefore, using Rawls' efforts in the theory of justice, as well as its extension to political liberalism, it seems that the theory of care can be considered as a complement to justice-oriented theories, later than these theories, and also as the criterion for maximum separation between law and ethics.