This case study was comdmcted to investigate Effective factors in the agility of Iranian agricultural higher education. The statistical population of the study is all faculty members at Campus of Agriculture and natural Resources who are in the specialized universities of the Ministry of Science, Research and Technology (N =305). from whom 130 agricultural teachers were selected applying stratified random sampling technique.. According to the findings, universities and institutes of higher agriculture education have a moderate degree of agility capabilities. path analysis using AMOS23 showed that The variables of agility stimuli (β= 0.67, p=0/000) have the most impact on the agility capabilities of the university. Afterwards, the variables such as agility barriers (β= 0.63, p=0/000) and agility facilitators (β= 0.40, p=0/000), had the most impact on Improve the agility capabilities of the university. Finally, the agility of Iranian agriculture higher education will have many consequences for their customers (β= 0.65, p=0/000). Hence, attention to agility determinants is necessary to achieve the ability to obtain information necessary for decision making by managers in higher education institutions.

The main purpose of this study is to present a genuine leadership model in first and second secondary schools that has been implemented using an approach based on data foundation theorizing. Semi-structured interviews were used to collect data and the data were analyzed by Strauss and Corbin method and paradigm model. Sampling was theoretical method with purposeful technique and snowball, based on which 15 interviews were conducted with scientific experts, selected and specialized university professors, principals and teachers of first and second secondary schools. The results of the data obtained from the interviews during the open, pivotal and selective coding process led to the development of the foundation data theory in the field of first and second secondary schools. The model designed in this study includes components, causal, contextual and interventionist factors that ultimately led to strategies and effects. The model designed in this study includes components, causal, contextual and interventionist factors that ultimately led to strategies and effects.

The main goal of this research is to investigate the effective factors in internationalization at home for specialized universities. Internationalization is any sustainable and systematic effort with the aim of making higher education responsive to the needs and challenges related to the globalization of societies, economy and labor market, and the policies and measures undertaken by higher education systems and institutions. It refers to quality improvement, broad participation and promotion of international cooperation, increased competition and revenue generation through international student enrollment.

The current research is a meta-synthesis study that was conducted in 2024. The statistical population included all Persian and English articles published in the time frame of 2015 to 2024 regarding internationalization at home for specialized universities in the field of higher education. In this regard, the articles were searched and extracted through keywords and related databases. Finally, according to the inclusion and exclusion criteria 12 articles were investigated.

Study findings were identified and classified in 6 overarching themes (curriculum and content, educational method and process, research and development, information technology, structure and infrastructure, and cultural dimension), 11 organizing themes (curriculum planning, course/lesson content, teaching method, instructor, learner/student, international research, skills and equipment, increasing access, structure, infrastructure provision and ethics and culture).

The process and approach of internationalization at home is taking place dramatically in many countries of the world. Now, considering the challenges and obstacles in internationalization at home, it seems necessary to review the packages for creating transformation and innovation in internationalization at home for specialized universities.

Achieving scientific authority is one of the emphases that has been emphasized in the Supreme Leader's orders and it is considered as a strategy in the country's scientific programs in recent years. In the past years, researchers have investigated the dimensions of scientific authority from different aspects. Universities are the main scientific centers of the country and play the most important role in achieving scientific authority. With a systemic view, it can be understood that the movement of universities as components of the country's scientific system towards scientific authority will lead to the achievement of the country's scientific system to regional and international authority. If we consider each university as a set of components related to each other, to achieve the scientific authority of a university, its various components must also move towards achieving scientific authority. One of the most important pillars of the university's education and research system is the academic fields in which professors and students are engaged in learning and acquiring knowledge. Trying to achieve the authority of a university's fields will help the university to achieve scientific authority. On the other hand, the approach taken by the ranking systems for thematic ranking of universities (which can include one or more disciplines) doubles the importance of this matter. As a result, in this research, the research problem has been defined as identifying the factors that affect the achievement of the authority of the disciplines.Academic disciplines play a role in achieving scientific authority from different perspectives, but their effectiveness is different. Therefore, finding authority indicators from the perspective of disciplines can be considered a new concept in the field of studies related to scientific authority. The purpose of this research is to identify the authority indicators of fields from the perspective of experts. This research was conducted at Allameh Tabataba'i University one of the important universities in the country to identify these indicators from the perspective of prominent professors, educational and research experts. The results of this research can be generalized on a wider level and in other universities.Because the issue of authority components of disciplines has been less discussed in previous research, it was first necessary to identify any component that is related to scientific authority, especially related to academic disciplines, by reviewing the literature and previous researches. This work was done in the second part and in the third part the most important concepts that we need in this research were explained. But to complete these components, it is necessary to use the opinion of experts. Allameh Tabataba'i University, as a specialized university in the field of humanities and one of the first-level universities in the country, has defined one of its main goals to achieve scientific authority in the field of humanities. The area chosen to conduct this research is Allameh Tabataba’i University.In the first part of the research, the databases of Science Direct and Google Scholar were searched between 2000 to 2022 with the keywords of scientific authority, field authority, the competitive advantage of the university and its Latin equivalents. Among the 618 related articles found, four criteria of keyword assignment, research topic, access level to the article and screening were used to include or not include the research. Among these, articles related to non-academic fields were excluded. Again, the articles were reviewed in terms of repetition and availability, and the remaining 112 articles were reviewed in terms of content, quality, and methodology, and finally, the remaining 21 articles were carefully reviewed.In the second part of the research, in order to calculate additional indicators, semi-structured interviews with an exploratory approach have been used. According to the purpose of this research, which is to identify the factors affecting scientific authority, Allameh Tabataba'i University was selected as a specialized humanities university and one of the pioneers of the movement towards scientific authority to conduct research. According to the developed strategic plan of the university, the main goal is to achieve scientific authority in humanities which is the dominant discourse of the university. In this connection, experts who had outstanding educational and research records and opinions in the field of scientific authority were introduced through the supervision and evaluation office of the Vice-Chancellor of Allameh Tabataba'i University. Among the people, a semi-structured interview was conducted with 16 experts who were willing to be interviewed.Examining the results of this research showed that the main components affecting the scientific authority of the fields include: Customization/Islamization, Applicability, Identity, Technological infrastructure, Promotional activities, Attractiveness, International interactions, and Employment of prominent professors.Some of the components of authority need to spend money and resources, which needs some kind of prioritization according to the limitations that exist. The components identified and confirmed in this research can help in the evaluation of university courses to achieve scientific authority. The fields that get more points according to the indicators mentioned in this research can be called authoritative fields. Universities should focus on these fields due to budget limitations to achieve scientific authority. On the other hand, other disciplines can use the values of the indicators related to authoritative disciplines as their goal to improve and move towards scientific authority

The purpose of this study model challenges, obstacles and constraints in the implementation of research at Universities specialized in the research, Allameh Tabatabai University, the largest university in the humanities specialist, has been studied. The study population consisted of members Lmy above, and managers and experts Tabatabai University, which included 413 and 124 people. In this study, initially through extensive theoretical study and previous research at national and international, related resources aimed at Allameh Tabatabai University and on the pattern Vlkvayn (1999), Challenges, obstacles to the realization of University Scholarships at Allameh Tabatabai University in six areas: a) academic culture, b) structural Mdyryty- c) scientific and professional, d) financial credit, e) rights and legal) IT has been identified on the basis model of causal research is explained. Then, based on the identified challenges and the integration of the questionnaire in this regard, MhqqSakhth research questionnaire has been developed. Then, face and content validity of the instrument, through interviews with 12 experts in the field and determine the validity of this instrument, and acknowledged the challenges identified in the implementation of research at the University of Allameh TabatabbaI University and model Ali about it, through confirmatory factor analysis and structural equation modeling carried out. It should be noted that the above reliability using Cronbach's alpha coefficient, equal to 95/0 calculated. The results showed that all the identified challenges posed by the respondents approved Mdyryty- structural challenges than other challenges, from their perspective, has been a higher priority. Furthermore, the results suggest that differences in points of view in the two groups of respondents in relation to the challenges identified, segregated schools and organizational position, has been observed.

The strategy for smart specialization university has been one of the main policies of the European Union in recent years to develop regional performance and economic growth through university systems. In spite of this, no research has been done to identify the components of this strategy. Accordingly, this study aimed to identify the components of the smart specialization strategy of higher education institutions. This qualitative research was conducted using the meta-synthesis strategy and content analysis. In the findings, fifteen components were extracted as follows: specialized pedagogy (efficient teaching methods, environmental learning), specialized research (specialized research policy-making, research targeting, research networking), academic entrepreneurship (continuous university-industry link, entrepreneurial institutionalization, and development of research cooperation capacities with the industry and different sectors), specialized governance (multi-level governance, specialized regional governance, specialized governance in higher education), specialized general management (efficient public management, effective government monitoring and evaluation), specialized management of higher education (new management in higher education and university job creation), specialized regional development (regional innovation ecosystem, crowdsourcing decision-making and regional decision-making, regional entrepreneurship, university regional compatibility), human resource capital development (professional development of faculty members, students and staff), information and communication technology (statistical-technical and technological innovations), university finance (the allocation of financial resources, planning and financial resource management), hard capacity building (hard public and research capacity building), legal mechanisms (compilation and revision of laws), incentive-support mechanisms (development of incentive and support mechanisms), development of cultural capacities (social and academic culture) and creating a competitive atmosphere (competition within and beyond higher education). Finally, a schematic model of smart specialization of the university and the proposed policies for Iran's higher education system are presented.

Ranking and leveling of universities at the national and international levels is one of the most important issues that has occupied the minds of university administrators, planners, and policymakers in recent years and has influenced their programs. Today, not only university administrators, but also employers in the society and industry sectors who seek to attract more qualified graduates are constantly monitoring universities' rankings in international ranking systems. Therefore, volunteers and study enthusiasts also mention the ranking of universities as one of the most decisive criteria for choosing the university of their choice. Therefore, nowadays, it is an undeniable fact that the presence of a university in the top ranks determines the prestige and scientific status of that university and provides more opportunities for it to play roles, influence, and gain better positions nationally and internationally. So, it is not far-fetched to expect universities to strive for higher rankings by taking appropriate divisions. Nevertheless, scrutiny of the results provided by existing ranking and grading systems has raised the important issues: "Is the university, which ranks first in the existing macro-ranking and leveling systems really the best in all disciplines and fields of science and technology"?, In this case, "Is it possible to be sure that such a university has the necessary capabilities and competencies to participate in all specialized fields of science and technology"? Of course, no creative mind can answer this question in the affirmative; because in practice, no university, even if it is in the first rank, will still be able to have the first word in all subject fields and to be ranked first in all specialized departments. Thus, the question remains, "What good would these rankings do if we could not rely on the results of existing rankings and leveling to identify top academic departments"? and "How can one expect the results of these rankings as an effective tool to enable science and technology policymakers and planners to better identify more capable universities and benefit from their greater involvement in various specialized science and technology"? Although providing detailed answers to these types of questions requires extensive scientometrics studies, the best answer that can be provided here is that current rankings and leveling, due to having a macro approach to ranking and focusing on the presentation of the macro rank of universities, should be considered as "semi-complete rankings". So, the specialized abilities of academic departments should not be judged based on the results of the incomplete rankings. In order to complete and transform the results of the existing macro ranking systems into reliable and applicable results for specialized affairs, their approaches and indicators should be seriously reviewed and their implementation processes should continue until the ranking stage of academic specialized departments. In other words, the processes and indicators of existing ranking systems can be more efficient and effective if they put university ranking on their agenda at both the micro and macro levels at the same time. In the micro-approach based on a subject-oriented perspective, the ranking of educational/research departments of universities should be on the agenda and the rank of each academic specialized department in relation to the rank of similar specialized departments in other universities should be determined. Then, based on the macro approach, the overall ranking of each university should be determined based on the average rank of all specialized departments of each university. In this case, the main application of the micro rankings results will be at the national and specialized level and can provide more reliable results in order to attract partnership with top academic departments and entrust important and specialized matters to them to the science and technology system. In addition, the results of micro-rankings can be very effective in attracting international students and faculty members, as well as strengthening the university's international scientific collaboration and mobility, and so on. In contrast, the results of macro-rankings can act as a symbol and support at the international level and show the scientific strength and capability of universities and countries at a general level. Finally, one should not overlook the fact that the ranking and leveling of universities is separate from categories such as the evaluation of academic productivity or academic competency of universities, and the better ranking of a university should not be considered as its better scientific productivity or competency; because the level of scientific productivity of each university, after normalization operations and determining the ratio of each university activity to the components such as the number of students and faculty members, activity history, comprehensiveness or specialization of the university and other similar issues is determined; After the normalization of the indicators, it may become clear that the scientific productivity of a small and young university has been far greater than that of a large and old university. Therefore, identifying the scientific productivity of universities, even after the results of micro and macro rankings are available, requires a more in-depth scientometric analysis of the results.

Surgical site infection (SSI) is the most common reason for patient readmission after surgery. Because most cases of surgical site infection are preventable with antimicrobial prophylaxis, adherence to appropriate guidelines is critical. The aim of this study was to evaluate adherence to guideline recommendations for antimicrobial prophylaxis of surgical site infections at Shahid Chamran Heart Hospital, Isfahan, Iran. 

This cross-sectional observational study was conducted using prospective data collected from December 2021 to June 2022 in the cardiac surgery ward of Chamran Hospital. Adherence to "Clinical practice guidelines for antimicrobial prophylaxis in surgery (2013)" was assessed using data from patient records regarding the type, dosage, timing, and duration of antimicrobial prophylaxis. 

A total of 363 patients were included in this study. The compliance rate with the guideline in terms of the type, dosing, initiation time, redosing and duration of the antimicrobial agent was 99.72%, 1.6%, 98.8%, 29.28%, and 0% respectively.

The present study revealed relatively low adherence to the guidelines in terms of dosing, re-dosing and duration of antimicrobial prophylaxis at Chamran Heart Hospital. Based on the results, developing a local guideline is highly recommended.

The aim of present research is to determine the level of coauthorshipamong authors participating in Iranian LIS specialized conferencesduring 2004-2007. Scientometry is used in this study and it is descriptive. Thepopulation under study consisted of papers presented in Iranian LIS specializedconferences during 2004-2007. Data collection was initially carried outmanually using two forms for input data which were designed by theresearchers. Afterwards, the collected data was inserted into a database in Excelsoftware. Then, considering the questions, data were counted, ranked, andsorted for required analyses. Results of present study showed that, regarding 269 paperspresented in Iranian LIS specialized conferences, 469 authors have participatedand the average number of authors in each paper is 1.74. Concerning theirgender, 55.65% were male while 44.35% were female. Analysis of the obtainedresults concerning the most active institutes and university centers indicatedthat Isfahan University of medical sciences has had the highest participation inIranian LIS specialized conferences, with 38 papers. Also, with 32 co-authoredpapers, this university has assigned the highest number of co-authored papersamong other Iranian institutes and university centers. Regarding co-authorship,the results indicated that 57.25% of the papers in these specialized conferenceshad a single author. It seems that authors’ tendency to co-authored papers hasincreased in recent years. Also, collaboration coefficient for authors of paperspresented in Iranian LIS specialized conferences was estimated to be 0.16. Ingeneral, co-authorship among LIS experts in Iranian specialized conferences haslow level, though evidence indicates an improvement and increase in level ofco-authorship for papers in future years.Originality/Value: Value of this paper remains in determination of thepattern for scientific collaboration of researchers and librarians who haveparticipated in Iranian LIS specialized conferences.

This study attempted to revise the curriculum for Bachelor of Educational Sciences, Educational Technology minor. To this end, a qualitative-quantitative method was employed. In the qualitative section, data were collected through Bereday's method. Accordingly, the required information about the Bachelor of Educational Sciences was gathered from credible sources. Then, they were classified and interpreted so as to identify the similarities and differences. In the quantitative section, administered through the Delphi method, a specialized panel of experts was asked to give their opinion on the curriculum. The population included all universities globally holding courses on Bachelor of Educational Sciences. Furthermore, the population covered all professors and experts in the field of Educational Sciences and educational technology at Allameh Tabatabai University. The sample consisted of eight prestigious universities in the US and Canada globally offering Educational Sciences at the Bachelor’s levels, and Educational Technology at the Master’s and Doctorate levels. Moreover, a total of 26 professors and experts in the field of Educational Sciences and Educational Technology were purposively selected from Allameh Tabatabai University. The primary course tables were prepared after analyzing the curricula for Educational Sciences, Educational Technology minor at the Bachelor's level, and Educational Technology at Master’s and Doctorate levels in Iran as well as the curricula adopted by other universities offering Educational Sciences at Bachelor’s level and Educational Technology at Master’s and Doctorate levels. The tables were reviewed by a specialized committee for courses in Educational Technology at Allameh Tabatabai University supervised by the leading author. At this stage, 4 basis courses and 9 specialized courses were selected. Then, the syllabus of each course was prepared by two experts. The syllabi were then discussed at several sessions by a specialized committee for the revision of Educational Technology courses at Allameh Tabatabai University and an expert panel on the development and promotion of humanities associated with the Supreme Council of the Cultural Revolution. The corrective recommendations by the specialized committee responsible for reviewing the courses in Educational Technology were applied for 6 months. The syllabi of all courses were revised and matched according to the guidelines from the Iranian Ministry of Science, Research and Technology. The final curriculum was once again discussed and approved by the specialized committee for reviewing Educational Technology at Allameh Tabatabai University as well as by the expert panel on the development and promotion of humanities. Therefore, a total of 13 basic and specialized courses in the field of Educational Technology were finalized in the new curriculum of the Educational Sciences field aiming to integrate several branches of Educational Sciences.