فصلنامه ابتکار و خلاقیت در علوم انسانی
سال پنجم شماره 18 (پاییز 1394)

One of the main strategies to develop entrepreneurial small and medium businesses in the agricultural sector is the use of information and communication technology. For this reason, identifying factors influencing the development of ICT in entrepreneurial businesses is more important. The main purpose of this study was to investigate the influence of entrepreneurial orientation on the performance of small and medium businesses by the mediation process of knowledge creation. The statistical population of the study consisted of managers of agricultural small and medium enterprises in Zanjan province out of which 96 managers determined as sample using Cochran Formula and proportionate stratified sampling technique. The data were collected by a questionnaire developed for the study and were analyzed by SPSS and LISREL software. The validity of the questionnaire was approved by a panel of experts. In order to measure the reliability of the questionnaire, Cronbach Alpha coefficients were calculated (0.93). To identify the components of factors affecting information and communication technology development in entrepreneurial businesses, exploratory factor analysis (EFA) was applied. Additionally, in order to investigate the fitting indexes surpasses model, confirmatory factor analysis (CFA) and structural equations modeling were used. The results showed that factors affecting information and communication technology development are formed in five factors including: infrastructure, support, psychological, educational skill and technical consulting that explained about 68.39 percent of variations. The one important conclusion of this study was that information and communication technology has fundamental role in entrepreneurial business development in the agricultural sector.

We are now in the era of speed and velocity; therefore, employing teaching methods and a creative educational system are of great importance. The main objective of this study was to examine the culture of teaching in higher education. The qualitative approach of Grounded Theory was used as a research method. The field of research was nursing and midwifery in Mashad, Ferdowsi University of Medical Sciences, Faculty of Letters and Humanities. Non-formal interviews were used as research tools. The main contributors were seven teachers, three professors of nursing and four professors of the faculty of letters and a number of students who were either college students. The data collected were analyzed through the coding of Strauss and Corbin to validate the findings of the four criteria attributed to Gaba and Lincoln. The results showed that the creativity is not considered a customary norm in the culture of teaching. In this regard, some factor such as subjective beliefs about the teacher (students, teaching, learning, assessment), teacher’s beliefs about relationships with students, educational background as well as factors related to student characteristics such as dependence on teacher attitudes led to the creation of a central phenomenon (the norm being creative teaching). This phenomenon affects some motivational conditions of such policies, evaluation of teaching, teachers, education policy, the volume of activity faculty, academic regulations, lack of facilities, faculty and student characteristics, short comings in the knowledge and practices current teaching, norms and values, lection of the masteries. A preparation for creative teaching in higher education due to cultural variables is crucial.

Tylmand training in the field, nowadays, the mechanisms for promoting creative thinking, because of unfamiliarity with new models to enhance creativity and application of passive patterns of traditional teaching to teach, are not enough. The purpose of this study was to compare Bybee and traditional teaching methods on the creativity and cognitive load in chemistry course. Quasi-experimental study design was a pretest-posttest control group. The study population included all first grade high school students in Malayer enrolled in the academic year of 1393-1394. 30 researches, by sampling randomly, assigned 15 people in two classes. Instruments for data collection included the Torrance test form Band questionnaire, cognitive load Brunken, Plass &Leutner. In order to collect data the creativity test was conducted on students. At the end of each training session (which included three half-hour sessions) cognitive load questionnaires were distributed among the students. In the end, creativity test was conducted on students. To analyze the data from the pretest and posttest scores of independent t-test and analysis of covariance were used. Data were analyzed using SPSS 18 software. The results showed that the application of Bybee teaching methods to enhance creativity of students would also reduce the cognitive load (p=.0/001). The results showed that the application of Bybee teaching methods to enhance creativity of students would also reduce the cognitive load; therefore, it is recommended to train executives of the teaching methods used in teaching.

Creative emotional responses have different levels and types. At the lowest level, emotional creativity is an application of previous emotions which are accepted in a culture. At the more complex level, the responses include moderation and alteration of the standard emotion. The purpose of the study is to investigate the reliability, validity, and standardization of Averill's Emotional Creativity scale among undergraduate students in Islamic Azad University (IAU) Roudehen Branch. It is a descriptive study. The sample included 300 students in Islamic Azad University, Roudehen branch who were randomly selected using staged sampling method. The results of the study indicated that the coefficient of relationship between Torrance Test of Creative Thinking and Averill's emotional creativity scale was 0.74 which showed a concurrent validity. In order to test the reliability, the index of any item was compared with the total index. Factor analysis was run with maximum likelihood solution, Varimax method, and Eigen value over 1. The results of KMO-Bartlett revealed the sample size adequacy. To determine the appropriate number of factors for Averill's Emotional Creativity, the matrix of explained variance was used. In this matrix, the factors over 1 were considered as independent factors. The results indicated 8 constructs (items) with high loading factors.

The most important mission of the organization of education creates initiative and creativity, because it creates original building, character and visions of people. Since, the final opportunity for any change and reform in the education is in hand, brain and heart of those who work in the school. Teachers are the most important factor of changing and innovation in education. The present study was conducted with a goal offering causal model relationships of servant leadership, organizational trust and creativity to Path Analysis Method among primary school. The research method is descriptive-correlational. To measure variables self-report questionnaires of servant leadership (Gholipoor et al, 1388), organizational trust (Rawlins, 2008) and creativity (Randsipe, 1977) were used. Population of research was all the teachers of primary schools of Nourabad Mamasani whom some 222 were selected using a random sample. Obtained data were analyzed with Path Analysis Method. Results indicate a significant indirect effect emotion of servant leadership (service, altruism, humility and trusty) on creativity. Service has the most effect and trust has the least effect on creativity of teachers. Other results indicate direct effect servant leadership on organizational trust on creativity. The most important result of present study, by selecting servant leadership and fostering trust, can provide context of creativity.

Research shows that organizations which put more emphasis on the effective organizational communication and organizational trust are more innovative than other organizations, because organizations can improve and develop through effective organizational communication and organizational, indicators their competitive advantage such as organizational innovation. This study aimed at investigating the relationship between effective organizational communication and organizational trust with organizational innovation in Tabas schools. The research method was descriptive-correlative and the statistical population consisted of all teachers of Tabas schools, (350 people), that 183 persons selected randomly. Pearson correlation, one-sample paired-sampled T-test and structural equation modeling were used to analyze the data. Three questionnaires were used to collect data: 1) Amid organizational innovation questionnaire (2002), 2) Ellonen innovation trust questionnaire (2008), and 3) Robbins effective organizational communication questionnaire (1993) were used to collect data. To analyze the data, descriptive and inferential methods such as, coefficient of correlation and stepwise regression coefficient, were used. The findings are summarized as follows: 1) the results of the study showed that there was the mean of in current situation for organizational innovation, effective organizational communication and organizational trust were higher than the supposed mean and this difference was significant. 2) There is a positive relationship between organizational trust, effective organizational and innovation. 2) There is a positive relationship between dimensions of organizational trust (horizontal Trust, vertical trust and institutional trust) with organizational communication and innovation. 3) In general, by the results of LISREL software, it can be stated that the model fits, and can show the effect of effective organizational communication and organizational trust on organizational innovation. Innovation requires collective efforts of all individuals and units within the organization and transparent effective organizational communication and employees can easily communicate with each other and facilitate collective action led to innovation in organization.

The ability of human creativity in thinking, reasoning, problem solving and intellectual development processes have defined. Among the structures that have significant impact on student creativity, tolerance for ambiguity and emotional atmosphere of the family are of great significance. This article sought to explore the relationship between tolerance for ambiguity and emotional family atmosphere that examined students with their creativity. This was a descriptive and correlation with the target application was conducted. To measure the variables of Abedi (1985) and Nodargahfard (1995) and Lin (1993) was used. Research community, all students of Islamic Azad University of Abadan form of which 304 students were selected by cluster analysis using correlation and regression analysis were obtained. The results of the present study are that the family emotional climate of tolerance for ambiguity and students can increase their creativity.