فصلنامه نوآوری های مدیریت آموزشی
سال چهاردهم شماره 1 (پیاپی 53، زمستان 1397)

The main purpose of the present research is to explain the factors affecting the transparency, accountability and participation of higher education governance. It can be said that according to the nature of the present research , this research has been based on the purpose of the fundamental type and has been categorized according to the method of exploration (of a qualitative type) . In this research, the sampling method (to achieve theoretical saturation) has been used in the sampling process. The statistical population of the study consisted of two groups of academic directors and professors interviewed by open interview. In this research , considering that the purpose of the study was to provide a model for governance in higher education , some quality analysis methods such as theme analysis were used to analyze the interviews (coding and determining the main and minor themes). Therefore, in this study, by combining the results obtained in each interview and comparing and comparing the results with each other, the analysis was performed within each of the study subjects. At this stage, the themes expressed in various interviews and as a result of saturation were identified as the results of the study on the studies considered. The final output of the mentioned steps is a table of main themes and, ultimately, the final model of research consists of nine main factors: political political transparency, economic transparency, administrative transparency (bureaucratic), social political accountability, economic accountability, administrative accountability (Bureaucratic), social political participation, economic participation, administrative participation (bureaucratic).

In a constantly changing world, today every society needs to implement reforms in its educational system, and naturally societies that are more in need of acceleration and intensification of more transformations in various social, cultural and scientific fields and our current country and society are no exception. In this regard, fundamental transformation document on the of Iran's education system was formulated in 2011 year and communicated to all education organizations in the country, but many experts believe that this document has not yet been operational. Therefore, the purpose of this study was identify and assess the barriers to the realization of the operational objectives of the transformational document. The research type is applied in terms of its purpose and is descriptive-survey. The statistical population consisted of managers and teachers of Fars province in 2018-2019 academic year, that due to the extent of Fars Province, this research was carried out in Shiraz and Fasa cities, as the selected cities. The sample size was obtained using Cochran's formula of 242 people. Data were collected using field method and a researcher-made questionnaire in 40 items with 7 components (technical, structural, cultural, managerial, financial and equipment barriers, manpower and social preparedness) in terms of a 7-degree Likert spectrum. Questionnaire content & construction validity confirmed. Questionnaire reliability barriers to the realization operational objectives by using Cronbach Alpha Coefficient estimated equal to 0.90. Data’s analysis done in descriptive & inferential levels by using Spss & Lisrel software’s. The findings showed that the role of all barriers to achieving the operational goals of the transformational document was higher than the average. Also, Pearson correlation coefficient showed that there is a positive and significant relationship between all dimensions and components, in other words, increasing each of these barriers cause to increases other obstacles. Also among operational goals of the transformational document, structural and managerial barriers with 0.83 had the most load factor and cultural barrier with 0.51 having the least factor load and weight.

The development of universities needs to design new and efficient strategies. In recent years, Blue Ocean approach has been recognized as the best method of strategic management. The purpose of this study is to develop and select appropriate strategies using the Blue Ocean approach at the University of Applied Sciences. The research was descriptive and applied and Likert scale questionnaire was used for data collection. The population consisted of managers, professors and students at Rosta University of Applied Sciences in Semnan city. Sample size was calculated 80 by Cochran method. Internal factors evaluation indicated weakness and external factors matrix showed opportunities in the management of the universities. SWOT analysis revealed 12 strategies. QSPM matrix also showed that the strategy of establishment of the center for communication with organizations and industries is the first priority. Other strategies are respectively; considering the educational environment and facilities, development of cooperation with science and technology parks and knowledge based companies, expansion of practical courses, participation and cooperation with top universities, holding regional conferences, attracting young and talented faculty members, and determining research priorities, new intelligent educational methods and targeting of projects. Finally, some suggestions were provided to manage the University of Applied Sciences.

Increasing environmental changes have affected the various aspects of higher education and research centers, including their organizational structure. The current research is applied in terms of its purpose and the method of collecting data is descriptive. First, by reviewing the literature and the background of the research and using experts' opinion and using the Delphi technique, 46 variables were identified as the agility of the organizational structure of the universities. To measure agreement in Delphi, Kendall's Coordinating Coefficient has been used. The statistical population is full-time faculty members of Tehran Islamic Azad University. A sample of 274 faculty members were selected based on Morgan's table using a random method from a university Branches. The data gathering tool was a researcher made questionnaire. To determine the validity of content validation tools from the experts' opinions, and to determine the reliability of the questionnaire, Cronbach's alpha were used and a reliability of 94.0 was obtained. Delphi technique is also used for consensus on organizational agility indicators as well as single-sample t-test to the six-hypothesis of research. The results of the research showed that the most important indicators of organizational agility of universities based on Goldman and Nagel model (1995) include stability in university management, vision clarity, organizational learning and academic mission, research monitoring system and evaluation system, self-evaluation culture, self-Controlling and self-reliance, paying attention to teamwork at universities, paying attention to research results, setting up a fund for supporting researchers, reengineering organizational structures and current processes, and the existence of research units for commercialization in universities, which, according to the initial conceptual model in five The main class is classified. According to the model, the impact of human resources, empowerment, environmental uncertainty control, rapid changes to environmental changes, organizational coordination, and attention to new technologies have affected organizational agility, respectively.

The aim of this study was to develop a model for organizational knowledge creation in educational organizations. The research methodology is descriptive and functional.
The statistical population included 1980 managers, assistants and experts from non-governmental educational organizations existing in Lahijan that 268 participants were selected in simple random sampling by Krejcie and Morgan table. They responded to trust, IT, knowledge leadership, professional development, organizational learning, knowledge acquisition, problem solving, knowledge sharing and organizational knowledge creation questionnaires. In order to analyze the data, structural equation model was used with SMARTPLS software. The results of analysis showed that the effect of knowledge sharing, organizational learning, knowledge acquisition and problem solving is positive and significant on organizational knowledge creation. The effect of organizational learning, knowledge acquisition and problem solving is positive and significant on knowledge sharing. The effect of organizational learning, trust, IT, professional development and knowledge leadership is positive and significant on knowledge acquisition, while the effect of problem solving is not significant on knowledge acquisition. The effect of trust, information technology and professional development is positive and significant on problem solving, while the effect of knowledge leadership is not significant on problem solving. In conclusion, the results emphasize the role of trust, IT, knowledge leadership, professional development, organizational learning, knowledge acquisition, problem solving and knowledge sharing in organizational knowledge creation.

Since one of the challenges of free university officials to prepare a suitable environment for the growth and development of the staff and faculty of the mind as a knowledge-based organization. The research in Islamic Azad University of Kerman, which is considered one of the most important parts of education in the country, Presentation of a model for identifyingg the relationship between intellectual capital and psychological empowerment of employees of Islamic Azad University of Kerman. The statistical population of this research includes all employees of Islamic Azad University of Kerman and then random sampling by using Cochran formula, 271 people were selected. Data collection was done through a questionnaire and the analysis of data was done by means of Spss and Amos software. That the purpose is applied and the method of collecting data, descriptive and, in particular, is based on structural equation modeling. The study population included all employees of Islamic Azad University of Kerman. Sampling is done in two stages.

The aim of present study is to investigate the effect of spiritual intelligence and quality of work life on teachers self-efficacy of elementary schools in Hamedan city in 1393. Using relative stratified random sampling and based on kerjci and Morgan table 310 teachers selected. For data collection standard questionnaires of spiritual intelligence quality of work life, and teachers self- efficacy were used. For data analysis pearson correlation and multiple regression analysis were used. The results showed that spiritual intelligence and teachers self-efficiency of elementary schools were above the average(3) as well as their  quality of working life was average(3). Between spiritual intelligence and teachers self- efficacy there was significantly positive relationship. As were as between quality of work life and teachers self –efficacy. The result of multiple regression analysis showed that using spiritual intelligence, quality of work life teachers we can predict teachers self-efficiency.

The present research is conducted to study the relationship between organizational learning and librarian empowerment of public libraries in Markazi Province. This is a descriptive survey. Research statistical population included 146 librarians of public libraries in Markazi province working at 12 offices and 1 management unit. Due to limited statistical population, all (146) individuals were investigated without sampling. Research data were collected using through a demographic questionnaire, Spritzer's psychological empowerment questionnaire, and Nife's Organizational Learning Questionnaire. Research results showed that there is a strong positive relationship between five empowerment components and organizational learning. The significant relationship between job and organizational learning was 0.937; it equaled 0.934 for the relationship between competence and organizational learning. The relationship between independence and organizational learning was measured r=0.924; the relationship between effectiveness and organizational learning was obtained 0.953. And finally, the relationship between trust in colleagues and organizational learning was 0.964.