The accountability of the higher education system to the needs of society in various dimensions has been one of the main challenges in the recent decades. In accordance with this challenge, the purpose of this study was to identify the orientation of the curricula in higher education system based on community-based approach. The descriptive-analytical method was used for this purpose and the steps to implement the documentary method were used to advance the research. The statistical population consisted of internal and external theoretical and research bases in relation to the research topic, the entire statistical population (all without time intervals) was selected as a sample. Data collection was carried out through library studies and internal and external databases, which continued until theoretical saturation of data. In order to analyze the data, text retrieval techniques and resource studies that included "classification and conceptual tables" and "data reduction" were used. In order to verify the validity of the findings, the researchers' review of their criteria during the process of data collection and analysis, as well as the development and rich description of the data, were used to ensure transferability. Finally, the findings will clarify the key concepts of the vision and mission of the community-based higher education system and adapt them to eight orientations (social, economic, cultural, political, technological, environmental, educational, research) for curricula based on the dimensions and functions of the community-based higher education system (education, research, services).

The purpose of this study was internal evaluation in Malayer University’s educational department. The method of this research is descriptive in type of survey. In this research, 7 factors, 27 criteria and 78 indicators were evaluated among the six statistical communities including: faculty members, heads of department, deputy and chair of the faculty of literature and humanities, students, graduates of the past three years and their employers. The heads of department and faculty, department members and employer’s samples were counted in a complete census, and student and graduate’s samples were selected randomly using the Morgan table. A structured interview and a checklist of information were compiled using a researcher-made questionnaire. Their validity was confirmed by supervisors and consultants and the reliability was assessed using Cronbach's alpha method. In analyzing data, descriptive statistics and judgments about the desirability of each factor were used in three desirables, relatively desirable and undesirable levels. The organizational structure, organization and management, applied training courses, and learning-learning process, facilities and equipment, students, faculty members factors evaluated as relatively desirable, and graduates factor evaluated as undesirable. Based on the findings, suggestions were made to improve the department quality and quantity.

The purpose of this study was to investigate the mediating role of self-efficacy in the relationship between students' engagement and their knowledge sharing behavior. The research method was descriptive-correlation based on structural equation model. The statistical population was 1752 students in Tabriz Medical University of whom 317 (149 males and 168 females) were selected by stratified random sampling. Data were collected using standard questionnaires of engagement by Schaufeli et al. (2006); self-efficacy by Shereret et al. (1982) and knowledge sharing behavior by Bock et al. (2005). Validity of the instrument was also confirmed by content validity and construct validity. The results showed that the correlation coefficient between engagement variable with self-efficacy and knowledge-sharing were positive and significant. The rate of this correlation ranges between 0.21 and 0.33. Also, students' engagement with coefficient 0.18 had a direct, positive and significant effect on self-efficacy. Moreover, self-efficacy had a direct, positive and significant effect on knowledge sharing with a coefficient of 0.24. As a result, the mediating role of students' self-efficacy in the relationship between engagement and knowledge sharing in the conceptual model of research was confirmed.

The main purpose of the present study is to examine the important aspects of blended learning as factors influencing the application, challenges, and perspectives of the educator as one of the most important actors in the teaching and learning process. The present study is a review article. Search engines and reputable databases such as Noormags, Magiran, Science Direct, Google Scholar, books, and articles have been used to gather information. The findings indicate that different internal and external factors influence the use of blended learning from the perspective of educators, and in this regard several issues such as the appropriate combination of traditional and face-to-face learning factors, changing the role of educators, supporting institution and management, psychological challenges such as confidence and anxiety about technology and control over the teaching process are major challenges in its application. A review of the literature on the perspectives of blended learning also suggests that the use of blended learning at different educational institutions will be further expanded in the coming years, education actors will be more satisfied with it, and more focused on the professional development of educators.

The main purpose of the present study was to identify curriculum specialists by reviewing their articles, and determining the specific research area of ​​each. This research is of the applied type and descriptive-analytical method which has been done in three steps. In the first step, the names of people who had 5 or more articles in specialized curriculum journals approved by the Ministry of Science were extracted, which reached 57 people and were used as a basis for work. In the second step, in order to prepare a thematic list of articles, the names of the selected researchers were searched in two databases of Noor and Jihad Daneshgahi journals. At this stage, by reviewing the articles of the first ten authors in terms of the number of articles, a list of thematic areas was prepared. In the third step, each researcher's articles were placed in a thematic category. This list includes four categories as follows: 1) General category; 2) higher education, 3) secondary education, and 4) primary education, each of which includes elements of design, implementation, purpose, content, method, curriculum evaluation, teacher, learner, time and place, and application of technology. Based on this, the list of curriculum specialists along with the number of articles in each of the 4 areas was obtained and a road map was compiled.

The purpose of this study was to test and present structural modeling of the consequences of learning organization culture at Arak University. The research method was a descriptive correlational. The statistical population of this study was all 247 employees of Arak University. Using Morgan's table and a simple random sampling method, 176 people were taken as the sample size. Standardized questionnaires were used to collect the data. The obtained data were analyzed using correlation, confirmatory factor analysis method, and structural equation model by using SPSS and LISREL software. The results showed that there is a direct and significant relationship between the variables of learning organization culture and motivation to learning transfer with the coefficient of (ß = 0.32) and also between learning organization culture and informal learning with the coefficient of (ß = 0.25). Learning organization culture negatively and significantly affected the staff’s turnover intention with the coefficient of (ß = -0.54). In other words, an increase in the learning organization culture leads to an increase in the motivation of employees to transfer learning and informal learning, as well as reduces their intention to turnover.

Undoubtedly, universities need to be autonomous in their various areas to make the most of their potential because the autonomy of universities is a fundamental policy to increase responsibility, accountability and stability. Thus, the purpose of research was to study the antecedents and consequences of organizational autonomy in Universities. Research type was descriptive correlative and statistical population consisted all of faculty members in University of Kashan (N=303) that by Cochran Formula and stratified randomized sampling 169 ones were chosen as sample. To gather data, the questionnaires of antecedents, consequences and university autonomy on base five scale Likert were used. Questionnaires’ content validity were confirmed. Questionnaires’ reliability coefficient through Cronbach alpha coefficient, were estimated equal to 0.87 for antecedents, 0.85 for consequences and 0.72 for university autonomy. Data analyses done in descriptive & inferential level through SPSS & AMOS software. Findings showed mean of organizational autonomy antecedents and consequences were lower than average and mean of university autonomy was upper than average. Correlation coefficient revealed all of antecedents (intellectual capital, enablers of excellence & managerial competencies) have significant & positive effect on organizational autonomy. Also university autonomy have significant & positive effect on all organizational consequences.

This research was conducted with the aim of explaining students’ judgment pattern on the basis of their value and cultural orientation. Statistical population included the entire students at Shiraz University. 370 participants were selected by Cochran formula and classified sampling. The data were collected by three researcher-made dimensional questionnaires. To estimate validity of the questionnaire, factor analysis, and to estimate reliability of the questionnaire, the Cronbach's alpha coefficient were used. The data were analyzed by multivariate regression. The results showed that student judgment pattern can be explained by value and cultural orientations. The results also showed that the ability to explain value and cultural orientations simultaneously in comparison to previous question results has been decreased. These results showed that value and cultural orientations simultaneously neutralized each other's effect. The explanatory power of the two variables of value and cultural orientation has decreased significantly in comparison to the outcome of the previous questions.

The present study aimed to examine the relationship between co-creation and social capital. The research method is descriptive and correlational. The statistical population was 671 and the sample size was 200 faculty members of Isfahan University using Sample Power software. To collect data, a researcher-made questionnaire of co-creation based on the DART model (2014) and social capital questionnaire (Abaszadeh and Moghtadaie, 2009) have been used. SPSS 23 and Amos 23 software were used to analyze the data. Moreover, structural equation modeling was used to analyze the model. Results demonstrated a desirable fitness for the conceptual model. Findings of the research indicated that there is a positive and significant relationship between co-creation and social capital. Co-creation leads to increase the social creation by making a ground for dialogue, facilitating the flow of, rapid access, and using appropriate strategies and measures to make transparency and flexibility among faculty members.

The purpose of this study was to determine the quality of virtual systems based on ISO / IEC 9126 model from the perspective of postgraduate students of Islamic Azad University of Ahvaz. The research is of descriptive-survey type and of purpose. The statistical population of all postgraduate students of Islamic Azad University of Ahvaz is 4934. The sample size was 357 according to Morgan table but due to the possibility of returning some questionnaires 400 questionnaires were distributed. Finally, 378 questionnaires with correct data were selected and analyzed. SPSS and Excel software were used for data analysis. The results showed that the majority of students rated the quality of university virtual systems as moderate and the operational quality and efficiency of virtual systems of Islamic Azad University of Ahvaz based on ISO / IEC 9126 model. The reliability, usability and reliability of the information systems of Islamic Azad University of Ahvaz Branch were also evaluated poorly by the students. Finally, the quality of the portability of virtual systems was evaluated from the perspective of good students. Based on the results of the research, some suggestions have been made to improve the quality of the university's virtual systems.

The purpose of the present study was to investigate the elements of increasing and decreasing curriculum affecting students' academic burnout. This applied research has been conducted by survey method. The statistical population of this study consisted all of undergraduate students of Kashan University in the academic year 2018- 2019. Questionnaire reliability was acquired 0.897 for academic burnout, 0.947 for decreasing factors of academic burnout and 0.953 for increasing factors of academic burnout through Cronbach alpha coefficient. AMOS22 and SPSS22 software programs were used in order to analyze the data at two descriptive and inferential statistics level. The results showed that the degree of the students’ academic burnout at Kashan University is lower than average level and the students are in suitable status. Furthermore, the results showed that from quadruple factors (goal, content, teaching method and evaluation) in decreasing academic burnout, the factors of teaching method and evaluation factor have respectively had the highest and lowest role in decreasing the students’ academic burnout and from quadruple factors in increasing academic burnout, the factors of educational goals and the factor of evaluation have respectively had the highest and lowest role in increasing the students’ academic burnout.

The purpose of the present study is to investigate and represent the methodology domain in the geography of curriculum studies in Iran. The research method is descriptive and quantitative and in terms of purpose is applied research and has been done by document analysis method. The statistical population of the study was specialized journals of Iranian Curriculum Studies Association which used simple random sampling method (121 articles) to estimate sample size. Data collection tools, content analysis checklist, "Domain of Methodology in Geography Curriculum Studies" and data analysis method were selected based on descriptive and interpretive analysis indices. The results showed that the methodology domain in the geography of the curriculum studies of Iran is a small and limited domain. Out of 31 articles (91.74%), only 16 (47.36%) of the total articles were in the field of methodology. Of these, 24 article (19.83%) had the highest frequency related to content analysis research and the least frequency with 1 article (0.83%) belonged to narrative research, combined research, theoretical research and normative research. Finally, according to the findings of the research, some suggestions were made to improve the status and extend the scope of methodology in the geography of curriculum studies in Iran.

The purpose of this article is to explain how the knowledge demand and supply is motivated and coordinated by the knowledge market in the framework of the “Knowledge Ecosystem”. For this purpose, documentary research method has been used in both theoretical and empirical fields. Theoretical research findings show that the knowledge market is a dynamic and intelligent interactive mechanism that occurs naturally within the framework of the knowledge ecosystem and optimizes the allocation of scarce resources to production, commercialization and use of knowledge in the economy. It is therefore a key entity to help knowledge-based economic development. In the empirical field, the findings of the study indicate that the knowledge ecosystem (in general) and the knowledge market (in particular) have not formed in the Iranian economy. Because the Iranian economy is not a viable ecology for the formation and development of knowledge ecosystems and market. Therefore, the government's efforts to address this issue have not been effective. Therefore, the development of knowledge ecosystems and the knowledge market in Iran requires the improvement of their ecology.

The purpose of this study was to investigate the factors related to academic achievement and dropout among the students of Yazd University. The research method was descriptive-survey. The study population consisted of all senior students of Yazd University in Humanities (616 students). Using the Morgan table, 242 students were selected by random sampling. The research tools were two questionnaires of academic success and failure factors.Show moreShow lessThe validity of the questionnaires was determined by the opinions of six faculty members of Yazd University. A high Cronbach's alpha value of 0.7 for different constructs indicated the optimum reliability of the questionnaires. Data were analyzed at two levels of descriptive and inferential using the one sample t-test, Independent sample t-test and Friedman test. The findings showed that the factors shaping students' academic success include interest in the field of study, parental understanding, motivation, teacher proficiency, teacher-student interaction, content appealing, content relevance to real needs, familiarity with the job market, and ability to communicate scientifically with professors and classmates. Show moreShow lessFactors causing the students to drop out include lack of prior study in the classroom, lack of a regular study schedule, lack of focus on study, difficult exams, textbook complexity, lack of relevance of the needs to the courses, unfamiliarity with the labor market and inability to communicate scientifically. Based on the findings, the study suggests introducing students to how to study effectively, familiarize them with the applied disciplines, and the future job market, and a more effective communication with the university counseling centers.

Kano model determines the basic, motivational and performance requirements affecting customers’ satisfaction and integrating this model with QFD makes the analysis and prioritization of customer needs and technical requirements better. This paper aims to evaluate the quality of educational services using a combination of Kano and QFD model in Shahid Bahonar University of Kerman. The principles and concepts of this methodology, its function in prioritization of customer’s needs and the process of this method to assess the quality of educational services have been provided. In this study, by identifying the needs of students and determining the gap between expectations and perceptions based on SERVQUAL questionnaire at the University and estimating the relative importance of using the Kano model, firstly, by identifying the technical features secondly, estimating the relationship between the technical requirements and customers’ need in the third phase, finally, priority technical specifications are achieved. This research is practical in terms of purpose and descriptive survey in terms of data collection. The statistical population includes 12000 students studying at Shahid Bahonar University of Kerman. In this study, 372 people were selected using Cochran formula at 5% error level.

Education quality has been a big concern of higher education systems in many countries across the globe. Empirical studies show that education expenditures rely so much on oil revenues, which has been one of the channels of decreasing the quality of education. Today, with the advent of the knowledge-based economy, the importance of quality education and the learning of scientific skills have become more important. This study investigates the effect of oil dependence on quality of education in oil-rich countries. The coefficients are estimated by panel data method using data in time period of 2017-2020 in these countries. According to the results, oil dependency has a negative and significant impact on the quality of education. Quality of education is positively and significantly associated with per capita income and population growth. And there is a positive and significant relationship between government expenditure on education and oil dependency. The quality of education and government spending on education both have a negative and significant relationship with unemployment

The purpose of this study was to investigate the capability of the top public universities in professional development from the viewpoints of graduate students of this university. This study was a survey one. The research population included all graduate students of Shiraz University that by using simple random sampling method, 236 of them were selected as sample. The data of 218 of them were collected and analyzed. The research scale was a professional development capability questionnaire made by researcher which its validity and reliability were analyzed and validated. SPSS23 software and one-sample t-test, repeated measures analysis of variance, and mixed variance analysis were used for data analysis. The results showed that from the perspective of graduate students, the capability of Shiraz University in their professional development was less than average, there was a significant difference between the dimensions of professional development in general and the perspective of male and female students.

The purpose of this study was, at first, to review the components of knowledge leadership and then to investigate the status quo with regards to these components at the departments of Ferdowsi University of Mashhad, Iran. In doing so, case study research method was used. From a total of 54 department heads, 15 were selected as key informants through purposive sampling technique. Semi-structured interviews were conducted with the selected participants. At first, the major components of knowledge leadership were identified and extracted by systematic review. These components include learning leadership, change leadership, collaboration, coaching, knowledge sharing, shared outlook, knowledge development, network collaboration, creative problem-solving, conflict management and trust-building. Second, analyzing the status quo of knowledge leadership at departments indicated that mediation in conflict resolution, atmosphere of trust, knowledge acquisition, creating learning opportunities, lawful orientation of the department, collaborative decision-making, respecting others, inter-organizational interactions, interdisciplinary approach and young faculty members are considered as categories related to knowledge leadership at the departments under study. Overall, results revealed that there is a big gap between the status quo of knowledge leadership at departments and the ideal situation.