محبوبه سادات فدوی

Purpose : The aim of present research was identifying the effective components on managing the challenges of thesis writing based on the lived experiences of PhD students in Islamic Azad University. Methodology : This study in terms of purpose was applied and in terms of implementation method was phenomenological from type of qualitative. The research population was students and graduates of the PhD period of humanities fields at the Islamic Azad University in 2020-21 academic years. The research sample according to the principle of theoretical saturation was determined 12 people which were selected by purposive sampling method. Data were collected by semi-structured interviews whose validity by 15 professors was obtained by the relative content validity coefficient method 0.866 and its reliability by the Holsti coefficient method was obtained 0.865. Finally, the data were analyzed by open, axial and selective coding method in MAXQDA-18 software. Findings : The results showed that for managing the challenges of thesis writing based on the lived experiences of PhD students were identified 67 indicators in 13 sub-components and 3 main components. The main components were included administrative-organizational solutions (with three sub-components of maximum use of virtual systems, modification of the thesis doing process and financial assistance), solutions (with three sub-components of increase study, proper planning and strengthening skills) and educational strategies Conclusion : The results of this study have practical implications for graduate officials and planners, and they can use the identified components to properly manage the challenges of thesis writing and improve them in the higher education system.  

Purpose: Thesis writing always has been associated with many challenges in different fields and areas and based on this, the present research was conducted with the aim of presenting a pattern of managing the challenges of thesis writing in the educational-research field. Methodology: The current research in terms of implementation method was qualitative and in terms of purpose was applied. The research population was students and graduates of the PhD period of humanities fields at the Islamic Azad University in 2020-21 academic years, which from them number of 12 people were selected as a sample according to the principle of theoretical saturation and with the purposeful sampling method. Data were collected by semi-structured interviews whose validity by 15 professors was obtained by the relative content validity coefficient method 0.84 and its reliability by the Holsti coefficient method was obtained 0.83. Finally, the data were analyzed by methods of open, axial and selective coding and thematic analysis in MAXQDA-18 software. Findings: The findings showed that managing the challenges of thesis writing in the educational-research field had 74 indicators, 13 components and 4 dimensions. The educational gap dimension has includes three components of computer and software training gap, the lack of familiarity with new research methods and the gap in the practical thesis writing course, choosing the subject dimension has includes three components of lack of paying attention to interdisciplinary subjects, lack of suitable guide for choosing subject and not lack of paying attention to students' interests, cooperation of professors dimension has includes five components of back-promising, restrictions on the selection of supervisors, scientific disability of supervisors, lack of access to professors and lack of commitment and responsibility and educational content dimension has includes two components of lack of access to first-hand sources and lack of easy access to content. Finally, pattern of managing the challenges of thesis writing in the educational-research field was drawn using the theme network method. Conclusion: According to the results of this research, planning it seems necessary to managing the challenges of thesis based on the identified dimensions, components and indicators.

Purpose : Given the role of different organizational syndromes in the decline of school performance, the present study was conducted aimed to rank and compare organizational syndromes in Iranian schools according to the opinion of principals, deputies and teachers. Methodology : This study was applied in terms of the objective and quantitative in terms of the method. The study population included the principals, deputies and teachers in Isfahan and Yasuj in the academic year 2019-2020. The research sample according to Krejcie and Morgan Table was n = 375 who were selected by multi-stage cluster sampling method and considering the volume ratio of cities. The research tool was a researcher-made questionnaire of organizational syndromes in Iranian schools with 78 items. Its content validity was confirmed by experts, its construct validity was confirmed by exploratory factor analysis and its reliability was calculated by Cronbach's alpha of 0.93. The data were by Friedman and independent t-tests using SPSS-25 software. Findings : The results showed that the organizational syndromes of narcissism, lack of communication, discrimination and politicking, group thinking, structural alienation, tension and distress, structural mastery, caution, pressure, terrorism, neglect, immobility, explosiveness, incompatibility, non-commitment, impulse and silence had a higher rank in Iranian schools. Other results showed no significant difference between organizational syndromes and teachers in Iranian schools according to the opinion of principals, deputies and teachers (P <0.05). Conclusion : According to the results of the present study and the negative role of syndromes in the decline of school performance, it is necessary to design and implement programs to reduce syndromes by improving intra- and extra-organizational relationships and activities in Iranian schools.

Purpose: Present research was conducted aimed to investigate the pathology and ranking of organizational syndromes in Iran education and present its model. Methodology: This study in terms of purpose was applied and in terms of implementation method was combined (qualitative and quantitative). The research population in the qualitative section was the documents and texts of education pathology and experts in this field and in the quantitative section were the managers and teachers of Isfahan and Yasuj cities in 2019-20 academic year. The research sample in the qualitative section were 10 people who were selected according to the principle of theoretical saturation by purposive and snowballs sampling methods and in the quantitative section were 375 people who were selected according to Krejcie and Morgan table by multi-stage cluster sampling method according to the proportion of the ratio volume of cities. Data were collected by methods of take noting, semi-structured interview and researcher-made questionnaire whose psychometric indicators were confirmed. The qualitative data were analyzed with methods of open, axial and selective coding and quantitative data were analyzed with methods of exploratory factor analysis, Friedman test and structural equation modeling in MAXQDA-18, SPSS-25 and LISREL-8.8 software. Findings: The findings of the qualitative section showed that in Iran education there were 78 indicators and 17 organizational syndromes including structural alienation, discrimination and politicking, immobility, incompatibility, pressure, structural mastery, explosive, tension and distress, narcissistic, caution, impulsive, non-commitment, neglect, terrorism, group thinking, lack of communication and silence. The findings of the quantitative section showed that in Iran education, respectively the syndromes of narcissistic, lack of communication, discrimination and politicking, group thinking, structural alienation, tension and distress, structural mastery, caution, pressure, terrorism, neglect, immobility, explosive, incompatibility, non-commitment, impulsive and silence had higher rankings. Other findings showed that the organizational syndromes model had a good fit and all of them had a significant effect on organizational syndromes (P<0.05). Conclusion: According to the identified syndromes and their effect, in order to improve the performance and effectiveness of the education organization, can be reduced the negative effect of the syndromes by improving the activities and relationships internal-organization and external-organization.

Purpose: The present study was conducted aimed to apply a model of higher education for commercializing knowledge and responding to the needs of society in comprehensive and large branches of Islamic Azad University. Methodology: This study was applied in terms of objective, and in terms of method is in the category of data-based qualitative and exploratory research, conducted in two phases. In the first phase, while reviewing the literature, by 18 in-depth and semi-structured interviews using theoretical purposeful sampling (including 15 faculty members and 3 experts in the industry) required data were collcted that reached saturation. The data collected from the interviews were analyzed based on the systematic approach of Strauss and Corbin at three stages of open, axial and selective coding. Findings: Finally, a summary of the developed model was presented to 4 professors, and their opinions were collected for correction and adjustment. In order to evaluate the reliability of the data, the criteria of the Grounded Theory including comprehensibility, compatibility, controllability, and generality of Strauss and Corbin (2008) were carefully investigated. In the second phase, the results of the analysis were compiled in the form of a questionnaire and the first stage of Delphi was performed on 15 experts and by calculating Kendall's Coefficient of Concordance (W) of 0.564, 25 components were excluded. Then, the second and third stages of Delphi were performed on 15 and 12 experts, respectively. Given that a significant coefficient of less than 5% was obtained for all components, no component was excluded at the second and third stages of Delphi, and Kendall's Coefficient of Concordance (W) was calculated to be 0.600 and 0.788, respectively, indicating a consensus among members. Conclusions: Finally, the research model was developed with 6 main categories and 43 sub-categories.

Purpose: The aim of this study was to identify the components of distance education in rural areas in order to provide a model in secondary schools in the country. Methodology: The combined research method was exploratory. In the qualitative part of the study, content analysis with inductive approach was used. Research environment in this section, 84 documents including 67 articles and books, 17 texts of interviews in the field of distance education that were selected as a sample, the components obtained in this research include 7 main components including management and leadership infrastructure, Economic infrastructure, technical infrastructure, educational infrastructure, socio-cultural and value infrastructure, organizational infrastructure and human infrastructure and 25 sub-components. The relative content validity coefficient was used to assess the validity and the Holsti coefficient was used to determine the reliability of the themes. The extracted reliability coefficient was 0.98 which indicated the high reliability of the themes. In the quantitative part, 290 members of the sample were selected by Cochran method and stratified random sampling method. The research tool was a 70-item researcher-made questionnaire. To evaluate the validity of the questionnaire, face, content and structural validity were used, and to assess its reliability, Cronbach's alpha with a value of 0.90 was used. Descriptive statistical methods were used in the analysis of quantitative data including frequency distribution tables and graphs and in the inferential section of confirmatory factor analysis. According to the relative Chi-square fit indices, adaptive fit, adaptive fitting and barbell, the model had a good fit. Findings: The results showed that among the identified components, educational infrastructure was ranked highest and human infrastructure was ranked lowest, respectively. Discussion: E-learning is useful for rural areas in terms of knowledge, better job opportunities, advancement and learning of developing technologies in marketing, and focusing on rural areas helps people's social development and mental ability.