محمدجواد صالحی

Purpose: The present study was conducted to identify the components of the learning organization in primary schools in Tehran. Methodology: The research method was exploratory in terms of practical and qualitative purpose. The statistical population of the study included academic experts and education experts. Samples in this section were selected by targeted sampling and theoretical saturation. The research tools were semi-constructed interviews. In order to ensure the validity of the research tools and to ensure the accuracy of the findings from the researcher's point of view, the valuable views of professor’s familiar with the field and academic experts who were experts in this field were used. To calculate the reliability of the interview, the method of agreement within the subject matter of the two coders was used. The data analysis method in this study was theoretical coding derived from the fundamental data processing theory method. Findings: The results of the study showed that the components of the learning organization, including the components of individual mastery, mental patterns, systemic thinking, common aspiration, team learning and information technology. Also, the components influencing the learning organization in elementary school included the components of organizational culture, leadership, and human resources. Conclusion: Having individual mastery among teachers and having positive mindset patterns is very important for learning that results in the use of modern learning methods, such as team learning.

Optimizing the financing of Iran's higher education system faces major challenges such as smallness of the private sector, lack of a competitive market in knowledge production, the state's small role in higher education, and also the absence of new financial instruments in the capital market along with the development of the money market. As a result, the most important financing resources and major clients of academic research projects are state-run organizations, which also raise finance through tuition. Apparently, there are a few reasons why the higher education system should change its financing methods to achieve great goals. These reasons include intensified economic sanctions, declined capacity of the state to finance this sector, decreased power of families and firms to cover educational and research expenses through private budgets, and the necessity of making higher education expenses efficient with respect to the need to train the future workforce. The method of this study is a descriptive-qualitative, which was carried out in two stages of the library and the implementation of the Delphi method by referring to 20 experts. Aiming to introduce new instruments to make banking asset-backed securities (of facilities type) to education and research clients (families and firms), this study seeks to prove the hypothesis that the mortgage-backed securities can be employed to achieve the following goals. The first goal is to grant facilities to the students who are financially unable to pay tuition. This relieves the pressure on the Students Welfare Fund. The second goal is to grant business financing facilities to talented students. Finally, the third goal is to finance the firms that have research needs but are unable to cover the expenses through their revenues. Regarding 17 indicators, the research findings indicate that experts reached a consensus (Kendall's W= 0.702).