عباس عباسپور

Purpose: Considering the quantitative growth of university growth and technology centers in the country and the need for solutions to facilitate the success of these companies in global competition, this study identifies the indicators of innovation ecosystem of university growth and technology centers with the knowledge-based economy approach with data foundation approach. Methodology: This research was based on empirical philosophy and has been done with a deductive-inductive approach. From the perspective of the goal, it was a fundamental research that has been done with a mixed research method. The study population of this study includes entrepreneurship professors and managers who have work experience in knowledge-based companies. Sampling was done by non-probabilistic and purposeful sampling method. Data collection tools are interviews and questionnaires. In the analysis of the interviews, the data theory of the foundation (selective, open and pivotal) was used. Also, the identified indicators have been validated by fuzzy Delphi method. Finally, the final model of the research is presented. Research data analysis was performed in the qualitative phase with MAXQDA software and in the quantitative phase with Matlab software. Findings: To achieve the objectives of the research, by analyzing interviews with experts, a set of practical indicators of the innovation ecosystem were identified. In the open coding stage, 517 codes were identified, which with the observed observations, 9 main categories and 41 sub-categories were obtained. Conclusion: Based on the achievements of this study, issues such as organizational management, growth center rules and regulations, innovation ecosystem infrastructure, knowledge ecosystem, innovation ecosystem, ecosystem capital, economic ecosystem, innovation ecosystem challenges and key players are key elements in the success of these universities in knowledge-based economy was considered. These cases also interact with each other in 41 minor areas.

A professional learning community consisting of dialogue and engagement. Interaction does not mean simple one-way transfer of information from teacher to learner, but the discovery of ideas through others, the search for answers to questions and problem solving with others. In this paper, 15 papers were reviewed and analyzes continued to saturation. The registration unit was considered in this research. At the end of inductive content analysis, 6 categories and 17 subcategories emerged with continuous comparison of the obtained codes A professional learning community consisting of dialogue and engagement. Interaction does not mean simple one-way transfer of information from teacher to learner, but the discovery of ideas through others, the search for answers to questions and problem solving with others. In this paper, the factors contributing to the professional learning community in distance learning have been studied. Using qualitative content analysis method, a structured interview of teachers, experts and e-learning students at the educational institution was conducted in a targeted way. 15 papers were reviewed and analyzes continued to saturation. The registration unit was considered in this research. At the end of inductive content analysis, 6 categories and 17 subcategories emerged with continuous comparison of the obtained codes. The main categories are teacher, participation, online environment, time, tools and evaluation. The result from this article can be a guide to the action of trainers and distance education designers to increase student participation in formal education courses and finally to form a community of professional learning in this environment.

Purpose: Among leadership styles, evolution leadership is the source of changes in the organization. If the organization is in a disadvantaged way in the management of employee performance, it identifies the consequences and thus, in a competitive environment, it strengthens the capabilities and competencies of the employees to compensate for the loss. will pay. One can refer to education as one of the organizations that needs to adopt transformational leadership today. Schools, as sub-systems of society, cannot survive unless they can adapt and adapt themselves to environmental changes. Methodology: Since school principals play a major role in education, their accurate and well-chosen selection is the goal of the country's educational system. Therefore, the purpose of this study is to design and validate a transformational leadership model for primary school principals. Findings: The analysis of qualitative interviews showed that the four main components of mental persuasion with the following components of encouraging problem solving, knowledge creation, creativity, creation of new ideas, questioning, inspirational motivation component with motivational motives, creating morale, creating a happy environment , Attention to goals, Inspiration, Artificial Influence component with ethics subclasses, Knowledge, Respect, Justice, Commitment, Inspirational thoughts, Participation and component of individual considerations with the following components of attention to individual differences, achievement of organizational goals, the effectiveness of the organization , Assigning the responsibility and individual goals of the interviewees to the managers. In a small section Data were also collected through a transformational leadership questionnaire collected from 500 sample managers and teachers. Finally, the findings on validation showed that the proposed model is valid .Conclusion: School executives in the style of the implementation of leadership style change more dependent on the requirements of the school and the high-level, and somewhat applicable, organization, and believe that such a style, although necessary and necessary, requires its own particular circumstances.

Abstract The present study is a qualitative research with a phenomenological approach that has been conducted to identify the dimensions and components of professional development of primary school principals and to develop its framework. The statistical population of the study was the principals of public primary schools in Tehran in the academic year of 2019-2020. In two stages of sampling, samples were selected by quota and then purposive sampling methods. Semi-structured interviews were used to collect data. The interview continued until the data exploration and data collection process reached a theoretical saturation point after interviewing 14 people. Data were analyzed by open and axial coding steps. Two methods of verifying the interviewees and verifying an external expert were used to control the validity. Two methods of verifying the interviewees and verifying an external expert were used to control the validity. To determine the reliability, two methods of reviewing the writings and also the method of recoding were used. The agreement was calculated in the coding homogeneity and the agreement coefficient was 86%. Findings showed that the professional development framework for primary school principals has 3 dimensions, 14 components with 117 indicators  Which includes : the content dimension of professional development (with components of general management knowledge, specialized management knowledge, interactive skills, resource management skills, professional skills, personal inclinations, managerial attitude, physical and mental ability and intellectual ability), the dimension of professional development process (with the components of self-development actions and developer relations) and the dimension of organizational requirements (with the components of knowledge acquisition and acquisition of skills, modification of selection and appointment methods of managers, improvement of organizational structure and processes).