کیومرث نیازآذری

Abstract Purpose: This study was conducted to effect of multimedia applications and e-learning on the quality of teaching of faculty members of Islamic Azad University of Mazandaran province. Methodology: The population of the study was all 1532 faculty members of Islamic Azad University of Mazandaran. which 210 persons were randomly selected from by category random sampling method based on Kerjeci &Morgan table. The measurement tool included researcher made questionnaire in two parts of Multimedia programs and e-learning with 38 questions and 40 questions of teaching quality. Face and content validity of the tool was confirmed by experts and its reliability was calculated 0/93 using Cronbach's alpha coefficient. Frequency, mean indicators and standard deviation reports were studied to analyze data in descriptive statistics. The central limit theorem and Smirnov & Kolmogorov test with z approximation were used to determine the appropriate statistical methods in the inferential section and parametric methods were used for data analysis. One-sample t-test was used to achieve the objectives of the research in studding the status of indicators and also independent t-test and ANOVA were used in intra group’s comparisons. Because of the researcher made survey instrument, in addition to the calculation of Cronbach’s alpha, exploratory and confirmatory analysis was done based on the defined components. Findings: Pearson correlation test was used to examine the relationship between the study variables, as well as Bivariate linear regression analysis was performed in order to study the sixth question of the research. SPSS 22 software and LISREL 8.5 were used for data analysis. The results showed that: the quality of teaching and its components, and multimedia programs and e-learning and its components in Islamic Azad University units are at a higher level than average. Discussion: And all Pearson correlation values between independent variables of e-learning and its components and multimedia programs and the quality of teaching dependent variables and its dimentions is significant and direction of these relationships is positive.

Purpose: The present study aims to investigate the relationship between smart talent management and meritocracy in order to provide the expressive characteristics of the selection, appointment and maintenance of managers. Methodology: The research method is descriptive survey and the required information has been collected using a researcher-made questionnaire that its validity has been determined from the available resources and through expert opinion and its reliability has been determined by calculating the Cronbach's alpha coefficient (.882). The statistical population of the present study includes the associate professor faculty members and higher rankings and staffs having MA and higher degrees, i.e. a total of 1,200 people. Sampling method is stratified random sampling through which 291 people are selected as the statistical sample. Findings: Findings of exploratory factor analysis show that strategy, attraction, evaluation and discovery of talents are the main components of talent management, and organizational learning, knowledge expansion and sharing are the main components of knowledge management. Among the 13 dimensions of talent management, the development of talent with a standard coefficient (.90) and preservation of talent with a standard coefficient (.88) are the most effective ones, respectively. Discussion: Among the 13 dimensions of knowledge management, expansion and sharing with a standard coefficient (.95) and organizational learning with a standard coefficient (.88) are the most effective ones, respectively. Also, confirmatory factor analysis confirms the relationship between smart talent and meritocracy with a standard coefficient (1.06), and test statistics has evaluated the severity (correlation coefficient) of this relationship (.299).

Background: This study aimed to identify factors contributing to the creation of intellectual capital in the organization of education. The research method is a descriptive and exploratory factor analysis method. A sample: directors and deputies of the second period Secondary Education Department of Tehran Province. Based on stratified random sampling method and based on a sample of 500 was calculated size formula. The research made questionnaire constitutes a measurement tool through which factors in the creation of intellectual capital was identified by the sample. Validity to help them with the help of factor analysis and reliability was confirmed by Cronbach's alpha equal to 78/0. And finally analyzed by factor analysis of main components were analyzed. The findings suggest that the amount of KMO is close to 1 is equal to 881/0. Bartlett test of sphericity is also characterized by a significant level of zero, which is smaller than the 05/0 show statistically significant. And the final outcome of the 9 extracted with PC using varimax rotated in total by performing factor analysis identified nine factors: Self-conscious, value-based and central vision, holistic and systemic approach, independence, spontaneity, sense of mission, altruism, accountability, change frame of mind Factors identified in order to create intellectual capital could have a significant relationship with the studied variables. So successful, in order to strengthen each of these factors will lead to the creation of intellectual capital in educational organizations.

This study was performed to identify factors affecting the entrepreneurial university. In order to achieve this goal, a sample of 173 faculty members (academic rank of associate professor or higher) in academic year of 2015-2016 was selected using the using relative stratified sampling and Cochran’s formula. In this study, given the purpose and nature of research, for analysis of the data, exploratory and confirmatory factor analyses were used. The results of in-depth interviews and semi-structured and targeted interview with 14 qualified university professors led to the initial questionnaire developed by the researchers at 5-point Likert scale with 50 items; upon exploratory analysis, 9 items were excluded due to extraction value of commonality smaller than 0.5. Content validity of the questionnaire was approved by accredited academic experts. To assess the construct validity, convergent and divergent validity criteria were used. The results of factor loadings of each item showed that all items had factor loading of over 0.4 and average extracted variance of over 0.5, thus convergent validity of the variables was confirmed. In addition, the values ​​of the square root of the average variance extracted (AVE) was highest, indicating the validity of divergent validity of the variables. Composite reliability and validity of the questionnaire for all variables showed high levels of 0.7. Results showed that the size and components affecting establishment of entrepreneurial university included internal factors (capabilities, management and leadership, structure, prospects, financial resources and research, cultural and education policies) and external factors (interaction with environment and internationalization of the university). Finally, test of the model using t-test showed that the size and the identified factors had a positive and significant impact on the entrepreneurial university.

Present research seeks to review factors affecting responsiveness of training organizations to society network evolution. Data from 500 directors and deputies of secondary schools in the city of Tehran using stratified random sampling gathered through a questionnaire and analyzed using structural equation modeling. Reliability of this questionnaire was calculated using Cronbach's alpha at 83%. To calculate the validity, structural validity was used and the results show the validity of the survey tool. The primary outcome shows that the amount kmo is 0.83 closes to one as well as the significance of Bartlett's test is zero and is smaller than 0.05 and statistically significant. After analysis the following factors were identified that included:1. Professional Ethics 2. Critical Thinking 3. Social Responsibility 4. Ethics and citizenship education 5. Global Citizenship.