درخت حوزه‌های تخصصی

Purpose: the present study aimed to design and validate decentering schemes for decision making about curriculum based on Schwab’s practical theory and features of the educational system in Iran. Methodology: in the first step, qualitative methods of "Speculative Essay", "Evaluative Inquiry: Situational Assessment", and "Integrative Inquiry: The Research Synthesis" were employed to explain decentering curriculum according to Schwab's theory, to evaluate and analyze the characteristics of the curriculum system in Iran with regard to the decision-making structure, and to codify the first options of decentering the curriculum, respectively. To evaluate the quality of the primary scheme and codify the final one, the qualitative research approach and interviews were employed. Findings: the findings of this study show that decentering decision making about the elements of curriculum in Iran’s curriculum development system includes seven schema as follows: (a) uniform (one type); (b) multiform (four types); (c) formless (ten types); (d) a combination of uniform and multiform (four types); (e) a combination of uniform and formless (ten types); (f) a combination of multiform and formless (forty types), and (g) a combination of uniform, multiform, and formless (forty types). Conclusion: in the designed scheme, several decision-making positions for curriculum are introduced according to various area features of the country to enable all areas to make optimal choices with regard to their capacity.

Purpose: The current study was conducted with the aim of designing a human resource competency model in the age of digital transformation. Methodology: This study is applied-developmental in terms of purpose. Also, it is a developmental and exploratory sequential type, and the present study is qualitative in terms of data type. The statistical population of this study is made up of experts and specialists who are aware of the subject of the study and specialists in Mobile Communication company of Iran (IR-MCI) and 20 people were selected as a sample using the targeted sampling method. In this study, library and field methods were used to collect information. In this study, the method of text analysis as well as interviews and Delphi were used for data analysis. Findings: The results showed that the competency of digital managers includes 7 components of individual factors, organizational factors, culture of change, digital attitude, communication factors, leadership and management, and technical and specialized factors. Conclusion: Based on the results, there is a significant correlation between all components. The results also showed that the study model has the required validity.

Purpose: After-sales service includes a wide range of services and provides the basis for a long and easy use of the product. The present study was conducted with the aim of designing a curriculum model for after-sales service in the automobile industry in Iran. Methodology: This was a mixed exploratory study (qualitative and quantitative). The research population in both the qualitative and quantitative sections were the CEOs and after-sales service assistants of the automobile industry, training managers and technical experts of the automobile industry, and according to the principle of theoretical saturation, 18 of them were selected as a sample using the snowball sampling method. The research tools were demographic information form and semi-structured interview with experts, the data of which were analyzed in the qualitative part with open, central and selective coding method in MAXQDA-10 software and in the quantitative part with exploratory factor analysis method in Smart PLS-3 software. Findings: The findings showed that the after-sales service curriculum model of the automobile industry in Iran had 61 indicators in 6 categories of efficient and effective management, skilled and trained human resources, use of new technologies, training development, evaluation and customer satisfaction. Other findings showed that the after-sales service curriculum model of the automobile industry in Iran has 57 items (removal of 4 items due to factor loading less than 0.40) in 6 factors of efficient and effective management, skilled and trained manpower, use of new technologies, It was the development of training, evaluation and customer satisfaction. The validity of the factors based on the factor loading was higher than 0.60, the convergent validity was higher than 0.50 and the average variance extracted was higher than 0.70, and the reliability was higher than 0.80 with Cronbach's alpha method. In addition, the 6-factor model of the after-sales service curriculum of the automobile industry in Iran had a good fit and the effect of the said model had a direct and significant effect on all 6 factors (P<0.05). Conclusion: Managers and planners of the automobile industry and its after-sales services in Iran can use 6 categories of efficient and effective management, skilled and trained manpower, use of new technologies, training development, evaluation and customer satisfaction to improve the after-sales service curriculum. car industry to use.