درخت حوزه‌های تخصصی

Purpose: The Covid-19 pandemic has presented unprecedented challenges to higher education institutions, necessitating a robust resilience framework to navigate disruptions and ensure continued educational excellence. This study aimed to design a resilience pattern for higher education institutions based on grounded theory, drawing insights from the experiences of stakeholders in Islamic Azad Universities in Tehran, Iran. Methodology: The present study in terms of purpose was applied and in terms of implementation method was qualitative. The target population was all students, employees, and faculty members of Islamic Azad Universities in Tehran, Iran. The sample size of this study was determined based on the principle of theoretical saturation, resulting in a total of 29 participants who were selected by the purposive and theoretical sampling method and were underwent to a semi-structured interview. Interview validity was established using triangulation, and reliability was assessed using the intercoder agreement coefficient method, yielding a value of 0.72. The data obtained from semi-structured interviews were analyzed using open, axial, and selective coding techniques in ATLAS.ti qualitative software version 9. Findings: The analysis showed that the resilience pattern of higher education institutions in response to the Covid-19 pandemic had 189 concepts, 39 subcategories and 10 main categories based on the systematic grounded theory. In this pattern, the central phenomenon was the resilient response of higher education institutions to the Covid-19 pandemic. Causal conditions were categorized into three main categories: individual (6 subcategories, 29 concepts), organizational (7 subcategories, 41 concepts), and social (3 subcategories, 11 concepts). Intervening conditions consisted of national factors (4 subcategories, 18 concepts), while context were represented by global factors (4 subcategories, 16 concepts). Strategies included prediction and prevention (3 subcategories, 17 concepts), response and coping (5 subcategories, 24 concepts), and adaptation and compatibility (3 subcategories, 18 concepts). Consequences were classified into short-term (2 subcategories, 8 concepts) and long-term consequences (2 subcategories, 7 concepts). Finally, the resilience pattern of higher education institutions in response to the Covid-19 pandemic based on grounded theory was designed. Conclusion: The proposed resilience pattern serves as a valuable guide for higher education institutions to proactively address the challenges posed by unforeseen disruptions, fostering adaptability and sustainability in an increasingly volatile world. The framework emphasizes the importance of resilience not only at the organizational level but also among students, staff, and faculty members. By incorporating this pattern into their strategic planning and operational practices, higher education institutions can enhance their capacity to navigate crises such as Covid-19 pandemic and emerge stronger amidst adversity.

Purpose: Career foresight is a new concept in career path ultramodern approaches about career choice, career transition and career development. As a result, the aim of this study was to Identifying the Effective Social Factors on the Formation of Future Work Self. Methodology: This study in terms of purpose was developmental and in terms of implementation method was qualitative. The members of the research were the professors of human resource management and organizational behavior and human resource managers of Tehran Municipality. The sample size based on the principle of theoretical saturation was calculated 15 people who were selected by purposive sampling method. The tool of the present study was a semi-structured interview, which its validity was confirmed by the triangulation method and its reliability was calculated by the agreement coefficient method between two coders 0.83. Data were analyzed by thematic analysis method in MAXQDA software. Findings: The findings of the interview with 15 people about the effective social factors on the formation of career foresight indicated that this structure had 28 basic theme, 11 organizing theme and 5 inclusive theme. The inclusive themes of this study were included the conditions of society (including two organizing themes of economic conditions of society and society's values), key characters (including two organizing themes of type of activity of models and heroes and opinions of influential people), educational conditions of school and university (including two organizing themes of content of educational courses of school and university and educational facilities and methods of school and university), family conditions (including three organizing themes of family behavior, family economy and family customs and values) and technology and media (including two organizing themes of lifestyle in media and technology). Based on the identified themes in the current research, a network of themes of effective social factors on the formation of career foresight was designed. Conclusion: According to the findings of this study, municipal managers by recognizing the effective social factors on the formation of career foresight and guiding them through cooperation and coordination with influential institutions such as cultural institutions, education and higher education can create coordination between the individual's career goals with the organization's needs, goals and missions and create and reduce numerous changes in the career path of employees and waste of resources.

Purpose: Obstacles of creating learning organization cause a sharp decline in the performance of organizations, especially in educational organizations. Therefore, the aim of this study was to evaluate the relationship between the categories of the obstacle model of creating learning organizations. Methodology: This study in terms of purpose was applied and in terms of implementation method was descriptive from type of correlation. The research population were professors from Al-Qadisiyah and Kufa universities of Iraq with number 720 people and with using Cochran's formula, the sample size was estimated to be 251 people, which this number were selected by available sampling method. The research tool was a researcher-made questionnaire of barriers to obstacle of creating learning organizations with 69 questions, which data obtained its implementation were analyzed by methods of exploratory factor analysis and partial least squares in SPSS and Smart PLS software. Findings: The findings showed that the factor load of all questions was higher than 0.50 and significant, and the correlation coefficients of the categories of causal conditions, contextual conditions, intervening conditions, central phenomenon, strategies and consequences were less than 0.45, and indicating their non-overlapping. Also, content validity ratio and Cronbach and combined reliability of the categories were estimated higher than 0.70 and 0.80, respectively. In addition, according to the indicators of commonality and redundancy, the obstacle model of creating learning organizations had a good fit and the effect of causal conditions, contextual conditions and intervening conditions on central phenomenon, the effect of central phenomenon on strategies and the effect of strategies on outcomes were significant (P<0.05). Conclusion: The designed obstacle model of creating learning organizations can help to university officials in designing programs to remove obstacle of creating learning organizations

Purpose: Digital literacy fosters social advantages such as chances to interact with others and forge and develop social relationships by enabling online activities and leading to online social capital development. This study investigated the relationship between digital literacy and online social capital. Methodology: The research method is quantitative, descriptive, cross-sectional, and correlational. Participants comprised 754 (520 female and 234 male) students of Tabriz universities during the months of June and August 2023, who were randomly selected from among those willing to cooperate and responded to the Digital Literacy Questionnaire (Ng, 2012) and Online Social Capital Questionnaire (Duradoni et al., 2022). Data were analyzed using confirmatory factor analysis and structural equation modelling with SPSS version 27 and Amos Graphic version 24 software. Findings: Utilizing confirmatory factor analysis, the factorial structure of the research instruments was examined. The digital literacy questionnaire's three-factor structure and the online social capital questionnaire's two-factor structure were confirmed. The GFIs were higher than 0.9, and the RMSEA was below 0.08. The fit indices indicate that the structural model describing the relationship between digital literacy and online social capital is supported. The standard weights of the confidence and connectedness dimensions of the relationship between digital literacy and online social capital were 0.42 and 0.48, respectively (p<0.05). Conclusion: Digital literacy encompasses social, cognitive, and emotional skills in addition to technical ones. Therefore, digital literacy is multidimensional and lays the foundation for a new, constantly evolving style of online relationships and interpersonal connections. Higher levels of digital literacy and its components provide individuals with the ability and opportunity to convert their network of relationships into other forms of capital, obtain and provide support in the virtual space, and engage in emotional exchange, group leisure time, counselling, and collaboration. These competencies form the basis of online social capital.