درخت حوزه‌های تخصصی

Introduction: Social responsibility is defined as the voluntary efforts to eliminate or minimize the negative effects of business activities on stakeholders that are done by the organizations. The aim of this article is to present a model of Islamic social responsibility with an emphasis on good governance, with an interpretative structural modeling approach in the Ministry of Communications and Information Technology. Methodology: In this study, fuzzy screening technique and interpretive structural modeling (ISM), were used to identify the criteria and the relationship between the criteria. After studying the relevant literature review and interviewing with the managers of the Ministry of Communications and Information Technology. Findings: After analyzing the data, the variables were classified into eight different levels and were plotted according to the relations of the ISM graph. After analyzing, the variables were categorized into three groups: independent or key variables, communication variables and the dependent variables and no variables were included in the group of autonomous variables. Social responsibility in Islamic style was studied in five economic, social-political, ethical, legal, and altruism dimensions, and aspects of good governance from the scientific point of view under the five dimensions of participation, accountability, justice and equality, rule of law, and efficiency and effectiveness of the government. Conclusion: According to the results, the components of financial responsibility and economic security, attention to the benefit of society, citizens' participation, social accountability, law enforcement, equal rights, rule of law, respect for norms and values, and beliefs have high dependence and conductivity power. In the other words, the impact of these criteria is very high, and any small change on these variables causes the fundamental changes in the system.

Purpose: The purpose of the present study was Analysis of the Internationalization of Iran's Higher Education Curriculum; requirements & obstacles. Methodology: This research was applied in terms of the purpose and, in terms of the type of data collected, is quantitative. Also a descriptive survey type was used based on the data collection method. The statistical population of this research includes all faculty members of comprehensive universities of Tehran which was 4429 people. The sample was 384 people based on Cochran formula and selected by simple random sampling method. The main tool used for measuring and collecting data.in this research is a researcher-made questionnaire. To create the questionnaire, the components were extracted from the literature review and theoretical foundations and the researches carried out in the field. Then, after the modification, they were classified and arranged in a form. Finally, in the first section, in order to identify the current status of the university in terms of internationalization of the curriculum of higher education with 29 items and in the second section, to identify the obstacles to the internationalization of higher education curriculum with 8 grades on a 5-point Likert scale Low, very low, moderate, high, very high), was developed and answered to the professor. In this research, we used SPSS software and Cronbach's alpha test to obtain the reliability of the questionnaire. Cronbach's alpha for the questionnaire, "Identifying the barriers to internationalization of higher education curriculum" was equal to 0/74 and for the questionnaire "Reviewing the current status of curriculum internationalization" was calculated to be 0/76.Due to the fact that reliability is generally more than 0 70, the researcher-made questionnaire has a relatively high reliability. Findings: The Result showed that the “Lack of motivational and incentive factors for professors” with 6/909 T test and with 0/000 Significant was the most important obstacles that this research was Identified and the “Lack of financial support from professors in traveling abroad in line with international research” with 6/718 T test and with 0/000 Significant was second obstacles are Identified. Conclusion: The present status of internationalization of curriculum at the comprehensive universities of Tehran has been studied. Then the barriers were identified and finally solutions were presented. In the following, a comparison between the comprehensive universities of Tehran in relation to the internationalization of the curriculum was carried out and, finally, a comparison was made between the different faculties.