محمد صالحی

Purpose: The aim of this study was to identify the dimensions of the innovative university in order to provide a model in Islamic Azad universities, East Azerbaijan. This research regarding its purpose was an applied one, which was carried out using an exploratory mixed methods approach. Methodology: In the qualitative section the Delphi method and in quantitative section descriptive method was used. The statistical populations of this study, in the qualitative section of the study were the exports who were aware of the subject and in the quantitative section were faculty members of Islamic Azad University of East Azerbaijan(n=900). In the qualitative section, the purposeful sampling method, considering the saturation law (n=12) was used and in the quantitative section, using random stratified sampling method, based on the scientific rank of faculty members and based on the Cochran formula, 270 subjects were selected as the statistical sample. The data collection tool was a researcher-made questionnaire of the dimensions of the innovative university. The reliability of the questionnaire was quantitatively determined using Cronbach's alpha method (0.891) and composite reliability (0/688). Exploratory factor analysis using SPSS software was used to analyze the data and validation used to Smart PLS. Findings: Also, the results showed that the endogenous variable (Innovative University) has the ability to explain the changes exogenous variable (the five structural, strategic, research structural, environmental and educational pedagogical dimensions).Conclusion: The overall value of the model was also confirmed using the GOF= (0/396) standard.

Purpose: The aim of the present study was to identify the Effective Components of HRM for Efficient Labor Capacity at Islamic Free Universities in the North East of Iran. Methodology: The scientific model of this research was based on a qualitative interview with the University of Azarbaijan Azad and a selective method of targeting and snowballs. Finally, by referring to the experts, 20 qualitative interviews were conducted and using the Grendard theory to identify the components of human resources management in order to attract the efficient force, the necessity of each of the extracted model components for human resources management for efficient power absorption was investigated. The research was analyzed using coding method in three stages: open, axial and selective. Findings: The results showed that the total number of nodes in non-repetitive codes was 110 in the two HRMs and 38 in the effective recruiting sector, based on the conceptual similarities of the combination of 77 nodes (common codes) in the HR department and 38 in the absorption Effective power has been extracted based on the intuition and understanding of the researchers from the subject and their share in the form of three main components related to human resources management, individual factors, organizational factors, environmental factors and 4 sub-components and efficient absorption in The template has three main components for providing employee information, delegation, payroll and 3 sub-components in the form of Tree nodes were categorized. Conclusion: The main components of human resources management include personal factors, organizational factors, environmental factors, and the three main components of employee awareness trust in employees, and to justify the findings of this research can cite theoretical foundations and previous findings.

Purpose: The purpose of the present study was to investigate the individual entrepreneurial components of students from the perspective of university lecturers. Methodology: The present study is based on a data-base research method that was conducted through interviews with 12 experts including a combination of university professors and members of the profession including various professional disciplines using purposive sampling method. selected. Data categorization, interviews were analyzed based on the first two stages of the three-stage Strauss and Corbin system, namely open and axial coding and categorical coding. Subcategories and categories were obtained and finally They were divided into main categories that are more general and conceptual. After collecting the questionnaires, 50 raw data were identified which converted this raw data into 17 common codes and 17 common codes were presented in 9 classification concepts, then 9 concepts were classified into 4 categories. In this study, the main variables extracted from the data and their subcategories were investigated. Findings: Data content analysis resulted in the extraction of 4 main themes (subcategories) and 9 sub-themes (concepts) as follows: Creativity with sub-themes: desire for innovation and initiative and fluidity; meta-cognitive beliefs with Sub-themes: Tolerance of ambiguity and flexibility; Self-esteem with sub-themes: Self-esteem and self-assurance; Sub-themes of thinking style: General and partial thinking. Conclusion: The increasing importance of entrepreneurship education and its ability to improve economic growth and job opportunities is evident in some universities at both academic and non-academic levels.

Purpose: The purpose of the study is to provide the impact of learning organization components on innovation in the Islamic Azad University. The prediction of the risks and opportunities facing organizations in the future will give us the opportunity to decide, before we get into trouble. Planning for organizational change and improvement through lifelong learning to cope with organizational challenges for sustainable organizational development and survival is a prerequisite. Methodology: This study is descriptive- survey research. The study population were all the faculty members of Islamic Azad University in Shabestar in 2016 (n=271) that 170 members were selected by stratified random on base of Kerjeci and Morgan table. Findings: To collect the data, Goh learning organization questionnaire and Saatchi & et al innovation questionnaire was used. The construct validity of learning organization questionnaire and organizational innovation were confirmed. Learning organization reliability was calculated α = (0.843) and organizational innovation was calculated α = (0.811) using Cronbach's alpha coefficient. Obtained data by SPSS and LISREL software and the calculation of descriptive and inferential statistics (Confirmatory Factor Analysis, structural equations model) were analyzed. Conclusion: The results showed that the components of learning organization had positive and significant impact on organizational innovation and model fitting was confirmed.

This study examined Iranian EFL learners’ preferences regarding oral Corrective Feedback (CF) in a TOEFL speaking course. A 30-item questionnaire was administered to 32 participants in a TOEFL preparation course to elicit EFL learners’ views concerning their CF expectations. The results showed that based on the nature and objective of the course, students cared about their accuracy while fluency for these students was of secondary importance. Therefore, CF was regarded as crucial and necessary by the participants and they considered their grammatical errors as the most important one to be corrected followed by vocabulary and pronunciation errors. In terms of CF type, explicit and delayed corrective feedback were the most preferred error correction forms. Furthermore, males preferred their teacher to correct them, females favored self-correction and peer correction more than males. Finally, it can be concluded Attitudes to different feedback types and types of errors that they prefer to be corrected were mostly affected by the nature and the objective of the tasks and the course in general.

Purpose: The purpose of this study was to present a model of competency management for organizational agility in Islamic Azad University of Tehran. Methodology: The statistical population in the qualitative section, the professors of Islamic Azad University of Tehran, number 20 and in the small department, directors and deputies of units, directors and deputies of faculties, faculty members and faculty members of Islamic Azad University in Tehran, 4134 people were selected. In the qualitative section, the purposeful sampling method, considering the saturation law, was 10, and in the quantitative section, using stratified random sampling method, and based on the Cochran formula, 352 Selected as samples. To collect data three dimensions of "individual, organizational and social" and organizational agility questionnaire with 48 questions and 16 components were used. Findings The results showed that competency management has three dimensions (individual, organizational and social). A person's dimension has seven components (decision making, knowledge and information, personality traits, service, accountability, beliefs and ethical values, and attitude and insight), an organizational dimension with eight components (leadership competence , Planning, monitoring and control, setting goals and strategies, technology, customer orientation, change management, crisis management) and social dimension has five components (workgroup, networking, behavior in relationships, inter-organizational, external).Among dimensions of competency management, organizational dimension with factor load of 0/894 has the most impact and in the first rank and social dimension with factor load of 0 706 has the least effect and in the last rank. Discussion: The results of structural equation test showed that there is a positive and significant relationship between competency management with organizational agility.

Purpose: This research has been designed to identify the effective components of the internationalization of the entrepreneurial university that contribute to the creation of knowledge-based economics. Methodology: The research method was a blended method and the statistical population included experts and experts in the field of growth centers in Islamic Azad universities in Fars province. In the qualitative section of 11 people in the interview process and in the quantitative section with a population of 976 people, 277 people participated as an example in this study. The data gathering tool was an interview and a researcher-made questionnaire. After validation, its reliability was 0.83. Descriptive statistics were used to analyze the data and exploratory and confirmatory factor analysis was used in the inferential part. Findings: The results of the research of findings showed that the continuous validation components of the university in order to achieve international standards, conduct innovations and international initiatives on campus, the relationship of faculty members with foreign graduates with the highest factor load (0.88) And the component of the application of the system of international education in the university with the least factor load (0.63) of the total variance explained, and other components were important in the following order respectively. Discussion: The coefficient of the effect of components in the internationalization of the entrepreneurial university in creating a knowledge-based economy alone is the highest coefficient of influence on the continuous validation component of the university in order to achieve international standards, carry out innovations and international initiatives on campus, the relationship of faculty members with Foreign graduates with 0.88 and the least in the component of using the distance education system at university.