فتاح ناظم

Purpose: comprehensive quality management is the art of managing the entire complex for accomplishing the best outcome. Thus, the present research was done to identify the dimensions and elements of comprehensive quality management at Islamic Azad University. Methodology: The present research was an applied research of qualitative type. The research population consisted of experts in comprehensive quality management and evaluation at Tehran City; according to the principle of theoretical saturation, the sample size was estimated 12 individuals, chosen through snowball and purposive sampling methods. The research instrument was a semi-in-depth interview whose validity was confirmed through triangulation method, and its reliability, via interrater consistency coefficient, was estimated above 0.71. The data were analyzed through coding method in MAXQDA-2018 Software. Findings: The coding results suggested that comprehensive quality management at Islamic Azad University had three dimensions of internal, external, and academic quality development along with service assessment. The internal dimension included elements of leadership, curricula planning, the staff competence level, competent faculty members, assessment quality, quality of the physical atmosphere, educational equity, information technology quality, feedback on performance, the students’ competence level as well as the curriculum. The external dimension included cultural, social, economic, geographical – environmental elements. Finally, the dimension of academic quality and service assessment included elements of commercialization, skills, economic development, responsivity, value creation, as well as development of academic quality and service assessment. Conclusion: considering the dimensions and elements identified for comprehensive quality management at Islamic Azad University, the ground could be provided for accomplishing comprehensive quality management as well as achieving useful and excellent outcomes.

Purpose: Organizational citizenship behavior improves the organization's conditions and creates a competitive advantage, and on this basis, research on the development of organizational citizenship behavior education is very important. As a result, the current research was conducted with the aim of identifying affecting factors on the development of organizational citizenship behavior education and providing suitable managerial strategies. Methodology: In a descriptive study from type of qualitative, among the universal and organizational experts of Islamic Azad University of Fars province in the 2021-2022 academic years, number of 19 people were selected as a sample by purposive sampling method and according to the principle of theoretical saturation. The samples were subjected to a semi-structured interview, which their validity was confirmed by the triangulation method and their reliability was obtained by the agreement coefficient method between two coders 0.83. The data from semi-structured interviews were analyzed with open, axial and selective coding method in MAXQDA-2020 software. Findings: The results of the analysis showed that the affecting factors on the development of organizational citizenship behavior education had 35 indicators, 8 components and 3 dimensions. In this study, the dimensions were included individual factors with two components of citizenship knowledge and citizenship skills, organizational factors with three components of job satisfaction, organizational culture and job engagement and educational factors with three components of educational infrastructure, educational quality and employees as learners. Also, managerial strategies in the development of organizational citizenship behavior education were included 5 strategies of effective leadership, effective education, providing feedback and encouragement, applying guidelines and policies and promotion based on organizational citizenship behavior. Conclusion: According to the affecting factors on the development of organizational citizenship behavior education and the five identified strategies for it can be prepared the ground for improving and promoting the organizational citizenship behavior.

INTRODUCTION: Considering the importance and significance of organizational virtue in promoting the performance of organizations, the present study was conducted with the aim of establishing a model of organizational virtue in the Red Crescent Society of Tehran province. METHODS: This qualitative research is applied in terms of objective, which was conducted using the Grounded Theory approach. The study population includes academic members and experts of the RCS of Tehran province. Using purposive sampling method, data saturation occurs after 15 interviews with the experts. Data was collected by using semi-structured interview and data analysis has been done in three stages of open, axial and selective coding. FINDINGS: The results showed that organizational virtue in the RCS of Tehran province is influenced by five dimensions which are effective factors. Considering the facilitating factors of organizational virtue as contextual conditions; the factors that inhibit organizational virtue as intervening conditions; components and indicators of organizational virtue as approaches will promote the organizational virtue in the RCS of Tehran province as much as possible. CONCLUSION: The proposed model for organizational virtue in the RCS shows that five dimensions: optimism, empathy, trust, responsible leadership and ethics as the effective factors in promoting organizational virtue in the Society that considering contextual conditions, intervening conditions, actions and reactions will increase organizational virtue in the Society.

INTRODUCTION: This study aims to present a model to explain the relationship between organizational virtue and three factors of organizational citizenship behavior, organizational justice, and organizational training in the Red Crescent Society (RCS) of Tehran province. METHODS: This research is done based on standardized questionnaire. The questionnaire consists of four sections including a) Organ standard questionnaire for organizational citizenship behavior, b) the Niehoff standard questionnaire for organizational justice, c) Neefe standard questionnaire for organizational training, and d) Researcher-made questionnaire for organizational virtue. About 232 employees of the RCS in Tehran province were selected and studied during February to April 2023. FINDINGS: The findings showed that organizational virtue have a significant and positive association with organizational citizenship behavior (coefficient=0.56), organizational training (coefficient=0.53) and organizational justice (coefficient=0.51) in the RCS of Tehran province. CONCLUSION: According to the results, in order to promote and grow more and better the organizational virtue in the RCS of Tehran province, the officials should pay more attention to the improvement of all three variables of organizational citizenship behavior, organizational training and organizational justice among the employees.

INTRODUCTION: The learning organization model does not exist in the RCS of Tehran province based on knowledge management, innovative organizational culture and quality of work life as an important organization, during disasters, especially the Tehran earthquake. Therefore, the aim of the current study is to present the learning organization model in RCS of Tehran province. METHODS: This applied research was carried out with grounded theory approach. About 15 academic professors and experts of RCS of Tehran province were selected and studied using purposeful sampling method based on the theoretical saturation. Data were collected through semi-structured interviews. FINDINGS: In this research, the learning organization with five dimensions and 56 concepts were extracted. The dimensions of the learning organization include gaining experience, feedback and evaluation system, systemic thinking, collaborative and fast learning, creative thinking. CONCLUSION: According to the results, focusing on gaining experience with regard to the occurrence of disasters is one of the priorities of the RCS. The challenges that the RCS faces at the learning organization are such as repeating the problems of previous disasters in new disasters, failure to use documentation and experiences of previous disasters, early forgetfulness of disasters and long return period of some disasters, failure to transfer field and operational experiences, not learning from the bitter experiences of disasters, infringing and sometimes copying processes without considering operational experiences, lack of expert documentary maker or teams in disasters and finally many disasters and little documentation. RCS can take action to manage these defects by implementing the learning organization model.