اسماعیل کاظم پور

Purpose: Organizational ecology helps to managers so that can look at the organization from a different perspective and take steps towards its growth and improvement. Therefore, the current research was carried out with the aim of designing a paradigmatic model of organizational ecology management in education. Methodology: The current research was qualitative which carried out on specialist and expert professors in the field of population ecology and organization in the field of education and similar organizations in 2022 year. The research sample was 15 people, which whose number was determined according to the principle of theoretical saturation, and they were selected by purposive sampling method. The tool of the current research was a depth semi-structured interview, which its validity and reliability were confirmed, and its data were analyzed with the coding method based on grounded theory of Strauss and Corbin (2000). Findings: The findings of the present research showed that the organizational ecology management in education had 85 concepts, 36 sub components and 12 main components. In this study, the main components in the category of causal conditions were included problems related to macro policy making and abandonment and in the circle of the lack of importance of the organizational ecology discussion, in the category of intervening conditions were included weakness in completing the criteria of positive and progressive organizational indicators and managerial and institutional gaps, in the category of background conditions were included factors related to the macro system, in the category of strategies were included culture and organizational management strategies, attitudinal and discourse strategies, interactive strategies and social influence strategies and in the category of consequences were included social and cultural development, institutional and educational development and political development. Conclusion: According to the identified concepts and sub and main components for the organizational ecology management in education, organizational specialists and planners can accordingly take an effective step towards improving organizational ecology in education.

Purpose: This study was conducted to identify the challenges of talent management in the public education system and to provide the possibility of recommending strategies. Methodology: The present study was qualitative and the statistical population included professors, specialists and experts in the field of talent management. The statistical sample consisted of 20 experts in the field of talent management and university professors who were purposefully selected and interviewed. Data collection tools were done through semi-structured interviews with 20 experts in education in Gilan in 2019, which after providing all the new ideas, by the interviewees to analyze the data and answer questions using a qualitative analysis method. The theme was used. Findings: The results showed that there are 16 challenges in the public education system that hinders the effective efficiency of talent management in the body of education. Among these challenges are the application of personal opinion in evaluations and the lack of an appropriate motivational approach that was presented in the challenges of talent management in the education system, after description, comparison, analysis and interpretation. Conclusion: According to the results of this study, the method of talent management in Gilan Education Organization is not accepted by any of the experts participating in the research and in terms of appropriate arrangements of this organization to address the challenges identified by this research, it seems necessary.

Introduction: This research was aimed at designing a curriculum model based on the development of social capital for higher education in Iran. Method: The present study was an applied and qualitative research that was carried out using the theme analysis method to answer the research questions. The statistical population of this study included all planning, sociology and management specialists. The statistical sample of this study was 15 faculty members of Islamic Azad University. A sample sampling method was used to select the sample members. Data gathering tool The data of this study were semi-structured interviews. Results: Data analysis was carried out using OmegaCard software using MaxQDA software. In order to calculate the reliability of the interviews, the reliability of the review and the method of internal agreement were used. The results of the topic analysis led to the identification of 115 initial codes, which decreased to 79. Based on these findings, four components of goals, content, materials and educational methods and evaluation were identified as the main components of social capital based curriculum in the university, each of which has three structural, cognitive, and cognitive components. Conclusion: Higher education, in the light of the curriculum patterns, can provide opportunities for social capital development, and has the potential for implementation and necessary changes to the curriculum model for the development of social capital.