درخت حوزه‌های تخصصی

Purpose: This research aims to explore the various aspects of educational environments that shape how students perceive themselves, with a focus on the interactions and experiences that contribute to their self-concept and academic engagement. Methodology: This qualitative study was conducted using semi-structured interviews with 21 participants who were either currently enrolled in educational institutions or had recently graduated. Data collection continued until theoretical saturation was achieved, ensuring a comprehensive understanding of the phenomena. The interviews were transcribed and analyzed using NVivo software to identify recurring themes and patterns related to the educational environment and its impact on student self-perception. Findings: Four main themes were identified: Institutional Environment, Educational Practices, Student Engagement, and Self-Perception Development. Each theme comprised various categories that elucidated the influence of educational settings on students: Institutional Environment included Physical Infrastructure, Social Climate, Academic Atmosphere, Administrative Support, and Extracurricular Activities. Educational Practices focused on Teaching Methods, Evaluation Techniques, and Teacher-Student Relationships. Student Engagement highlighted Participation in Class, Engagement in School Governance, Peer Collaboration, and Identification with School. Self-Perception Development covered Identity Formation, Self-Efficacy, Career Aspirations, Academic Self-Concept, and Emotional Resilience. Conclusion: The study concluded that educational institutions play a pivotal role in shaping student self-perception through various environmental and interactional aspects. These elements not only influence students' academic engagement but also significantly impact their self-concept and future aspirations. The findings underscore the need for educational policies and practices that enhance positive student experiences and support comprehensive development.

Purpose: One of the modern management approaches that has received significant attention and has addressed the weaknesses and problems of traditional management models is ethically-oriented management. Therefore, the purpose of this research is to design an ethically-oriented management model to enhance employee education in higher education, utilizing grounded theory in the free universities of Mazandaran province. Methodology: The nature of this study is exploratory and utilizes qualitative data. The research population consists of management experts and professors with management experience in the free universities of Mazandaran province. The researcher employed the snowball method to achieve theoretical saturation after conducting interviews with 13 experts and opinion leaders. Qualitative data were collected through structured interviews and analyzed using the qualitative method of grounded theory. Findings: Causal factors influencing ethically-oriented management for the development of employee education include personal characteristics, psychological capability, job identity, and organizational communications. Contextual factors include organizational ethics, organizational foundations, organizational justice, and leadership roles. Influential intervening factors include political, executive, infrastructural, and cultural factors. Additionally, three core phenomenon components have been identified and reported: ethical educational leadership skills, ethical literacy, and instructional design. Resulting strategies include external and internal university strategies, formal and informal strategies. Lastly, outcomes include structural development, educational development, communicational development, and performance development. Conclusion: This research began with the aim of achieving an ethically-oriented management model for the development of employee education in higher education using grounded theory and has completed its evolutionary journey through qualitative methods, resulting in a model. Finally, recommendations derived from the researcher's experiences are presented.

In the post-2020 security environment of the Middle East and North Africa (MENA) region, marked by the easing of Iranian-Saudi tensions, intra-Sunni reconciliation, the resolution of the Qatar blockade, and the signing of the Abraham Accords, the European Union (EU) sought to capitalize on the détente to advance its strategic interests. Compared to the other members of the so-called Western camp, the EU, which appears particularly vulnerable to its neighbouring region's instability, responded poorly to the emerging challenges and opportunities. Which factors explain the inefficiency of the EU to benefit from a permissive strategic environment and become more impactful in its broader neighbourhood? This article attempts to promote our understanding of EU’s foreign policy towards the MENA region through a Neoclassical Realist theoretical approach. Structural changes alone cannot explain the EU's failure to have a more prominent role in the region. Intervening variables, such as the role of institutions, state-society relations, and strategic culture, can shed light on the lack of policy cohesiveness and the overall inability of the EU to promote its influence abroad.  

Purpose: The education system plays a crucial role in the growth and progress of any society and, as one of the main institutions developing intellectual capital and specialized human resources, it holds a sensitive responsibility in achieving sustainable development. Therefore, it should focus on improving the quality of its service delivery to meet people's expectations and increase their satisfaction. Accordingly, the aim of this study is to design a superior service delivery model in the field of education to enhance public satisfaction. Methodology: This research is applied in purpose, exploratory in nature due to its qualitative research approach, and descriptive-survey in terms of data collection and implementation. In the first phase, the population consisted of scientific documents and records, from which 38 studies were selected as the research sample based on inclusion criteria and purposive sampling method. In the second phase, academic and organizational experts were chosen based on the principle of theoretical saturation and purposive sampling technique, totaling 16 individuals. The data collection tool in the first phase was a systematic review of scientific documents and records through meta-synthesis, and in the second phase, semi-structured interviews with experts through thematic analysis. Validity through the CASP tool and reliability through Cohen's kappa coefficient were obtained at 0.56. The validity and reliability of the interview tool were also examined based on criteria of accuracy, credibility, dependability, transferability, and confirmability, which were ultimately confirmed. Finally, the data were analyzed using thematic analysis in MAXQDA software. Findings: The findings of this research identified 69 indicators, 13 components, and 3 dimensions for superior service delivery in the field of education to enhance public satisfaction. The dimensions of superior service delivery included: quality of educational services (with 9 components: tangibles, accountability, assurance, empathy, courtesy, dynamism, diversity, citizen-centricity, and monitoring and control), productivity of educational services (with 2 components: service efficiency and effectiveness), and intelligence of educational services (with 2 components: digitalization and the use of modern technologies). Ultimately, considering these dimensions, components, and identified indicators, the final model of the study was presented, which was found to be of suitable validity. Conclusion: Considering the results obtained from the current study, it is possible to create conditions for the realization of superior service delivery in the field of education to enhance the level of public satisfaction.