درخت حوزه‌های تخصصی

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.

Purpose: One of the critical issues in addressing migrant students is the improvement of cultural adaptation. Therefore, the objective of this study was to analyze the drivers for enhancing cultural adaptation in addressing migrant students through education. Methodology: This study was applied in terms of its objective and utilized a mixed-methods approach (qualitative and quantitative) in terms of execution. The study population in both sections consisted of managers and teachers familiar with the research field, from which 18 individuals were selected as samples based on the principle of theoretical saturation using purposive sampling. The research instruments included literature review, semi-structured interviews, and a researcher-made questionnaire. Initially, experts were interviewed, and then 15 of those who expressed willingness evaluated the importance of the extracted drivers. In this study, the coding method was used to identify the drivers for improving cultural adaptation in addressing migrant students through education, the importance and uncertainty method to identify key drivers, and the structural analysis method using MICMAC software to understand the influence of the drivers. Findings: The findings indicated that the most important drivers for enhancing cultural adaptation in addressing migrant students through education were, in order, training managers on how to interact with migrant students, short-term training for teachers, training all students on how to interact with migrant students, training parents on how to teach communication principles with different cultures, training teachers by school managers, short-term training for school managers, training managers on how to deal with errant teachers, training migrant students on how to handle other students' behaviors, in-service training for teachers, training teachers through brochures, and training migrant parents to enhance their children's communication skills. Additionally, the drivers' impact levels were ranked, with the training of parents on communication principles with different cultures, training managers on interacting with migrant students, training managers on dealing with errant teachers, training migrant parents to enhance their children's communication skills, training all students on interacting with migrant students, short-term training for teachers, in-service training for teachers, training teachers by school managers, short-term training for school managers, training teachers through brochures, and training migrant students on handling other students' behaviors being the most influential. Conclusion: Cultural specialists and planners in the country can utilize the identified drivers from the present study, considering their importance and impact, to improve cultural adaptation in addressing migrant students through education.