درخت حوزه‌های تخصصی

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: The notion of “gender segregation” in the universities has often been challenged with different concurring and opposing theories. The issue has been further highlighted in Farhangian University. Although all the qualifiers in this university, prior to and during admission process, have been cognizant of such gender segregation, some elicit resistive responses pursuant to admission and passing some semesters, and then they present their commentary on the relevant implications. The present research seeks to investigate the consequences to gender segregation form the students’ perspective. Methodology: By applying a semi-standard interview and a purposive-qualitative procedure, an in-depth interview was performed on 33 students studying at least 5 semesters in the university, and the interview was terminated based on theoretical saturation. For data analysis, grounded theory was applied. Finding: The research findings were divided into 18 principal categories, and the category “dubiety (Tashkik, in Islamic Terminology) over gender segregation” was semantically reconstructed. The consequences of the dubiety were categorized in the two groups including consensus and inconsistent (i.e. contradictory) consequences. Conclusion: In the end, the research findings were presented in the form of a researcher-made model.

Purpose: Cyber social networks and cyberspace are like a double-edged sword that brings favorable and unfavorable consequences. The advantages cannot prevent us from neglecting its dangerous disadvantages that disregard the ethical principles and community values. The present research has been carried out to explain the factors related to the implementation of cyber social network policies in Iran with the social responsibility approach. Methodology: The research is descriptive and also developmental-practical in terms of objective. Three researcher-made questionnaires including the questionnaires of related factors, social responsibility and the implementation level of social network policies were used to collect data. The validity of questionnaires was approved according to the opinion of professors and experts. As well, the reliability was confirmed using the Cronbach alpha. The statistical population of this study includes two categories: the first group consists of experts selected by purposive non-random sampling method; the second group consists of experts in the field of cyberspace, cyber social networks, media and general issues selected by quota sampling. Data analysis was performed using SPSS and AMOS. Findings: The research results showed that among the relationships between factors related to the implementation of cyber social network policies in Iran, the technical factor had been identified as the most important external factor and the structural factors as the most important internal factor. The implementation level of cyber social network policies and social responsibility is lower than moderate. Discussion: According to the results of the model fit analysis as well as the experts’ opinion, it can be concluded that the designed model is not sufficiently effective.

Purpose: Attention is a significant factor for the learning process, and it may affect the degree and efficiency of student’s learning and their teaching. Methodology: Therefore, the present paper aims to examine the effect of the fluctuations in daily and weekly rhythms, and chronotype (morningness-eveningness) on the attention performance of preschoolers. The research’s methodology is a causal-comparative one. The statistical population includes 100 preschoolers in Tehran who were selected by purposeful sampling. They were tested in different hours of day (8, 11, 13, and 15) and weekdays (Saturday, Sunday, Tuesday, and Wednesday). Findings: The data were analyzed by mixed analysis of variance. The results show that preschoolers’ performance is different for different days of week and hours of day (p<0.01). |and in comparison with the attention performance of evening and intermediate types, that of morning type shows no significant difference in educational environment during day and week (p<0.01). Discussion: The practical implications of these findings for the planning of school schedules are benefit.

Purpose: The purpose of this study was to design a psychological capital curriculum consist of optimism for Iranian higher education. Methodology: The research methodology was qualitative content analysis of deductive category system. The research domain consisted of all sources, articles, and printed and digital books related to psychological capital and a targeted sampling method was used. Data analysis was conducted through subject coding. The findings were derived from 50 conceptual codes that were categorized into 16 components and main categories of optimism. To validate the model of psychological capital curriculum, 10 experts from the field of curriculum and educational psychology contributed using Lawshe coefficient, with components below 62%, three components were deleted. Finding: the results showed that the identified targets for optimism included four components of reality, self-regulating growth, responsibility, and bravery. The obtained content showed that components of planning, self-excitation education, communication approach, positive thinking, and relationship between the current status and the past one need to be considered in optimistic curriculum. The results also identify education and two components for teaching methods of optimism: interpretative pattern and individual teaching pattern. For evaluation, three components of evaluating the interpretation and explanation, assessing the change in behavior, and an assessment of the correct and unfair practices of social communication were identified. Discussion: The present study, as a model for designing a curriculum for psychological capital based on optimism for Iranian scholars and planners of higher education, allows understanding and applying the elements of the curriculum to develop psychological capital in students.

Purpose: The purpose of this study was to investigate the effect of training memory enhancement skills on improving the dictation of female students with learning disabilities (writing). Methodology: The present study was a semi experimental design with pre-test / post-test design with control group. The population of the study consisted of all female primary schoolchildren with dictation disorders who were studying in Arak district schools in the academic year of 1995-94. Among the referral students had problems with dictation by a teacher of 30 students who had diagnostic criteria for dysfunction disorder. They were randomly assigned to two experimental groups (15 people) and control (15 people). Information was collected by version 5 of Stanford / Binet's Intelligence Lab and a researcher-made spelling. The experimental group was trained in memory enhancement skills in 10 sessions while the control group did not receive any training at this time. Data analysis was performed using multivariate analysis of covariance using SPSS-22 software. Findings: The results indicated that there was a significant difference between the post test scores of the two experimental and control groups at the level of 0.05 and the students' writing scores improved after the training sessions. Discussion: The training method used in this study can be suggested as a desirable method for improving the dictation of dyslexic students.

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.