درخت حوزه‌های تخصصی

People capability maturity model (PCMM) is a framework to help develop the level of maturity and improve the field of human resources of organizations. The present study is conducted with the aim of designing and validating an indigenous PCMM for managers among faculty members of the Islamic Azad University of Fars Province. First, the initial indicators are extracted through literature review, then the interview questions are designed and approved by 3 experts. After that, semi-structured interviews are conducted with 17 faculty members who, in addition to having executive records over 5 years, also are assistant professors and above. The sampling method is purposeful snowball. Data analysis is done based on Strauss and Corbin grounded theory model in 6 paradigms of causal conditions, main phenomenon, intervening conditions, context, strategies and consequences. The results of data analysis obtained during 3 open, axial and selective coding processes lead to the extraction of 29 indicators and 98 components. Then, using the obtained variables, a questionnaire is designed and distributed among faculty members, and data are collected and indicators are ranked using confirmatory factor analysis, based on which an indigenous model is presented. Validity and fitting of the model is measured through structural equations using PLS software. The results of validation show that the model has a high validity. According to the discussions and conclusions, one of the research suggestions in increasing the maturity and capability of faculty members can be holding perpetual training courses for managers, which should be implemented by teachers who have a brilliant record in human resource management.

This study explores how professional and student writers manifest their authorial identities and project their gender voices in their academic texts. To this end, 38 male-authored and 38 female-authored articles published in seven leading international journals were selected. Moreover, 38 articles written by male students and 38 articles authored by female students were collected from two universities in Iran. Taking an academic writing course, these students handed in their papers as term projects. These academic writings were analyzed based on Hyland’s metadiscourse framework comprising two major resources: interactional and interactive metadiscourse resources. The findings indicated the male authors mainly attended to discourse organization using more interactive resources while the female authors mostly solicited solidarity by employing more interactional resources. The professional authors engaged in a more critical stance using self-mentions and attitude markers and the students focused on discourse organization. Attitude markers and self-mentions, as markers of stance-taking, were absent in the students’ writing. The professional authors made use of their gender identity to promote their authorial identity instead of suppressing it. These results suggest that EAP programs should inform students how to employ both metadiscourse resources and their gender-based discourse choices to express their authorial identity more effectively.