درخت حوزه‌های تخصصی

Purpose: Text books play an important role in improving the moral status of students, and in the meantime, the amount of attention the text books to moral skills needs to be investigated. Therefore, the aim of this study was to investigating the amount of attention to the moral competencies of the national curriculum of the Islamic Republic of Iran in the social studies text books of the first secondary school. Methodology: This study in terms of implementation method was descriptive which in it was used the method of analyzing text books. The research population was the social studies text books of the first secondary school (7th, 8th and 9th) in the 2021-2022 academic years and all three of them were selected as a sample using the census sampling method. The research tool was taking notes of moral competencies of the curriculum in the mentioned books, which whose face validity was confirmed by curriculum experts and specialists, and whose reliability by test-retest method was calculated 0.86. The data as a content analysis were analyzed with using frequency and percentage frequency method of moral competencies of the national curriculum of the Islamic Republic of Iran in the social studies text books of the first secondary school. Findings: The findings showed that in the social studies text books of the first secondary school (7th, 8th and 9th) according to the national curriculum of the Islamic Republic of Iran were identified number of 139 competencies in the three axes of orientation and desire (62 cases), action and behavior (47 cases) and cognition and knowledge (30 cases) that the share of text books for the seventh, eighth and ninth grades was 58, 39 and 42 cases, respectively. Also, among the 19 moral competencies emphasized in the national curriculum of the Islamic Republic of Iran, the text books of the 7th, 8th, and 9th grades covered only 10, 10, and 12 cases of the competencies, respectively. Conclusion: According to the results of this study, it is necessary to create and promote moral competencies in the social studies text books of the first secondary school based on the national curriculum of the Islamic Republic of Iran.

Purpose: A competitive advantage based on the empowerment of professors can create a competitive advantage for the university. As a result, this study was conducted with the aim of explaining the background factors of competitive advantage based on the empowerment of university professors. Methodology: In an applied research from type of qualitative, the educational elites of universities and non-governmental-non-profit higher education institutions of Mashhad city were investigated. For this purpose and according to the principle of theoretical saturation, 21 people were selected as a sample with the purposive sampling method and were individually subjected to semi-structured interviews. Data were analyzed with open, axial and selective coding methods in MAXQDA software. Findings: The findings indicated that for the background factors of competitive advantage based on the empowerment of university professors were identified 34 indicators, 9 sub categories and 4 main categories. The main categories were included the categories of organizational (with 2 sub categories of organizational dependence and governance view), cognitive (with 3 sub categories of organizational learning, knowledge management and educability), psychological (with 2 sub categories of limited control and passive thinking) and cultural (with 2 sub categories of organizational culture and organizational ethics). Also, according to the main and sub categories, the pattern of background factors of competitive advantage based on the empowerment of university professors was drawn. Conclusion: According to the pattern of background factors of competitive advantage based on the empowerment of university professors in the present study, to create a competitive advantage based on the empowerment of university professors, can be provided the context for the realization of background factors through the identified main and sub categories.

Purpose: Ambivalence includes the ability to perform exploitative activities (attention to the present time) and exploratory activities (attention to the future time) at the same time. Therefore, the current research was conducted with the aim of drawing a scientific map of the field of ambidextrous leadership with a bibliometric approach. Methodology: This research in terms of purpose was applied and in terms of execution method was descriptive. The population of this study was conducted researches in the field of ambidextrous leadership in the Scopus database from 2007 to 2023 with a systematic method. For data analysis was used from bibliometric method with the two objectives of functional analysis and citation network analysis and with PRISMA protocol in VOSVIEWR software. Findings: The results of functional analysis showed that in the field of ambidextrous leadership, Rosing et al had the most citations (583 items) with an article entitled Explaining the heterogeneity of the leadership-innovation relationship: Ambidextrous leadership. Also, the countries of China, Australia, Germany, England and America respectively had the most research in the field of ambidextrous leadership. In addition, the findings of the citation network analysis showed that there were three clusters for authors and six clusters for countries in the co-citation pattern. Also, the synonymy pattern had 1309 links, 337 keywords and 48 clusters, which most of them were with the keywords of innovation, creativity and leadership. Conclusion: The findings of this study about the ambidextrous leadership with a bibliometric approach indicate that the results of this study can help to understand the different angles of ambidextrous leadership with the aim of increasing and promoting it.

Purpose: The effectiveness of schools including in the field of evaluation creates a competitive advantage for schools in compared to other schools. Therefore, the aim of this study was to identifying the dimensions and components of school evaluation based on the effective components of top schools. Methodology: This study in terms of purpose was applied and in terms of execution method was qualitative. The population of study was the faculty members and staff and senior experts of education of Tehran province in 2020 year, which according to the principle of theoretical saturation 14 people were selected as a sample with using the purposive sampling method. The tool of the study was a semi-structured interview, which whose data were analyzed by open, axial and selective coding method in Maxqda software. Findings: The findings showed that the school evaluation based on the effective components of top schools had 19 components in 6 dimensions including planning (2 components), evaluation (3 components), education and innovation (3 components), management and leadership (6 components), facilities (3 components) and cultural and social (2 components). Finally, the pattern of school evaluation dimensions and components based on the effective components of top schools was drawn. Conclusion: The identified dimensions and components for evaluating schools based on the effective components of top schools can be used by experts and curriculum planners to improve the state of the educational system.

Purpose: The entrepreneurship development in the higher education system creates a competitive advantage for educational systems. Therefore, the current research was conducted with the aim of identifying the dimensions and components of the entrepreneurship development model in the country's higher education system. Method: In an applied study from type of qualitative from among the experts of the country's higher education system number of 14 people of them were selected as a sample according to the principle of theoretical saturation and based on the inclusion criteria with the purposive sampling method. The samples of the present research were subjected to a semi-structured interview, which whose validity was confirmed by the triangulation method and their reliability was calculated by the coefficient of agreement between two coding methods 0.84. Data were analyzed by thematic analysis method in MAXQDA software version 2020. Results: The findings indicated that the entrepreneurship development model in the country's higher education system has 73 components in 8 dimensions, including intrastructural strategic components (with 3 components), policy-making strategic components (with 3 components), centrality of the higher education system (with 4 components), cooperation of the higher education system (with 10 components), human force (with 11 components), adaptability (with 11 components), external organization (with 10 components) and internal organization (with 11 components). Finally, the entrepreneurship development model in the country's higher education system was drawn based on the output of MAXQDA software. Conclusion: According to the results of this study and based on the dimensions and components of the entrepreneurship development model in the country's higher education system, it is necessary to plan for the entrepreneurship development through the improvement of the identified dimensions and components in this research.