درخت حوزه‌های تخصصی

Based on eighteen months of ethnographic fieldwork from 2004 to 2006 among a range of Iranian organizations in Washington, D.C., this article argues that the studied organizations were engaged, without being always necessarily aware of it or formulating it as such, in what we may call an “ethos transplant:” a transformation of “Iranian character” and political culture to make it more susceptible to “democracy;”a subject-making project in the Foucauldian sense.  We trace this medicalized discourse about “national traits” and “political culture” to the 19th century and review several outbursts of this approach in the Iranian and international scene thenceforth.  Bram Stoker’s 1897 novel, Dracula, is discussed at length as the epitome of this kind of approach

Purpose: In 2007, a responsible management education program began working on a global scale at the United Nations. This program is a framework for changing curriculum, research and orientation, and experimenting with new educational methods. The program seeks to create social responsibility among graduates of the educational system. The conditions for regulating affairs through social commitment, which is one of the important pillars of your social system, can create a discipline in society and provide predictive power. Social commitment is a factor for the satisfaction of the mutual needs of the community as well as social solidarity. The purpose of this paper is to identify the components of responsible management education and to examine educational practices and provide responsive instructional solutions to improve the status quo. Methodology: In this paper, the Atrid-Sterling (2001) method used to analyzing the subject in deductive approach. Findings: The research environment included 46 papers from 2007 to 2017, a book, and a thesis addressing directly the subject of management education. Findings of this study based on the six principles of responsible management education (purpose, values, method, research, participation, dialogue). Discussion: These findings include 16 themes organizer. they named (student initiatives, promotion of curriculum, the use of value concepts in the training course, institutional solutions, evaluation, infrastructure, training procedures, internal support, research results, participation with industries, participation with industrial universities, participation with the private sector, participation with learners, participation with other organizations, Communication tools and selection methods) as well as 48 basic themes.