درخت حوزه‌های تخصصی

Purpose: The Covid-19 pandemic has presented unprecedented challenges to higher education institutions, necessitating a robust resilience framework to navigate disruptions and ensure continued educational excellence. This study aimed to design a resilience pattern for higher education institutions based on grounded theory, drawing insights from the experiences of stakeholders in Islamic Azad Universities in Tehran, Iran. Methodology: The present study in terms of purpose was applied and in terms of implementation method was qualitative. The target population was all students, employees, and faculty members of Islamic Azad Universities in Tehran, Iran. The sample size of this study was determined based on the principle of theoretical saturation, resulting in a total of 29 participants who were selected by the purposive and theoretical sampling method and were underwent to a semi-structured interview. Interview validity was established using triangulation, and reliability was assessed using the intercoder agreement coefficient method, yielding a value of 0.72. The data obtained from semi-structured interviews were analyzed using open, axial, and selective coding techniques in ATLAS.ti qualitative software version 9. Findings: The analysis showed that the resilience pattern of higher education institutions in response to the Covid-19 pandemic had 189 concepts, 39 subcategories and 10 main categories based on the systematic grounded theory. In this pattern, the central phenomenon was the resilient response of higher education institutions to the Covid-19 pandemic. Causal conditions were categorized into three main categories: individual (6 subcategories, 29 concepts), organizational (7 subcategories, 41 concepts), and social (3 subcategories, 11 concepts). Intervening conditions consisted of national factors (4 subcategories, 18 concepts), while context were represented by global factors (4 subcategories, 16 concepts). Strategies included prediction and prevention (3 subcategories, 17 concepts), response and coping (5 subcategories, 24 concepts), and adaptation and compatibility (3 subcategories, 18 concepts). Consequences were classified into short-term (2 subcategories, 8 concepts) and long-term consequences (2 subcategories, 7 concepts). Finally, the resilience pattern of higher education institutions in response to the Covid-19 pandemic based on grounded theory was designed. Conclusion: The proposed resilience pattern serves as a valuable guide for higher education institutions to proactively address the challenges posed by unforeseen disruptions, fostering adaptability and sustainability in an increasingly volatile world. The framework emphasizes the importance of resilience not only at the organizational level but also among students, staff, and faculty members. By incorporating this pattern into their strategic planning and operational practices, higher education institutions can enhance their capacity to navigate crises such as Covid-19 pandemic and emerge stronger amidst adversity.

Purpose: Today, the use of online education significantly has grown in compared to the past. Therefore, the aim of this study was to determine the effect of components of the field of artistic aesthetics on online education. Methodology: The present study in terms of purpose was practical and in terms of implementation method was interventional with a pretest, posttest and one-month follow-up design. The research population was the fourth grade students of district 2 of Tehran city in the 2021-22 academic years. The number of 50 people of them were selected by cluster sampling method and randomly replaced into two experimental and control groups. The experimental group was trained for one month from Saturday to Wednesday in the field of artistic aesthetics in Skyroom, and the control group was trained with the usual method in Skyroom. The research tool was a researcher-made online education questionnaire with 13 items, which the face validity by the opinion of experts was confirmed, and its reliability with the test-retest method was obtained above 0.80. The data were analyzed by methods of variance analysis with repeated measurements and Bonferroni post hoc test in SPSS version 19 software. Findings: The findings of the present research showed that teaching the components of the field of artistic aesthetics led to increase all variables of online education including music and sound, dramatic movements, imagery, visual arts, digital media and film, animation, storytelling and narrative, recognition of colors and lines, poetry and text, pantomime, rhythmic story writing, humor and puppet shows were improved in students and these results remained in the one-month follow-up phase (P<0.05). Conclusion: The results showed the effect of the intervention based on the components of the field of artistic aesthetics on all variables of online education. Therefore, can be used the method of teaching the components of the field of artistic aesthetics along with other educational methods to improve online education.

Purpose: Obstacles of creating learning organization cause a sharp decline in the performance of organizations, especially in educational organizations. Therefore, the aim of this study was to evaluate the relationship between the categories of the obstacle model of creating learning organizations. Methodology: This study in terms of purpose was applied and in terms of implementation method was descriptive from type of correlation. The research population were professors from Al-Qadisiyah and Kufa universities of Iraq with number 720 people and with using Cochran's formula, the sample size was estimated to be 251 people, which this number were selected by available sampling method. The research tool was a researcher-made questionnaire of barriers to obstacle of creating learning organizations with 69 questions, which data obtained its implementation were analyzed by methods of exploratory factor analysis and partial least squares in SPSS and Smart PLS software. Findings: The findings showed that the factor load of all questions was higher than 0.50 and significant, and the correlation coefficients of the categories of causal conditions, contextual conditions, intervening conditions, central phenomenon, strategies and consequences were less than 0.45, and indicating their non-overlapping. Also, content validity ratio and Cronbach and combined reliability of the categories were estimated higher than 0.70 and 0.80, respectively. In addition, according to the indicators of commonality and redundancy, the obstacle model of creating learning organizations had a good fit and the effect of causal conditions, contextual conditions and intervening conditions on central phenomenon, the effect of central phenomenon on strategies and the effect of strategies on outcomes were significant (P<0.05). Conclusion: The designed obstacle model of creating learning organizations can help to university officials in designing programs to remove obstacle of creating learning organizations

Purpose: The success of universities depends on their ability to respond and adapt to environmental changes and developments. Therefore, the purpose of this study was designing the organizational learning capacity development model with an entrepreneur university approach. Methodology: In a qualitative study on 24 experts familiar with the field of research and relevant documents in this field, the organizational learning capacity development model with an entrepreneur university approach was investigated. The experts of the current research were selected by purposeful and snowball sampling methods and were underwent to three rounds of Delphi. The data were collected by taking notes from the documents and checking the level of agreement of the experts and were analyzed by coding methods and the percentage of agreement with the Delphi method. Findings: The findings of coding indicated that the organizational learning capacity development model with an entrepreneur university approach had 81 components in 21 dimensions. The results showed that in the first round of Delphi 3 components, in the second round of Delphi 4 components and in the third round of Delphi 2 components were removed, and finally, for the organizational learning capacity development model with an entrepreneur university approach were identified 72 components in 21 dimensions with an agreement percentage of higher than 70% for all components. Conclusion: The results of this study help to better understand the methods of organizational learning capacity development with an entrepreneur university approach. Therefore, universal specialists and planners in order to improve organizational learning capacity can provide the basis for improving the identified dimensions and components in the current research.