درخت حوزه‌های تخصصی

Purpose: Talent management helps to identify the talented forces of the organization for their purposive development. Therefore, the purpose of this study was to investigating the validity amount of the talent management model based on the teachings of Nahjolbalagha. Methodology: This study was a part of mixed research (qualitative and quantitative). The population of the qualitative part was management experts and proficient in sermons, wisdom and letters of Nahjolbalagha, which according to the principle of theoretical saturation 10 people were selected as a sample with the purposive sampling method. The population of the quantitative part was the employees of the General Department of Social Security of Isfahan province, which according to the Cohen's table 136 people were selected as a sample with the simple random sampling method. In this study, qualitative part data was collected by semi-structured interview method and analyzed by thematic analysis method and quantitative part data was collected by 101-item researcher-made questionnaire method and analyzed by exploratory factor analysis and structural equation modeling methods. Findings: The findings of the qualitative part showed that the talent management model based on the teachings of Nahjolbalagha had 101 concepts, 23 basic themes and 7 organizing themes including talent acquisition and employment, training and development, preservation and maintenance, influence of talents, mission and value, socialization of talents and dismissal and appointment. Also, the findings of the quantitative part showed that the factor load of all 101 items was confirmed because it was more than 0.50, the average variance extracted of all 7 organizing themes was more than 0.50 indicating appropriate convergent validity, the influence coefficient of all 7 themes because more than 0.15 indicates a medium and higher effect size, the Heterotrait-Monotrait ratio of all 7 themes because less than 0.90 indicates appropriate divergent validity and Cronbach's reliability and combination of all 7 themes because more than 0.60 indicates appropriate reliability. In addition, the effect of the talent management model based on the teachings of Nahjolbalagha on all 7 themes was significant (P<0.001). Conclusion: Based on the results of this study, the talent management model based on the teachings of Nahjolbalagha was valid and experts and planners, especially religious experts and planners can exploit the mentioned model.

Purpose: The purpose of this article is to depict inequality cases and examine the complexity of black teachers' experiences in the British white system. For this reason, the researchers of this article applied concepts of whiteness, intersectionality, and battle fatigue to Boakye's I Heard What You Said (2022). Methodology: This is qualitative research and its nature is deductive. The theoretical framework primarily was based on Crenshaw and Bradbury's definitions of intersectionality, Kincheloe’s of whiteness, and Smith’s of battle fatigue. Loden and Rosener's diversity wheel was also used to clarify various cases of intersectionality. I Heard What You Said (2022) contains 56 experiences of a black teacher in the British white education system. The sample size includes all 56 experiences of the black teacher. Findings: Finding shows that Whiteness and the internalization of white characteristics play a significant role in defining black identities. They are inferior not only because of their different skin color but also because of numerous criteria and the differences from whites. In this educational system, all learning is also consistent with white beliefs and the norms that define them within the system. Boakye mentions that “‘white is light’ imagery and ‘white is right’ ideology” is imposed on students from the early days of attending schools which demonstrates white supremacy in the British education system. In the British educational system, not only are teachers marginalized, but also they have to make an effort in order to institutionalize white beliefs and ideas in students’ minds. The British education system ignores diversity in its curriculum, wanting to follow the concept of “sameness” in education. The narrator criticized the aim of the National Curriculum of England in the late 1860s, based on the view of Mattew Arnowl, citing some ambiguous concepts such as “essential knowledge”, “educated citizens”, “the best that has been thought and said”, and “…engender an appreciation of human creativity and achievements …” He explained the condition in Arnold's time in 1860. It highlighted that the white education system shows no changes in its aim through time. It seeks to stabilize its characteristics in the educational system in relation to ignorance of differences and white supremacy in all parts of the educational system in British. Furthermore, applying the concept of intersectionality, it becomes clear that each proof emphasizes the connection of the particular sections, which to some extent differs from others. Considering the concept of intersectionality in the context of whites being superior, makes the causes more complex. Applying the concept of battle fatigue shows that the black teachers fight against racism even if they believe they could bring insignificant changes to the British educational system. Conclusion: The research shows that black teachers' experiences of discrimination in the British education system are based not only on their skin color as black but on the connection between different dimensions of diversity and criteria in different areas of the personal, sociocultural, and organizational sphere. There is a need to revise the National Curriculum of Britain to start work on eliminating inequalities in the education document and to extend it to the whole education system.

Purpose: The aim of this article was to identify and evaluate the most effective factors for enhancing the cultural awareness of male high school students in Tehran. Methodology: This study is a qualitative research. The statistical population includes 20 experts in management, who are experts in educational management, curriculum and education, primary education, and cultural management (with books or articles). The sampling method in this study was purposeful. Data were collected using semi-structured interviews using MAXQDA12 software. Findings: The results of 111 main concepts (open codes) were obtained from 23 main concepts (basic codes), in the form of an inverse model including 6 selected codes including causal factors (4 components; 23 indicators), contextual factors (5 components; 23 indicators), strategic factors (6 components; 28 indicators), intervention factors (5 components;16 indicators), key phenomena (1 component; 8 indicators), and consequences (3 components and 13 indicators) were presented. Conclusion: Attention to cultural patterns at three levels, local, national, and international, requires special measures from educational decision-makers. In addition, with the existence of different cultural spectrums in our country and the need for national convergence and unity, the importance of this type of culture in the curriculum is more evident than ever.