درخت حوزه‌های تخصصی

Purpose: The aim of the present study was to identify the Effective Components of HRM for Efficient Labor Capacity at Islamic Free Universities in the North East of Iran. Methodology: The scientific model of this research was based on a qualitative interview with the University of Azarbaijan Azad and a selective method of targeting and snowballs. Finally, by referring to the experts, 20 qualitative interviews were conducted and using the Grendard theory to identify the components of human resources management in order to attract the efficient force, the necessity of each of the extracted model components for human resources management for efficient power absorption was investigated. The research was analyzed using coding method in three stages: open, axial and selective. Findings: The results showed that the total number of nodes in non-repetitive codes was 110 in the two HRMs and 38 in the effective recruiting sector, based on the conceptual similarities of the combination of 77 nodes (common codes) in the HR department and 38 in the absorption Effective power has been extracted based on the intuition and understanding of the researchers from the subject and their share in the form of three main components related to human resources management, individual factors, organizational factors, environmental factors and 4 sub-components and efficient absorption in The template has three main components for providing employee information, delegation, payroll and 3 sub-components in the form of Tree nodes were categorized. Conclusion: The main components of human resources management include personal factors, organizational factors, environmental factors, and the three main components of employee awareness trust in employees, and to justify the findings of this research can cite theoretical foundations and previous findings.

Purpose: Rumi is one of the Islamic thinkers who have presented its educational ideas and implications in a coherent way. Therefore, the purpose of this study was identifying the educational implications of Rumi and critical theorists and to examine their common and distinct aspects. Methodology: This study in terms of purpose was applied and in terms of implementation method was qualitative from type of documentary. The study population was all published sources about educational implications of Rumi and critical theorists in the last 30 years, which from them 20 cases from various sources by purposefully were selected as a sample. For information collection were used from taking notes method from sources and to data analysis were used from data analysis method. Findings: Findings showed that in the educational implications from Rumi's perspective, the most important goals for adolescents and youth was human cognition and for adults was to achieve the status of knowledge of God or nearness to God, the most important principles for adolescents and youth was responsibility during its education and for adults was companionship and the most important methods for adolescents and youth was advised and preached and for adults was to walk the path of wisdom. Also, in the educational implications from critical theorists perspective, the most important goals was educating the global citizen, the most important principles was criticism and the most important methods was using discourse. Other findings showed that the most important common aspects of Rumi and critical theorists in terms of goals was drawing cognitive, emotional and psycho-motor goals and emphasis on individual ethics, in terms of principles was classification of principles at macro, intermediate and micro levels and emphasis on self-evaluation and in terms of methods was the use of encouragement and punishment and emphasis on seminar and exchange. Also, the most important distinct aspects of Rumi and critical theorists in terms of goals was Rumi's emphasis on individual goals both worldly and otherworldly, but the critical theorists' emphasis on individual and social goals only worldly, in terms of principles was Rumi's emphasis on the originality of the soul and the primacy of inward evolution over outward evolution, but the critical theorists' emphasis on the originality of society reform and the primacy of society's transformation over its own evolution and in terms of methods was Rumi's emphasis on self-construction, individual excellence and internalized discourse of self-construction, but the critical theorists' emphasis was on transformation, social change and critical discourse. Conclusion: The results indicated that educational implications in terms of Rumi has more individual aspects based on growth, perfection and nearness to God, but educational implications in terms of critical theorists has more social aspects based on society reform, citizen education and change of current status. The mentioned results can have practical implications for experts of education in order to improve the current situation and help them to provide a suitable perspective for designing educational programs.