درخت حوزه‌های تخصصی

Social control of cyberspace is a necessity to restrict online transgressions (non-normative behaviors), and reduce their disruptive effects. The current study aimed at examining the factors affecting social control of cybercultural transgressions. A questionnaire was administered to Iranian social media users, and 989 participants have filled it out. A path analysis model was constructed testing the effects of Low Self-Control, Depression, Negative Interpersonal Relationships, Computer/ Internet Self-Efficacy, Netiquette, and Normative Beliefs on Transgressive Behaviors, and Transgressive Content Consumption. The results showed that Low Self-Control increased both criterion variables, and fully or partially mediated the effects of other variables on them, except for Negative Interpersonal Relationships. The important contribution of the current study was the recognition of the role of self-control as a mediator among examined variables. The findings of this study can be employed to devise new policies and initiatives to socially control the cybercultural transgressions, without applying coercion.   

Purpose: education plays a key role in empowerment of human resources. Thus, the present research was done to present and validate the human resources empowerment model with emphasis on education in the ornamental and building stone industry. Methodology: this descriptive-analytical study was of correlation type. The statistical population consisted of the staff at Iran's stone statistics and information center as many as 425 persons in 50 companies. The sample size was determined 200 according to Cochran formula; this number was chosen through stratified random sampling method based on the occupational unit. The research instruments included demographic information form capturing gender, age, level of education, years of working background, and a researcher-made questionnaire ( 50 items), whose face validity was confirmed based on expert opinion, while its reliability was calculated using Cronbach alpha method on 30 staff as 0.95. The data were analyzed by exploratory factor analysis and structural equations modeling methods in SPSS-25 and Smart PLS-3 software. Findings: the findings indicated that empowerment of human resources has 10 factors of change and innovation, managerial functions, learning, development of human resources, behavioral factors, organizational factors, the strategic factors of organization, environmental factors, cultural and leadership factors as well as knowledge beyond the technical knowledge. The factor load of all of its items was above 0.40; the convergent validity of the factors was found above 0.60 using the average variance extracted method. The reliability of all of the factors using Cronbach alpha and mixed method was above 0.70. Furthermore, the human resources empowerment model with emphasis on education in the ornamental and building stone industry had suitable and acceptable fitting, and the empowerment of human resources with emphasis on education had a direct and significant effect on all of the 10 factors (P<0.001). Conclusion: given the suitable model of human resources empowerment with emphasis on education in the ornamental and building stone industry, experts and planners can take effective steps for empowerment of human resources through the 10 identified factors.

Purpose: comprehensive quality management is the art of managing the entire complex for accomplishing the best outcome. Thus, the present research was done to identify the dimensions and elements of comprehensive quality management at Islamic Azad University. Methodology: The present research was an applied research of qualitative type. The research population consisted of experts in comprehensive quality management and evaluation at Tehran City; according to the principle of theoretical saturation, the sample size was estimated 12 individuals, chosen through snowball and purposive sampling methods. The research instrument was a semi-in-depth interview whose validity was confirmed through triangulation method, and its reliability, via interrater consistency coefficient, was estimated above 0.71. The data were analyzed through coding method in MAXQDA-2018 Software. Findings: The coding results suggested that comprehensive quality management at Islamic Azad University had three dimensions of internal, external, and academic quality development along with service assessment. The internal dimension included elements of leadership, curricula planning, the staff competence level, competent faculty members, assessment quality, quality of the physical atmosphere, educational equity, information technology quality, feedback on performance, the students’ competence level as well as the curriculum. The external dimension included cultural, social, economic, geographical – environmental elements. Finally, the dimension of academic quality and service assessment included elements of commercialization, skills, economic development, responsivity, value creation, as well as development of academic quality and service assessment. Conclusion: considering the dimensions and elements identified for comprehensive quality management at Islamic Azad University, the ground could be provided for accomplishing comprehensive quality management as well as achieving useful and excellent outcomes.