درخت حوزه‌های تخصصی

In the philosophy of science and especially in the humanities, the definition and recognition of the studied concepts and subjects can have a different or even contradictory ontological, epistemological and methodological basis. From this point of view, determining the theoretical framework of understanding is one of the most basic principles of studying concepts and topics. In tourism, one of the defining concepts and paradigms is the concept of tourism space. The current research is a part of basic research and it is done based on analytical method. Therefore, considering the fundamental nature of the subject, in this research, an attempt has been made to present a new approach in relation to understanding the concept of tourism space with a descriptive-analytical approach and by referring to valid theoretical documents, with an emphasis on Bruno Latour's actor-network theory. Applying the Actor-Network Theory in the reading of the concept of tourism space, results including the acceptance of the principle of suspension in the understanding of tourism space; Tourism space as Syntax; Collective production of tourism space; Fuzzification of the tourism space; The diversity of the tourism space; Tourism space as a network and tourism space as a black box.

The principles and concepts of the quantum theory have been extensively developed and have become a paradigm in various disciplines, including management and leadership sciences. This is particularly evident in management leadership of educational organizations within universities. Universities must restructure their management leadership methods to effectively address issues and align with the successful higher education systems of other countries. The present study aimed to design a model of quantum curriculum leadership at Farahangian University. The research design was mixed-methods, with an exploratory approach in the qualitative section and a descriptive-correlational approach in the quantitative section. The qualitative section included professors of educational sciences and administrators as experts, while the quantitative section included all professors of educational sciences from Farhangian University. The sample size in the qualitative section was 17 interviewees (faculty members) selected through purposive sampling based on saturation principle, and in the quantitative section, it was 283 individuals selected through cluster random sampling. Data collection tools in the qualitative section consisted of semi-structured interviews, and in the quantitative section, a researcher-made questionnaire with 135 items derived from theoretical foundations, research background, and experts’ interviews. In the qualitative section, validity was assessed through expert judgment, and reliability was assessed through test-retest and internal consistency. In the quantitative section, content validity, structural validity, and reliability were assessed using Cronbach's alpha and composite reliability, indicating the validity and reliability of the instruments. Data analysis in the qualitative section involved grounded theory analysis, while in the quantitative section, descriptive and inferential statistics (Kolmogorov-Smirnov test, Index values and Path analysis) were used. The results of the Kolmogorov-Smirnov test indicated that these assumptions were confirmed (p> 0.05). The findings of the study also showed that the presented model is a good fit. The findings revealed that quantum curriculum leadership consists of two factors including dimensions and components; causal conditions including planning in the higher education system and evaluation of quantum curriculum; and consequences including learning and professional development. The strategies include managerial, applied education, and executive organization, while the context includes environmental, economic, and scientific factors. The obstacles include technology, concentrated education, and structured organization.