مطالب

Grassroots football is a fundamental and essential part of professional football; therefore, the current research was conducted with the aim of presenting a grassroots football development model in Iran. The current research is applied in terms of purpose and mixed in terms of data collection. In the qualitative part, the systematic approach of grounded theory methods was conducted, and structural equation modeling was used to evaluate and validate the qualitative model. To conduct the interviews, faculty members and sports managers were studied through purposeful approach. In the quantitative part, the research samples included sports managers, coaches and players selected via convenience sampling. Based on the results, causal conditions include factors related to facilities and resources, human resources and managerial factors; context includes factors related to family, education and motivational factors; Intervening factors include economic-political and legal factors; the strategies include human resource management strategies, development of scientific management and coaching, synergy of related organizations and the use of income generation strategies. The consequences include the development of professional football and sustainable development through sports. According to the results of quantitative part, the validity of the research model was approved. the proposed model can be presented as a scientific framework and guidance based on the knowledge of experts for the country's sports managers in line with the development of grassroots football.

Purpose: The primary objective of this study was to develop a comprehensive model to enhance adjunct faculty collaboration at Islamic Azad University. The research focused on identifying key factors influencing adjunct faculty collaboration by exploring professional, organizational, and individual competencies. Methods and Materials: This study used a quantitative, descriptive-survey research design. The statistical population comprised all adjunct faculty members at Islamic Azad University, with a sample of 404 participants selected using multi-stage cluster random sampling, calculated through Cochran's formula. A researcher-made questionnaire with 95 items across three dimensions—professional competencies, organizational competencies, and individual competencies—was used for data collection. The reliability of the questionnaire was confirmed with a Cronbach’s alpha of 0.7. Data were analyzed using exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) to validate the proposed model. Findings: The results from EFA identified 12 key factors across the three dimensions, including service delivery skills, job commitment, teaching technology, scientific production, educational innovation, self-efficacy, job identity, foresight, service to society, organizational ethics, participation in scientific development, and support and backing. The CFA confirmed these findings, with self-efficacy and teaching technology emerging as the most significant factors within individual and professional competencies, respectively. The R² values indicated strong correlations between the identified factors and adjunct faculty collaboration. Conclusion: The