higher education institutions

Purpose: Today, women's participation in economic and business activities, along with the evolution of their employment, has created fundamental changes in their traditional role. The purpose of this research is to examine the women's semantic understanding of their developmental experiences at senior management positions in higher education institutions using a qualitative research methodology in narrative studies. For this purpose, an in-depth interview was used to access narratives. Methodolgoy: The research participants comprise 20 women in senior management posts in Tehran's higher education institutions who were selected through purposive sampling. The findings of the study, using the method of thematic analysis, have identified the factors that promote women's development in senior management positions in three themes: individual, organizational and socio cultural, and five themes of growth and training and family, personal characteristics, attitudes of employees and officials, community attitudes.Findings: The findings of the study, have identified the factors preventing women's development in senior management positions in three main themes of individual, organizational and cultural-social and seven themes of growth and training and education, family, personal characteristics, discrimination, attitudes of employees and officials, community attitudes, cultural stereotypes. Conclusion: Research shows that successful women leaders have unique a self-concept that allows them to overcome traditional gender boundaries.

This study aimed to explain a role of faculty development on social capital in distance education. The research method was descriptive and data analysis method was SEM that Sample size was determined 181 faculty members of Tehran branch of Payam Noor University by Stratified random sampling. Faculty development made questionnaire design with the reliability [α =0/94] and social capital questionnaire of Nahapiet & Ghoshal[1998] with the reliability [α=0/92] were used to collect data. Results showed faculty development and social capital of sample size higher than the average and faculty development [r=0/71] had a significant positive correlation with social capital of sample [p

The purpose of this study is to provide a conceptual framework for the e-learning system of higher education institutions in the Iran, based on the views of experts related to the field of e-learning at the level of higher education institutions and prioritizing factors over each other. The present study is applied in terms of purpose; It is descriptive-exploratory in terms of how data is collected and qualitative in terms of the nature of the data. Accordingly, in order to collect qualitative data, after reviewing the literature related to the research topic, a framework was developed to ask questions of interviews with experts. Then, using purposive sampling method (snowball), the opinions of 15 experts up to the theoretical saturation stage were used. The interviews were coded using Clark and Brown six-step inductive theme analysis. Accordingly, the identified speech evidence from the interview text was labeled in the form of 53 initial codes. Then, the initial codes were drawn in the form of 12 sub-themes and then, three main themes including specialized requirements of e-education system, general requirements of e-education system, results and consequences of e-education system, classification and conceptual conceptual framework of e-education system of higher education institutions. Then, in order to validate the results of the interviews and confirm the components of the research conceptual framework, the fuzzy Delphi questionnaire and method were used and in order to prioritize the components of the research conceptual framework, the fuzzy hierarchy questionnaire and process (FAHP) were used. Based on the results of the research in the Delphi section, all 12 sub-themes or questions of the Delphi questionnaire were approved by the research experts. The results of fuzzy hierarchical analysis also showed that the technical requirements of e-learning have the highest priority among the specialized requirements, followed by the quality requirements of the education system, support requirements, requirements related to professors, requirements for educational quality and related requirements. With students, they are in the next ranks. Also, achieving effectiveness is the highest priority among the general requirements of the e-learning system, followed by satisfaction, optimal use and utilization, in the next ranks. In addition, saving time and money is the highest priority. Among the factors and then the development of learning and integration of education, are in the next ranks.