Management and Educational Perspective

Abstract Abstract
The purpose of this research is to identify the educational components of technology commercialization of universities with meta-composite method. This research is qualitative in terms of the method of data collection; and a meta-composite approach in terms of the research implementation method. The statistical population of this research includes 110 documented articles, which were adjusted to 86 and 30 during three stages of screening and refinement, and finally to 15 articles related to the educational components of commercialization of technology in universities, and were identified by the method of metacombining the components related to commercialization of technology of Universities. The findings of the research are based on 21 final reviewed articles out of 110 initial articles, which lead to the extraction of 20 concepts and open codes for the commercialization of universities' technology and 4 core codes including: 1- Hardware 2- Software 3- Brainware 4- Organization-software. At the end of the research, it is suggested that the authorities, with a more detailed understanding of the underlying conditions and factors of success in technology commercialization in universities, should formulate policies and design effective implementation plans.
Extended abstract
Introduction
Commercialization is a process that transforms ideas, research results or inventions from the academic sector into marketable products, services and processes. The nature of the commercialization process requires the participation of the academic sector and the industry sector in transforming research results into innovation in the market, and during this process, the results of research in different stages of its development are exchanged and transferred between these two sectors (Ghaffari & Hesami, 2017). Commercialization is an important part of the innovation process without which no product will successfully enter the market. Creating platforms for the supply of knowledge and technology, in addition to providing significant economic values ​​for organizations, leads to the economic and technological growth of society. One of the main reasons for the speed of technological progress and development in industrialized countries has been the attention to the commercialization process of those countries (Safari, 2018). Commercialization includes all the activities required to convert an idea, technical knowledge, work method, practice, process, product, service, organizational form, technology or a combination of any of these capitals into value-creating opportunities (Asadi et al. 2023). The process of development and commercialization of new technology is not a simple and linear process, but a very complex one that requires the role of different actors with different capabilities. The commercialization process requires skills such as: product development, market evaluation, market strategies, etc. (Musaei, 2008).
As knowledge storage bases, universities have paid special attention to the development of science, and senior managers have always thought about academic thinking. Economic progress based on knowledge must demand new innovation methods and new struggles. Beyond their traditional role as an educational institution, universities have always helped companies to reach developed industries (Kalar & Antoncic, 2015). Therefore, this research has identified the educational components of technology commercialization of universities, and as a result, the main question of the research is: what are the prominent, central, and common educational components that can be counted regarding the commercialization of technology of universities?
Theoretical framework
Commercialization of technology
Commercialization is the process of transforming science and technology, new research, or an invention into marketable products or industrial processes. This can be done by existing companies or by creating new companies. Successful commercialization leads to product innovation and process innovation. It follows from the above definitions that commercialization is the process that transforms the idea, research result or invention from the academic sector into marketable products, services and processes (Jameson & O'Donnell, 2015). Other experts consider commercialization as the process of transforming technology into economically successful products. Commercialization is the process of transferring and transforming knowledge produced in research centers into various commercial activities. Also, commercialization has been considered as the process of transforming science and technology, new research, and invention into a product or industrial process that can be presented to the market (Hashemnia et al, 2009).
Education
Education as one of the pillars of development is closely related to employment in the society. As a dynamic system, the university plays the role of guidance and leadership of people's intellectual participation in the administration of society (Archer et al, 2008).
Sufi et al, (2024) investigated the identification of factors affecting the commercialization of the products of knowledge-based companies based in science and technology parks and growth centers. The results of the research showed that the model designed with 14 indicators were identified including causal conditions (management factors, information factors, financial factors), background conditions (laws and regulations, technological capabilities), core category (market factors, product factors), strategies (strengthening interactions, marketing and sales capabilities), outcomes (economic development, knowledge-based economy, entrepreneurship development), intervening conditions (individual factors, cultural-social factors), explaining the components of commercialization of products of knowledge-based companies. Barzegari & Aghajani (2024) investigated the cultural barriers of knowledge commercialization in universities. Through the study and analysis of the conducted research, it was found that the most important obstacles to the commercialization of knowledge in universities can be found in having views and beliefs of: lack of trust, lack of commitment to change, not accepting the team group, and lack of exchange of ideas and information..
Research methodology
This research is qualitative in terms of the method of data collection; and a meta-composite approach in terms of the research implementation method. The statistical population of this research includes 110 documented articles, which were adjusted to 86 and 30 during three stages of screening and refinement, and finally to 15 articles related to the educational components of commercialization of technology in universities, and the components related to commercialization of technology of universities were identified by the method of metacombining.
Research findings
The data analysis is a meta-composite method, and the research findings are based on 21 final reviewed articles out of 110 primary articles, which lead to the extraction of 20 open concepts and codes for the commercialization of university technology and 4 core codes including: 1- hard Software 2- software 3- software 4- organization software. At the end of the research, it is suggested that the authorities, with a more detailed understanding of the underlying conditions and factors of success in technology commercialization in universities, should formulate policies and design effective implementation plans.
Conclusion
The current research was conducted with the aim of identifying the educational components of the commercialization of technology in universities with the meta-combination method. The results of this research corresponds with the results of Sufi et al, (2024), Barzegari & Aghajani (2024), Asadi et al, (2023), Davodi & Naderi Yeganeh (2022), Audretsch & Belitski (2021), Nawzad et al, (2019), Wynn & Jones (2017), and Rhoades & Stensaker (2017). Barzegari & Aghajani (2024) reached these results that the most important obstacles to the commercialization of knowledge in universities can be found in having views and beliefs of: lack of trust, lack of commitment to change, not accepting the team group, lack of exchange of ideas and information.
According to the results of the research, the following proposal is presented:
Establishing a technology and commercialization service center with the aim of providing technological and innovative services to opinionated students and professors and companies inside and outside the university can be the first step towards the commercialization of university technology. Effective communication in the workplace
Increasing educational skills and developing creativity and innovation

Abstract Abstract
The aim of this research is to find talent management patterns with a succession approach in Sepah Bank using the meta-synthesis method. This research is applicable in terms of its purpose, qualitative in terms of data collection, and meta-synthetic in terms of research implementation method. The research approach used is exploratory, the research strategy includes action research, and the methodology appropriate to this research is the meta-synthesis method based on the Sandelowski and Barso (2007) approach. The basis of analysis is all articles related to the topic from 2010 to 2024. Sampling in the qualitative section was carried out using a systematic exclusion method. A sample size of 30 relevant scientific sources was identified. Data collection was carried out by taking notes from reliable scientific articles and sources. In the data analysis stage, a total of 42 indicators, 20 components, and 6 dimensions were identified. In this study, based on the research findings, the main dimensions of talent management include identifying key talents, continuous assessment, retaining strategic talents, succession management, collaborative succession, and developing the skills of managers and talented employees for the future.
Extended abstract
Introduction
Recruitment processes for organizations in their sectors are facing a set of new challenges such as a shortage of talent and suitable academics, as well as fiercer competition both from within the banking sector and from other sectors (Pandita & Ray, 2018). Technology and data-related job positions, such as data scientists and quantitative analysts, are among the most in demand, which means that large banks, for example, will face new competition for talent (Whysall et al, 2019). The need for banks to develop reliable techniques to recruit competent managers and ensure high retention of key employees in the future has grown. Human resource management is one of the most important components of the financial industry for profitable and efficient banking operations, development of new banking products and provision of improved services to consumers (Zhao & Hu, 2023). Talent management was initially proposed and created by McKenzie at the end of the millennium as a new sub-section or combination of human resource management (Chambers et al, 1998). It is claimed that talent management gives a business a competitive advantage and allows it to systematically discover, develop and redeploy employees with exceptional abilities. The retention and commitment of high-value personnel are closely related to talent management. It is very important to focus on the problems and possibilities in talent management by studying the comprehensive literature in this field in the financial industry (Gallardo-Gallardo et al, 2020).
In this research, the main focus is on the concept of succession planning so that organizational talent management can ultimately lead to the creation of an effective succession planning system. In this regard, it should be stated that succession planning is one of the fundamental issues in the field of financial institutions and organizations (Gehrke, 2019), because the rapid changes in these organizations and the development of competition in the national and global market have caused talented and highly effective and efficient forces to be quickly absorbed by competing organizations, and on the other hand, most organizations do not prepare suitable people to replace these talented forces, which can ultimately lead to a crisis in the knowledge and skill treasury of human resources (Ali & Mehreen, 2018). Therefore, the researcher intends to answer this fundamental question in this study: what is the model of talent management with a succession planning approach in Bank Sepah using the meta-synthesis method?
Theoretical Framework
Talent Management
Talent management is the strategies and actions that help attract and retain committed and capable employees, and its goal is to predict the skills needed by the organization and meet these needs (Odunayo et al, 2018).
Succession Management
Succession management is a program that identifies the organization's talents to occupy key positions in the future, and prepares them for taking on responsibility over time through training and education programs. Undoubtedly, the most successful organizations in implementing succession planning programs are those that are based on investing in the development of internal talents and have no problems in securing human capital when the organization's current talents leave in the future, which has led to the change of the term "talent pool" to "talent river" (Tayyar et al, 2020).
The Role of Talent Management in Succession Plans
Talent management plays a pivotal role in succession planning in organizations and acts as a bridge between current leadership and future leaders. Succession planning involves identifying and developing individuals within the organization who have the potential to fill key roles vacated due to retirement, promotion, or other reasons. Effective talent management ensures that there is a pool of capable and skilled individuals who are ready to seamlessly step into these roles, thereby safeguarding the continuity and success of the organization (Sarlak et al, 2023).
Khodaparast et al, (2024) examined and analyzed the dimensions and components of the developed competency-based succession model in learning-oriented organizations with a meta-synthesis approach. The results showed that 7 codes, 53 concepts and 24 categories were determined and identified; the codes include key competencies and abilities, determining the succession policy, value-based infrastructure, organizational support, strategic planning in the field of succession planning, identifying talents and forming a talent pool, and training and improving talents.
Sirghani et al, (2023) studied the design of a talent management model in the specialized parent company of thermal power. The results showed that the structural dimensions of talent management include six dimensions of organizational structure, recruitment system, training system, compensation system, performance management and evaluation system, and organizational strategy. Behavioral dimensions include three dimensions of organizational culture, leadership style, and meeting high-level needs; and contextual dimensions include the atmosphere and environment of the organization, and the external environment. The results in the quantitative section showed that the model has a good fit.
Research Methodology
This research is applicable in terms of its purpose, qualitative in terms of data collection, and meta-synthetic in terms of research implementation method. The research approach used is exploratory; the research strategy includes action research; and the methodology appropriate to this research is the meta-synthesis method based on the Sandelowski and Barso (2007) approach. The basis of analysis is all articles related to the topic from 2010 to 2024. Sampling in the qualitative section was carried out using a systematic exclusion method. A sample size of 30 relevant scientific sources was identified. Data collection was carried out by taking notes from reliable scientific articles and sources.
 
Research Findings
The meta-synthesis method was used to analyze the findings. In the data analysis stage, a total of 42 indicators, 20 components, and 6 dimensions were identified. In this study, based on the research findings, the main dimensions of talent management include identifying key talents, continuous assessment, retaining strategic talents, succession management, participatory succession management, and developing the skills of talented managers and employees for the future.
Conclusion
The present study aimed to find a model for talent management with a succession approach in Sepah Bank using the meta-synthesis method. The results of this study are consistent with the results of Khodaparast et al, (2024), Sirghani et al, (2023), Amini Dehaghi et al, (2024), Teimouri et al, (2022), Hajili (2022), Alizadeh et al, (2021), Zairhojghan et al, (2021), Bano et al, (2022), Dahlan et al, (2021). Hajili (2022) showed that motivating talented people, identifying and recognizing them, providing special career support for talented people, and creativity and innovation have a positive and significant effect on succession planning. Given that employees are not satisfied with attracting talents, identifying and discovering talents, providing special support for talents, and retaining talents; it is necessary to increase the attractiveness of the service, support managers for talented people, and provide rewards to efficient employees; and special attention should be paid to assigning jobs to the competence and expertise of individuals.
Considering the dimensions and components identified in this study, suggestions have been made in the field of improving and developing talent management in Sepah Bank:
Talent identification is a key step in talent management and succession planning that helps banks identify and develop their best human resources. For this purpose, the use of performance evaluation systems such as 360-degree evaluation, which includes feedback from colleagues, managers, and subordinates, can help identify the strengths and weaknesses of employees. In addition, conducting in-depth structured interviews with employees helps identify their skills and interests. The use of psychological and occupational tests can also reveal the personality traits and specific talents of employees.

Abstract Abstract
The aim of this study is to design an insightful leadership model based on organizational excellence in the educational system. The research method is applicable in terms of its purpose, and grounded theory (systematic design) in terms of data type. The statistical population of the study includes 16 heads of departments of the General Directorate of Education in the cities of Alborz province, and the samples were selected as research samples according to the course of theory formation and based on the rule of theoretical saturation. Semi-structured interviews were used to collect data. Coding in three stages of open, axial and selective coding was used to analyze the data. The results of the study are according to the grounded theory method, in which each model includes 6 main components, including causal categories: the factor of recognizing the vision and foresight, the factor of paying attention to improving human resources, the factor of developing participation in affairs, and the factor of quality management and evaluation; intervening conditions: human resource challenges and internal-external organizational challenges; central category: attention to human resources and organizational structure, change management and organizational improvement, and transparency of the organization's vision and strategy. The contexts of this model include: human resources improvement contexts and organizational contexts. The strategies include: systemic and decentralized strategies, human resources empowerment strategies, and evaluative and supervisory strategies. The consequences also include: individual consequences and organizational consequences.
Introduction
At the crack of the new century, when organizations, especially educational institutions, are faced with a global competitive environment, there is always a need for radical changes and work creativity; global competitive forces have forced today's organizations to adopt new work methods after decades of continuing their fixed work methods and procedures, in such a way that organizations do not have work stability and enjoy a kind of relative stability. And in order not to fall behind the competition, most of these organizations have turned their attention to organizational leaders and are trying to create fundamental changes within the organization with particular courage and audacity, because leadership deals with creating change (Gonzales & Yango, 2022) and in other words, the most fundamental factor in creating favorable conditions for achieving educational goals is the administrators of the educational system, managers and leaders (Golafshani & Salehi, 2019). Also, over the past few decades, new approaches to leadership in organizations have emerged, which researchers call neocharismatic theories of leadership and inspirational approaches in the field of leadership. One of these approaches is visionary leadership. This type of leader is someone who, through their speech, thoughts and behaviors, inspires and encourages their followers (Rania, 2021). The main emphasis of visionary leadership is on creating a vision, communicating and transmitting it to followers, and empowering them by the leader to realize and implement this vision (AlAjmi, 2022).
Visionary leaders are people who primarily have the power of foresight and visualization of the future. They have such intelligence that they develop a correct, realistic, and inspiring vision for their organization, considering the economic, political, cultural, and technological aspects of the environment. This vision motivates and encourages people to realize it, and in this regard, the communication and emotional skills of visionary leaders also play an important role (Nancy, 2021). It should be noted that the issue of visionary leadership is debatable at all levels of individual, organizational, and national analysis. At the individual level, every person who envisions an attractive and achievable future for themselves has actually played the role of a visionary leader and created a vision for themselves that they are obligated to pursue in order to realize it. At the organizational level, it is clear that every organization, in order to survive and sustain, must explore the future and forthcoming opportunities and determine its place in the future by designing a coherent plan that is carried out through the vision. This is certainly done through visionary leaders who, by creating these visions, encourage their followers to achieve them (Tahmasbi, 2022). Therefore, the existence of these issues and the need for comprehensive improvement in the educational system prompted the researcher to answer the question, based on the concept of visionary leadership and organizational excellence: what is the appropriate model of visionary leadership based on organizational excellence in the educational system?
Theoretical Framework
Academic Performance
Academic performance refers to the ability of students to answer questions related to a specific subjects predicted for an educational course (Sepehvandi, 2017).
Educational Simulation
Simulation is a version of some real devices or work situations and attempts to represent some behavioral aspects of a physical or abstract system through the behavior of another system (Bruschi et al, 1999). In simulation, by using a simulator in a fictitious situation, the real effects of some possible conditions can be recreated (Nouri, 2015). In fact, simulation software provides the learner with environments most similar to the real one and at the same time are not as costly and risky as facing the real environment. This can be used effectively in education (Swain et al, 2008).
Academic Goal Orientation
Academic goal orientation is one of the approaches that have attracted the attention of theorists and researchers in the field of motivation for achievement as a "cognitive-social" approach in which the concept of goal and goal orientation play a central role (Bejnordi Shligani & Suleiman Pourimran, 2018).
Academic self-efficacy
Self-efficacy is confidence in one's ability to control thoughts, feelings, and activities; and therefore affects the outcome of actions. Self-efficacy expectations affect individuals' actual performance, emotions, behavioral choices, and ultimately the amount of effort expended on an activity (Zamani Amir, 2018)
Mohammadi et al, (2023) studied the evaluation of factors affecting the development of cloud-based accounting education and students' academic performance. This study determines the acceptance of cloud computing methods in accounting courses and its effectiveness in the education process by Iranian university students through using the effect of external variables; namely human factors, economic and technological factors, and cultural and social factors, on the development of cloud accounting education and students' academic performance. The results of the study indicate that human, economic, and cultural factors have a significant positive effect on the development of cloud-based accounting education and students' academic performance.
Penalo (2023) investigated the effect of the pre-explanation-explanatory educational strategy of virtual simulation on nursing students' self-efficacy and virtual simulation performance. The results showed that the effect of the pre-explanation-explanatory educational strategy of virtual simulation on students' self-efficacy and virtual simulation performance is positive and significant.
Research Methodology
The research method is applicable in terms of its purpose, and grounded theory (systematic design) in terms of data type. The statistical population of the study includes 16 heads of departments of the General Directorate of Education in the cities of Alborz province, and the samples were selected as the research sample according to the course of theory formation and based on the theoretical saturation rule. A semi-structured interview was used to collect data.
Research findings
To analyze the data, coding was used in three stages: open, axial, and selective coding. The results of the study are according to the grounded theory method, in which each model includes 6 main components, including causal categories: the factor of recognizing the vision and foresight, the factor of paying attention to improving human resources, the factor of developing participation in affairs, and the factor of quality management and evaluation; intervening conditions: human resource challenges and internal-external organizational challenges; central category: attention to human resources and organizational structure, change management and organizational improvement, and transparency of the organization's vision and strategy. The contexts of this model include: human resources improvement contexts and organizational contexts. The strategies include: systemic and decentralized strategies, human resources empowerment strategies, and evaluative and supervisory strategies. The consequences also include: individual consequences and organizational consequences.
Conclusion
The present study was conducted with the aim of designing a visionary leadership model based on organizational excellence in the educational system. The results of this study are consistent with the results of Sabirah et al, (2023), Taghvaei et al, (2023), Ahmadi Keshtali et al, (2022), Kim et al, (2022), Pribudhianaa et al, (2020), Abbasian Esfarjani et al, (2020), Mascareño et al, (2020), Kurniadi et al, (2020), and Azadfarzin (2020). Abbasian Esfarjani et al, (2020) showed that visionary leadership, with an emphasis on personality, value, motivational, and behavioral characteristics can affect the performance of high school principals, and it is necessary to be careful in selecting middle and senior education managers and to select people for these positions who have the characteristics and skills of insightful leadership, including self-leadership, effective human relations, trustworthiness, and motivation.
Based on the results of this study, the following suggestions were made:
It is suggested that insightful leaders empower employees to transform ideas into action and tacit knowledge into explicit knowledge.
It is suggested that leaders create an atmosphere of trust in the organization to create conditions for promoting ideas.

Abstract Abstract The aim of this research is to design and validate the individualization model of education in oil company staff, with a meta-synthesis approach. This research is fundamental in terms of its objective, qualitative in terms of the data collection method, and meta-synthesis in terms of the research implementation method. The statistical population of the research includes all documents, theoretical foundations, and background related to individualization of education in domestic (2021-2024) and foreign (2000-2024) databases. The non-random sampling method is purposive and the sample size is based on systematic elimination based on the flow chart of the Prism model. The data collection tool is a systematic review of documents and literature. In order to calculate validity, a 27-item checklist based on the Prisma model was used, and Cohen's kappa coefficient was used to calculate reliability, which results indicate that the tool is valid and reliable. The data analysis method is thematic analysis including basic, organizing and comprehensive themes with MaxQDA 2018 software. The findings showed that the individualization of education in oil company staff includes three cognitive, emotional and behavioral dimensions, where the cognitive dimension includes the components of teaching method (6 indicators), educational content (3 indicators), evaluation (5 indicators), and self-regulated learning (7 indicators); the emotional dimension includes the components of motivation (7 indicators), social interactions (10 indicators), and emotional support (6 indicators); and finally the behavioral dimension includes the components of experiential learning (5 indicators), modeling (5 indicators), and practical skills (4 indicators). Introduction In the current changing, complex and uncertain world, the need and necessity of training and developing human capital in organizations has been accepted by managers for several reasons. In fact, the rapid and profound changes in the knowledge and technologies required by organizations in the current situation have made them inevitable to continuously learn this new knowledge and technologies and to forget and get rid of traditional habits and methods that have lost their effectiveness (Razmi et al, 2018). In recent years, significant success has been achieved using learning analytics, where data on individuals' responses to specific educational techniques, contents, and learning resources are recorded in large quantities. This data is then analyzed to recognize patterns and build predictive models to prescribe appropriate learning and training choices according to each person's learning characteristics; therefore, today's structural change towards the use of big data and learning analytics in education has led to many possibilities in the field of education personalization (Zhang & Aslan, 2021). On the other hand, what is certain is that one of the most key elements in any organization is the human resources of that organization, which are considered a valuable asset. Effective and optimal use of human resources capabilities to increase their productivity requires the development of a set of effective strategies and actions regarding employee training (Akhavan & Kazemi-Gorji, 2019). Human resource management is not only a profit-oriented approach to employees, but also a special approach to employee relations with an emphasis on commitment and two-way communication. Human resource management refers to the policies and actions required to implement part of the management task related to aspects of employee activity, especially for recruiting, training employees, evaluating performance, rewarding, and creating a healthy and fair environment for the organization's employees (Fallah et al, 2021). Therefore, the present study, focusing on the individualization of training in oil company staff, seeks to fill the gap in past research, and its practical results can help improve and reform the country's educational system. Thus, considering what has been said, the purpose of this research is to answer the question: what is the model of individualized education in oil company staff? Theoretical framework Individualized education Individualized education is an effective strategy to strengthen individual commitment and responsibility and change attitudes and enhance learning transfer. Individualized education is a systematic effort to achieve a balance between the characteristics of the learner and the characteristics of the learning environment (Ouf et al, 2017). When individuals are given the right to choose, they gain self-control over their learning according to their interests, which leads to a sense of responsibility and greater focus on work. Castaño & Villar-Onrubia (2023) studied the assessment of the presence of the concept of "personalized learning environment" in the web domains of Spanish higher education institutions. They pointed out the importance of the personal learning environment and its impact on learners' autonomy. The concept of "personalized learning environment" has attracted significant levels of attention in the field of educational technology. Familiarity of students and teachers with this concept is something that can help higher education institutions in which their communities make better decisions about the resources they use to develop their academic activity. Convergence is something that can help students improve their autonomy in self-regulating their learning processes and improve their agency for lifelong learning. Yiğit & Seferoğlu (2023) investigated the effect of video feedback on students' use of feedback in an online learning environment. They emphasized the role of feedback in enhancing learning and showed that the use of technologies can bring positive results.  Research Methodology This research is fundamental in terms of its objective, qualitative in terms of the data collection method, and meta-synthesis in terms of the research implementation method. The statistical population of the research includes all documents, theoretical foundations, and background related to individualization of education in domestic (2021-2024) and foreign (2000-2024) databases. The non-random sampling method is purposive, and the sample size is based on systematic elimination based on the flow chart of the Prism model. The data collection tool is a systematic review of documents and literature. In order to calculate validity, a 27-item checklist based on the Prisma model was used, and Cohen's kappa coefficient was used to calculate reliability, which results indicate that the tool is valid and reliable. Research findings The data analysis method is thematic analysis including basic, organizing and comprehensive themes with MaxQDA 2018 software. The findings showed that the individualization of education in oil company staff includes three cognitive, emotional and behavioral dimensions, where the cognitive dimension includes the components of teaching method (6 indicators), educational content (3 indicators), evaluation (5 indicators), and self-regulated learning (7 indicators); the emotional dimension includes the components of motivation (7 indicators), social interactions (10 indicators), and emotional support (6 indicators); and finally the behavioral dimension includes the components of experiential learning (5 indicators), modeling (5 indicators), and practical skills (4 indicators). Conclusion The present study was conducted with the aim of designing and validating the individualization of education model in oil company staff, using a meta-synthesis approach. These results are consistent with the research results of Jones & Smith (2020), Brown & Miller (2019), Davis & Taylor (2021), Castaño & Villar-Onrubia (2023), Yiğit & Seferoğlu (2023), Bhutoria (2022), Naderi et al, (2020), Abbasi et al, (2021), and Tetzlaff et al, (2021). Bhutoria (2022) has pointed out the role of AI in individualizing education and creating educational programs tailored to the needs of learners. The success of AI in meeting the specific learning needs, learning habits and learning abilities of students and guiding them to optimal learning paths brings in all three countries. It is also evident from the literature that AI augments educational content, customizes it for each individual according to his/her needs, and raises the caution flag for anticipated learning difficulties. This re-aligns the role of instructors and also optimizes the teaching-learning environment for a better learning experience. The upward trajectory of educational development with AI opens a new horizon of personalized education for the next generation, but it also comes with challenges. Issues related to data privacy, availability of digital resources, and affordability constraints have been reported in recent literature as obstacles to promoting such technologies for daily practice. Considering the research findings on the individualization of training of oil company staff, practical suggestions are provided for each dimension (cognitive, affective, and behavioral). A- Suggestions for the cognitive dimension 1-   Diversity in teaching methods: Providing training courses using diverse teaching methods such as project-based learning, interactive learning, and traditional teaching. This can include holding practical workshops and using new technologies such as webinars and online courses. B- Suggestions for the emotional dimension 1-   Creating a positive and supportive work environment: Holding motivational workshops and team meetings to encourage participation in decision-making and strengthen team spirit. This can include holding social events and group activities. C- Suggestions for the behavioral dimension 1-   Holding practical workshops and simulations: Designing and implementing practical workshops that allow employees to strengthen their skills in real situations. Using real simulations for experiential learning can also help to deepen learning. 

Abstract Abstract This study aimed to develop an analytical framework to identify the gap between theory and practice in the actions of secondary school managers in Ahvaz. The present study is a qualitative case study in terms of method, and a developmental one in terms of purpose. The target population included educational experts, secondary school principals, and staff managers with lived experience in the research field, selected using purposive sampling and based on the principle of theoretical saturation. The data were analyzed through content analysis at three levels of basic, organizing, and comprehensive themes. The research findings showed that the theory-practice gap in the actions of managers can be explained in the form of a five-dimensional framework with twenty components. The dimensions of this framework included: 1- organizational development (conceptual, structural, and functional components), 2- human capital development (knowledge enhancement, motivation, employee empowerment, welfare development), 3- basic management skills (organizational improvement, systems thinking, management capital, legal skills, management tasks, creativity and innovation), 4- personal development (self-regulation, efficiency, knowledge sharing, science and expertise), and 5- environment-centric (technological action, climate and culture management, environmental factor management). These dimensions and components were organized around the central theme of the theory-practice gap in school administrators' actions. After discovering and explaining the dimensions and components of the framework, the network of themes was fully drawn, analyzed, and presented. The final research framework, with its systematic organization of themes, provided a comprehensive model for analyzing the theory-practice gap in school management. Introduction Educational organizations; Schools, in particular, are faced with the phenomenon of the “theory-practice gap” in today’s complex and dynamic world, which indicates a discrepancy between accepted theoretical principles and implemented practical actions. This phenomenon arises from the distinction between “declared theory” (what organizations claim) and “used theory” (what is implemented in practice). Issues such as the mismatch between the macro-goals of educational programs and micro-actions, communication problems between different levels of the educational system, and the lack of resources and structural support in these organizations are examples of this distinction, which, along with cultural, social, and economic factors, have deepened this gap and expanded its consequences (Aven, 2024). Although the consequences of this gap are very important, identifying the gap itself as an independent issue requires more special attention. Many educational organizations are either unaware of the existence of such a gap or, due to a misunderstanding, consider it a natural phenomenon. This fact shows that eliminating this gap is not possible simply through the implementation of new guidelines, and requires a deep understanding of its roots through applicable research, the development of indigenous frameworks, and a comprehensive understanding of structural and cultural factors. Otherwise, any corrective action may exacerbate this problem (Ramazan et al, 2024; Rashidi et al, 2024). Accordingly, the development of an analytical framework to explain the theory-practice gap in the actions of managers is determined as the goal of this research and the main question of the research is: what is the framework of the theory-practice gap in the actions of managers (case study: Ahvaz secondary schools)? And does the developed framework have the necessary validity? Theoretical Framework Theory-Practice Gap in Management: In today's complex management environment, we are witnessing an increasing gap between theoretical knowledge and managerial practice. This phenomenon, which has become a structural crisis, has shaken the foundation of management decision-making. While management theories can provide a guiding framework for practical actions, this deep gap has prevented the effective use of this knowledge. The increasing complexity of organizational and management environments has made the need for intelligent use of theories more urgent than ever (Habibzadeh et al., 2024). However, numerous and intertwined obstacles have made the application of management theories in practice difficult. The traditional system of training managers, which relies on outdated paradigms, has created fundamental challenges, along with the inability to adapt theories to practical realities. The formation of many theories in different cultural contexts and sometimes alien to local conditions, along with the knowledge limitations of managers and the weakness of the research culture in organizations, have all contributed to the deepening of this gap. (Ghaznavi et al., 2018). Conceptual Dimensions of the Theory-Practice Gap: In management literature, this phenomenon has been referred to with various definitions and titles. From the distance between theory and practice to the disconnection between academia and practical environments, all of them express different dimensions of this problem. It is important to note that despite the multitude of definitions, there is still no clear consensus about the dimensions and limits of this gap. It seems that the difference in language, logic, and way of dealing with issues between the academic community and practical management practitioners are among the main factors in the formation of this gap (Pfeffer et al., 2020). The emergence and persistence of the gap: Historical tracing of this phenomenon shows that in the early stages of the development of scientific management, there was a closer connection between theory and practice. However, as time passed and fields of knowledge became more specialized, this gap has deepened. While some researchers believe that recent efforts have reduced this gap to some extent, others emphasize its persistence. What is certain is that solving this problem requires the participation of all stakeholders at all stages, from problem design to solution implementation (Sackett et al., 2020; Wright et al., 2020). Mohammadkhani et al., (2024) in a study of 20 schools in Tehran, examined the barriers to implementing the Fundamental Education Transformation Document. The findings showed that only 38% of the objectives of this document had been achieved. The most important barriers identified included teachers’ cultural resistance to changing traditional methods (65%) and the lack of specialized human resources (53%). This study clearly shows the impact of cultural and structural factors in creating a gap between macro policies and practical implementation. Kısa et al., (2020) conducted a study titled Reasons for the Theory-Practice Gap in the Field of Educational Management in Turkey with the aim of investigating the structural, professional and cultural factors that prevent school administrators from implementing theories in practice. The results of their research showed that the most important weakness is in the communication between the university and practical environments such as schools. Research is often written in a language and structure that is incomprehensible to administrators. Theories are usually general and abstract and do not respond to the specific, local and situational needs of school administrators. The education system values ​​the use of practical experiences more than relying on theories. Administrators who act based on intuition and experience are considered more successful. The lack of formal incentives for the use of research and scientific results in schools has contributed to the neglect of theories. Research Methodology: This research was conducted with a developmental approach and a qualitative case study method. The target population was selected from among experts and knowledgeable experts with the criteria of having lived experience in management in the research field and at least 15 years of job experience. The purposive sampling method was of the criterion type and the sample size was determined to be 10 people by observing the theoretical saturation rule. In-depth semi-structured interviews were used to collect data, and thematic analysis method was used to analyze the data, and finally a thematic network was compiled and drawn. Research findings The present study, focusing on the issue of the gap between theory and practice in the actions of educational managers, has examined this challenge among secondary school managers in Ahvaz. The research findings, which were collected through in-depth interviews with experts in the field of research, show that analyzing this gap requires attention to five interconnected and systematic dimensions: the organizational development dimension consisting of conceptual, structural, and functional components; the human capital development dimension consisting of knowledge enhancement, motivation, employee empowerment, and welfare development; the basic skills dimension consisting of organizational improvement, systems thinking, management capital, legal skills, management tasks, creativity, and innovation; the personal development dimension consisting of self-regulation, efficiency, knowledge sharing, science, and expertise; and the environment-oriented dimension consisting of technological action, climate and culture management, and environmental factor management. These dimensions form an integrated system in dynamic interaction with each other. Conclusion The analytical framework presented in this study shows that reducing the theory-practice gap in the actions of educational managers requires a comprehensive, systematic, and multilevel view that simultaneously covers the organizational macro dimensions (including the environment-oriented, organizational development, and human capital) and the individual and group micro dimensions (including basic management skills and personal development). This integrated framework not only provides a precise analytical tool for assessing the current state of managers' actions, but also creates a suitable scientific basis for designing manager empowerment programs by mapping the path to achieving the desired state. Dynamic and systematic interaction between these five dimensions can lead to a significant reduction in the gap between theory and practice in managers' actions. The results are consistent with many studies, including Daft (2018), Kotter (2018), Torkzadeh & Momeni (2018), Rezaei & Hosseini (2021), Alizadeh and Nouri (2022), Bagley (2018), Rahimi & Ghaffari (2021), Rezaei & Hosseini (2021), Taghavi & Zimmerman (2015), Bandura (2016), Nonaka & Takeuchi (2019), Grant (2016), Rezaei & Hosseini (2021), Porter & Kramer (2019), and Karimi & Mohammadi (2021). The significant concordance of the findings of this study with reputable domestic and foreign studies in each of these areas confirms the scientific and practical validity of the proposed framework. In line with the results and findings, the following suggestions were made: In order to reduce the theory-practice gap in the actions of school administrators and establish organizational justice, it was necessary to improve the dimensions of the framework and their components. Therefore, it was suggested that school administrators and education should take action on the organizational development of schools, the development of human capital and the improvement of the basic skills of administrators, as well as strengthening the environment-oriented and ultimately the development of the basic skills of administrators based on the presented framework. In the meantime, reviewing the macro-structure of education and training, meritocracy in appointments, coordinating educational policies with the needs of the labor market, and paying attention to the promotion of administrators and their training are among the requirements for implementing the presented suggestions.

Abstract Abstract
The purpose of this research is the effective factors on the design of the management dashboard framework with an emphasis on the components of human resources productivity. The research method is applicable in terms of purpose, qualitative in terms of execution method, and cross-sectional survey in terms of nature. The statistical population of the research includes 15 senior managers of Mapna Company and knowledgeable academic staff members in the field of research; and the interviews continued until reaching theoretical saturation. Semi-structured interviews were used to collect information. Delphi method was used to analyze the data. The findings of the research showed that after collecting data and conducting interviews and conducting the Delphi method, 15 dimensions and 53 indicators were counted in the final model in 4 main components. Among these, group dynamics and team spirit, success motivation and talent assessment and completion of talent banks of employees, documentation and continuity in learning, creating motivation and success among employees with a weighted average of 4.9 are among the most important factors identified.
Extended abstract
Introduction
Today, fierce competition has prevailed in various jobs. Senior managers and middle managers in organizations must make decisions faster and more accurately than before. It is obvious that obtaining quick and accurate knowledge is necessary for decision-making, and as a result, effective tools such as management dashboards are included in the information technology roadmap of companies. Dashboards can easily be used as a tool to help evaluate performance and support efficient decision-making by identifying trends, patterns and anomalies in information (Vagzgo et al, 2020). It collects information gathered from all departments of the organization, which contains various sources related to various business functions. This information is combined and replicated by providing a user interface in the form of graphs, reports, visual indicators and alerting mechanisms. (Lin et al., 2023). Management dashboards are a subset of business intelligence systems, actually a new software system that help organizations achieve goals by enriching information and analyzing them. Dashboard is a set of applications such as strategy map, balanced scorecard and business intelligence to manage the performance of organizations that provides information in a specific format to decision makers (Salgado et al, 2022). In this regard, the main research question is: What are the factors influencing the design of the management dashboard framework with an emphasis on the components of human resources productivity?
Theoretical framework
Definition of productivity
In an article on the three concepts of power, production and income published in the Journal of Political Economy, productivity is defined as the concept of the relationship between the amount of product obtained in a certain period of time and the amount of factors consumed during the production of that product (Otoo, 2019).
The role and importance of manpower productivity
Measuring and evaluating productivity is a useful tool for analyzing changes in productivity over time and the causes of those changes. By measuring productivity, a producer will understand which sector or part is reducing or increasing productivity, and a country can thus compare changes in different sectors and industries. Using productivity as a standard is useful for calculating efficiency, and can guide efforts to allocate resources optimally. In this way, productivity can act as a variable in forecasting and planning. For example, it is possible to predict the total output in the future by planning the growth of the labor force and the productivity of the labor force. By comparing the productivity levels and trends with those of other countries, you can understand your success and plan to improve your position in the global market and industry. Of course, today, productivity is considered beyond a standard and as a culture and attitude to work and life, and according to economists and management thinkers, its improvement provides the main basis for economic development (Philip, 2017).
Definition of organizational dashboard
Organizational dashboards are very suitable tools for graphically displaying evaluations. Today, many softwares have been created to provide organizational dashboards that can communicate with various databases and display the results of information graphically while performing computational operations (Su, 2020). Dashboards help managers to identify trends, patterns, and visual anomalies about the business, which is important for visual information design. Several different goals are expected from the dashboard, which include consistency and stability, planning monitoring and control, and communication (Paul, 2021).
Akbari & Nazari (2023) investigated the design and validation of the model of the factors affecting the productivity of human resources with a mixed approach. The productivity of human resources was considered as the main theme, and the organizing themes and the basic themes related to the factors were also identified, and the relationships between them were shown. The path analysis test also confirmed the relationship between these factors. Human resource managers can increase the level of productivity of their human resources by identifying organizing themes and strengthening basic themes.
Lin et al, (2023) conducted a research titled management dashboard and identification of key performance indicators in the field of human resources. It resulted to counting 40 indicators in 4 areas of human resources of the General Department of Education, Human Resource Planning and Administrative Transformation (management training and development, human resource planning, human resource supply, and human resource research) and how to calculate them.
Research methodology
The research method is applicable in terms of purpose, qualitative in terms of execution method, and cross-sectional survey in terms of nature. The statistical population of the research includes 15 senior managers of Mapna Company and knowledgeable academic staff members in the field of research; and the interviews continued until reaching theoretical saturation. Semi-structured interviews were used to collect information.
Research findings
Delphi method was used to analyze the data. The findings of the research showed that after collecting data and conducting interviews and conducting the Delphi method, 15 dimensions and 53 indicators were counted in the final model in 4 main components. Among these, group dynamics and team spirit, success motivation and talent assessment and completion of talent banks of employees, documentation and continuity in learning, creating motivation and success among employees with a weighted average of 4.9 are among the most important factors identified.
Conclusion
The current research was conducted with the aim of the effective factors on the design of the management dashboard framework with an emphasis on the components of human resources productivity. The results of this research are in agreement with those of Abidi et al, (2024), Akbari & Nazari (2023), Lin et al, (2023), Salgado et al, (2022), Noori & Motadel (2022), Nikkhah (2022), Abbasi (2020), Hashemi et al, (2019), Hashemi et al, (2018), Shirdel (2013), Wagesgo et al, (2020), Bach et al, (2019), and Monte et al, (2019). Bach et al, (2019) showed that there is a significant difference between managers' willingness to take risks before and after the implementation of the management dashboard. In other words, the challenge of information overload can be managed by using management dashboards.
According to the research results, the following suggestions were made:
Recognizing and rewarding powerful employees and thereby motivating them to improve their own and other employees' performance is one of the main reasons for performance appraisal.
In job development, by removing the slowness of tasks and repetitive operations, it is tried to give more variety to the job. Personal or career development is an ongoing process of assessing the educational needs of each individual and planning to meet these needs. This process helps employees to reflect on their knowledge, performance or success; and to plan their personal and educational development.

Abstract Abstract The purpose of the current research is to identify the dimensions and components of the use of new technologies in the fourth generation university. According to its purpose, the research method is applicable in terms of purpose, and qualitative in terms of implementation; type of descriptive and thematic analysis. The statistical population of this research includes 10 higher education specialists; prominent professors familiar with research work in the studied field. A targeted non-random sampling method of the available type was used. Semi-structured interviews were used to collect information. Data analysis was done with open, axial and selective coding and using MAXQDA2020 software. According to the analysis carried out using thematic analysis method to determine the dimensions and components of the use of new technologies in the fourth generation university, 5 dimensions, 13 components, and 47 indicators have been identified and confirmed. The dimensions include educational requirements (interaction with other virtual educational groups, devoting more hours to entrepreneurship education in the university, flexibility, management components), aesthetic requirements (technological factors, online limitation reduction capabilities), content requirements (learning management system electronic, appropriate course content), process requirements (quality of behavior of virtual education supervisors, application of virtual education standards), requirements of extra-organizational participation (virtual education system infrastructure, service delivery system quality, perceived support quality). Extended abstract Introduction The university plays a very important role in the progress or stagnation of a society by directly affecting the flow of production, adaptation and reproduction of social systems and market mechanisms (Tang, 2013). Applying a model in the development of graduate education that covers all these functions in a balanced way can make it possible to reach social goals (Raza et al, 2018). Ignoring the functions of the university may lead to emergent consequences that put graduate education development strategies at risk of futility (Clark & ​​Jackson, 2018).  One of the main concerns of universities is to be among the top universities in the world and create the necessary conditions to become a fourth generation university. In our country, most universities are in the first generation and a limited number of them are in the second generation, and yet, the third and fourth generation of universities in Iran has not been seriously discussed. Accordingly, many graduates do not succeed in the market due to lack of entrepreneurial skills (Goudarzvand Chegini, 2018). In fact, the third and fourth generation universities are knowledge-based, teaching and research-oriented universities that seek to create wealth and value by developing knowledge and effective entrepreneurship (Barrioluengo & Benneworth, 2019). Based on this, the researcher asked the main question: what is the use of new technologies in the fourth generation university? Theoretical Framework Information technologies The increasing development and progress of information and communication technology and its potential capacity in improving education have prompted researchers in the field of education to prioritize the use of technology as a competitive advantage in the education process. On the other hand, the need of developing societies for optimal use of time and facilities and flexible development of education has led to a greater tendency to use new technologies (Larchenko & Barynikova, 2021). These technologies have played a very important role in the scientific development and competitiveness of universities for reasons such as saving time and money, enabling distance learning, facilitating the educational evaluation system, direct access to digital educational resources, and creating equal educational opportunities (Kalbali, 2018). Fourth generation universities In the fourth generation of universities, value is defined on the basis of strategic partnership, entrepreneur training, and the degree of absorption of income from external sources and guidance and leadership, as well as the degree of influence on other factors in societies. Education is done based on the needs of society and students, and solving society's challenges is considered as the basis of research. International partnerships are an important part of the entrepreneurial university. Promoting risk-taking culture, creating a sense of belonging to entrepreneurship, academic freedom, valuing culture, talent management, creating a suitable entrepreneurial environment, teamwork culture, introducing entrepreneurial faculty members as role models and their participation in decision-making and policy-making, attention and Valuing entrepreneurial students are some the components of entrepreneurial culture (Khodabakhsh & Taghi Pur, 2023). Khoshnejad et al, (2022) carried out a research entitled the presentation of the fourth generation university model (case study: Islamic Azad University). The axes have been identified through three stages of coding (example, main theme, sub-theme). Key relationships including university-society relationship, alignment of university mission and society goals, and university-industry relationship were identified based on the research results. In addition, background factors, influencing factors and outcomes were also identified. The outcomes were investigated including internal and external outcomes. PourMohammadBagher et al, (2022) discussed in their research entitled review of the use of metaverse systems in education. In this article, by reviewing new technologies and referring to educational fields and some principles related to teaching methods, a better insight is provided to teachers in the field of education and training for technology-based educational design. According to the principles of metaverse, the virtual learning environment can simulate the law of dynamic evolution in natural phenomena and its processing process. Education of students in the virtual body occurs through sensory channels such as visual, auditory, tactile, olfactory, etc. Then they can explore and do individual activities or collaborate in a virtual environment. As a result, in the learning scenario based on the metaverse, learning is in a deeper form where insight occurs. Research methodology The research method is applicable in terms of its purpose, and qualitative in terms of implementation, a descriptive and thematic analysis type. The statistical population of this research includes 10 higher education specialists, prominent professors who are familiar with research work in the studied field. A targeted non-random sampling method of the available type was used. Semi-structured interviews were used to collect information. Research findings Data analysis was done with open, axial and selective coding; using MAXQDA2020 software. According to the analysis carried out using thematic analysis method to determine the dimensions and components of the use of new technologies in the fourth generation university, 5 dimensions, 13 components and 47 indicators have been identified and confirmed. The dimensions include educational requirements (interaction with other virtual educational groups, devoting more hours to entrepreneurship education in the university, flexibility, management components), aesthetic requirements (technological factors, online limitation reduction capabilities), content requirements (learning management system electronic, appropriate course content) process requirements (quality of behavior of virtual education supervisors, application of virtual education standards), and requirements of extra-organizational participation (virtual education system infrastructure, service delivery system quality, perceived support quality). Conclusion The current research was conducted with the aim of identifying the dimensions and components of the application of new technologies in the fourth generation university. The results of this research are in agreement with the results of Khoshnejad et al, (2022), PourMohammadBagher et al, (2022), Yadollahi Dehcheshmeh et al, (2021), Azar (2021), Larchenko & Barynikova (2021), Asgari et al, (2021), and Ahmadian Chashemi et al, (2020). Yadollahi Dehcheshmeh et al, (2021) have discussed in their research under the title of compiling the fourth generation university model (social university) for Iranian universities. The findings showed that the component of value-creating responsibility-oriented university as a central phenomenon, transformability and adaptability as causal factors, responsible leadership, development of professional competencies of human capital and educational and curriculum development as action strategies, components of specialized and professional policymaking, responsible innovation culture and transformative structure were identified as background conditions and academic independence and developing financial models as intervention components of the fourth generation university. The main consequence of the interaction of all the mentioned components is the development of the region, which plays a vital role in the development and growth of the local and national society in three cultural-social, economic, and environmental fields. According to the obtained results, it is suggested that: According to the develope of developments in the field of new technologies, the universities of the country can provide the possibility of transferring new findings to the beneficiaries by creating a foundation for the development of technology, which leads to the development of technological businesses, turning knowledge into wealth and employment for graduates, and finally, it creates new sources of income. While examining the current and future global trends and identifying the strengths and weaknesses of the society, the fourth generation university should guide the country's political, economic, cultural and social paths in the direction that countries can gain their proper place in the region and the international system. Building and developing specialized service centers for the general public, providing technical; consulting; and equipment support services to knowledge-based businesses, creating a communication network with elites; intellectuals and entrepreneurs to participate in policy making is suggested, and also academic researchers are suggested to identify local and regional issues and problems, determine the research priorities of academic disciplines based on solving the problems of the society, and formulate the dimensions of the curriculum of the higher education centers of each region based on the components of the fourth generation university.  

Abstract Abstract The present study was conducted with the aim of identifying the effective factors on the implementation of Eric Cheng's knowledge management model in the secondary schools of the second period of West Azerbaijan province. The research method is applicable in terms of objective, and phenomenological in terms of collecting qualitative information, and the research population is the principals of secondary schools of the second period of the province in the academic year of 2022-2023, with the purposeful sampling method of homogeneous type; and based on the principle of theoretical saturation, the number of 8 people were selected from among the provincial managers. The research tool is a semi-structured interview, and Lincoln and Guba's four criteria were used for the reliability of the data. According to the Claizy analysis method, in the dimension of "Knowledge Leadership" two main themes under the headings of "Information networking with four sub-themes" and "Learning support with three sub-themes"; in the "knowledge management perspective" dimension, three main themes under the titles of "situation analysis with four sub-themes", "continuous interaction with three sub-themes" and "effective feedback with three sub-themes"; in the "Knowledge Exchange Culture" dimension, three main themes under the titles of "Situation Analysis with four sub-themes", "Security with four sub-themes" and "Sustainable knowledge sharing with three sub-themes", and in the "Knowledge Management Strategies" dimension, three main themes under the titles "Motivation and support with four sub-themes", "Innovation with three sub-themes" and "Research with three sub-themes" were identified and extracted as effective factors on the implementation of Eric Cheng's knowledge management model. Extended abstract Introduction Human power is considered as the basic asset of any organization, and organizations should try to empower their forces. This issue is more important in the field of education. Empowering people in education ensures qualitative improvement and quantitative development of education and contributes to the excellence of society (Endres & Chowdhury, 2019). Knowledge management is considered as a key factor in empowering human forces in education. This process plays an important role in creating, maintaining, sharing knowledge and helps to improve organizational performance (Cheng, 2017). There are different patterns and models for knowledge management, but it should be noted that each organization may have its own needs and should implement the knowledge management system based on its own conditions. The school as an organization is no exception to this rule. Among the different models of knowledge management, Eric Cheng's model of knowledge management is one of the suitable models for knowledge management at the school level. Examining this model has been neglected in the researches of this field, therefore, the present study aims to investigate the effective factors on the implementation of Eric Cheng's knowledge management model in the secondary schools of West Azarbaijan province, and the main question is: What is the effective factors on the implementation of knowledge management based on the Eric Cheng model in secondary schools of West Azerbaijan province?   Theoretical framework In the 1990s, the concept of knowledge management emerged as a strategic approach to exchange, transfer and create knowledge in organizations. This concept first attracted a lot of attention in business environments. Over time, it entered educational organizations and schools. In the field of education, knowledge management as an emerging concept played an important role in improving the processes and improving the quality of education. Cheng (2015) has presented a comprehensive model for knowledge management in school. Cheng's model is based on 4 dimensions of "Knowledge Leadership", "Knowledge Management Perspective", "Knowledge Exchange Culture", and "Knowledge Management Strategies". Knowledge leadership means creating a dynamic environment for the exchange of knowledge between organization members, and has a direct effect on the attitude and behavior of employees towards knowledge management issues. The vision of knowledge management is a picture of the future of the organization and considers how to facilitate knowledge management approaches for the development of the organization. The culture of knowledge exchange emphasizes the beliefs, values, behaviors and functions in the organization to promote the transfer and sharing of knowledge between members, and the knowledge management strategy is a detailed plan to achieve the goals of knowledge management and strengthen its main foundations (Mohammadi Qeshlaq & Jafardoost, 2018). The results of research in the field of knowledge management show that knowledge management can lead to improving the performance of schools, improving the educational achievements of students, encouraging positive perceptions of the school in society, and improving educational processes. Also, factors such as organizational culture, staff characteristics, knowledge leadership, knowledge-based structure design and technology play an important role in the success of knowledge management in schools. What has been neglected in previous researches is the identification of effective factors in the process of "implementing the knowledge management model", especially in schools. The present study tries to cover this research gap. Research methodology The research method is applicable from the point of view of purpose, and qualitative phenomenology in terms of data collection. The statistical population includes principals of secondary schools in West Azarbaijan province in the academic year of 2021-2022. The purposeful sampling method is of homogeneous type, and based on the principle of data saturation; 8 people were selected as sample managers. In order to collect information, a semi-structured interview was conducted with the participants. Lincoln and Guba's four criteria were used for data reliability. Data analysis was done using the Claizy method (the model proposed by Moro, Rodrigues and King) and with the MAXQDA20 software.   Research findings The data of the research were analyzed with Claizy's method and the model proposed by Moro, Rodrigues and King. Therefore, after the implementation and review of the texts, the primary codes were extracted. The meanings of each of the codes were organized and reviewed, finally, according to the semantic affinity, the main themes were formed and based on the conceptual connection, sub-themes and sub-themes were identified. The effective factors identified based on Eric Cheng's knowledge management model in "Knowledge Leadership Dimension" included 2 main themes under the headings of "Information networking with 4 sub-themes" and "Learning support with 3 sub-themes". In the "knowledge management perspective" dimension, it includes 3 main themes under the titles of "situation analysis with 4 sub-themes", "continuous interaction with 3 sub-themes" and "effective feedback with 3 sub-themes". In the "knowledge exchange culture" dimension, 3 main themes were identified under the headings of "situation analysis with 4 sub-themes", "security with 4 sub-themes" and "sustainable knowledge sharing with 3 sub-themes". In the "Knowledge Management Strategies" dimension, 3 main themes were identified and extracted under the titles of "Motivation and support with 4 sub-themes", "Innovation with 3 sub-themes" and "Research with 3 sub-themes".   Conclusion The main purpose of the current research was to identify the effective factors on the implementation of knowledge management based on Eric Cheng's model in the dimensions of "Knowledge Leadership", "Knowledge Management Perspective", "Knowledge Exchange Culture" and "Knowledge Management Strategies" in secondary schools of the second period of West Azarbaijan province. Knowledge management is an organizational process for collecting, storing, exchanging and exploiting knowledge in an organization. Meanwhile, Knowledge leadership plays an essential role; because leaders should promote the value of knowledge in the organization, create motivation and commitment to share knowledge and encourage people towards knowledge management processes. The perspective of knowledge management should determine specific goals and priorities for attracting, creating and transferring knowledge in the organization and use specific strategies to achieve these goals. Knowledge management strategy should include methods and processes that are used as tools for collecting, organizing and exploiting knowledge. The culture of knowledge exchange is also introduced as a part of knowledge management and indicates the willingness of organization members to share their knowledge and experiences. This culture of knowledge exchange helps to create an open environment in the organization. In a general comparison with the results of previous researches, the results of the present research in the dimension of knowledge leadership have an innovative aspect in terms of identifying the main themes of "information networking and learning support" and the sub-themes of each of them. In the perspective of knowledge management, in terms of identifying the themes of "continuous interaction and effective feedback" and the sub-themes of each of them, it has an innovative aspect and to some extent in the sub-themes of "situation analysis" overlaps with the results of Edak & Edak (2018) and Daraei & Navehebrahim (2021). In the dimension of knowledge exchange culture, the identification of the themes of "constructive environment and security" and the sub-themes of each of them is new and only in the theme of "sustainable knowledge sharing" it is somewhat aligned with the results of Rahimiane et al, (2022). In terms of identifying the themes of "innovation and research" and the sub-themes of each of them, the knowledge management strategy has an innovative aspect, and only in the theme of "motivation and support" it is somewhat aligned with the results Rahimiane et al, (2022). According to the results obtained from the research, the following are suggested separately: In the dimension of knowledge leadership: schools should pay special attention to creating a virtual platform for teachers and students. In the perspective of knowledge management: school managers should conduct a needs assessment among teachers and school staff so that the needs, opportunities and problems in the school are identified and based on this analysis, suitable resources and solutions are introduced and implemented. In the dimension of knowledge exchange culture: through holding knowledge-enhancing courses, teachers' knowledge in this regard is increased and they are encouraged to collaborate and cooperate among people in the school and promote the creation of a culture of collective learning.  In the dimension of knowledge management strategies: based on external incentives such as issuing incentives, annual evaluation score, organization score, etc., teachers should be encouraged to present creative solutions, generate ideas, carry out research activities, etc.

Abstract Abstract The aim of this study is to identify the dimensions and components of virtual Arabic language education in Iraq. The research method is applicable in terms of its purpose, qualitative in terms of its implementation method, and of content analysis type. The statistical population of this study includes 15 experts and scholars in the field of virtual education, especially Arabic language education. The sampling method in this study is purposive. The research collection tool is semi-structured interviews with experts and scholars, whose validity was confirmed by the triangulation method and its reliability was calculated by the agreement coefficient between the two coding methods as 0.81. Data analysis was carried out using the content analysis method and MAXQDA software. The findings of this study showed that virtual Arabic language education in Iraq had 66 basic codes, 22 organizing codes, and 8 comprehensive codes. In this study, the overarching codes include teacher professional development, student engagement, global trends and technological advances, curriculum and instruction development, stakeholder engagement, continuous improvement and evidence-based practice, digital skills preparation and career readiness, and online learning environment considerations. Finally, a model of dimensions and components of virtual Arabic language education in Iraq was designed. Extended abstract Introduction Arabic language teaching is rooted in the culture, religion, history, literature, and sciences of Iran. Persian language and literature are intertwined with Arabic, and familiarity with Arabic, especially its vocabulary and texts, will affect Persian language learning (Oueslati et al, 2020). Also, teaching Arabic as the language of the Quran enables each individual to directly communicate with the divine book, understand it, and benefit from its guidelines. According to linguists, Arabic is one of the most complete languages ​​in the world, which can well express broad and deep concepts and content in beautiful and short formats (Aouichaty et al, 2024). Important goals of teaching Arabic include familiarizing with the phonetic and grammatical system of the Arabic language to understand religious and Quranic concepts, familiarizing with the morphological and syntactic structure of Arabic sentences, strengthening the ability to read Arabic texts fluently, increasing students' interest in the Arabic language, and encouraging them to use what they have learned correctly (Khairy et al, 2021). One of the relatively new methods for teaching and learning Arabic is the use of virtual education, and learners can use this method of teaching to learn Arabic audio and video clips through files to get rid of the boredom and fatigue of face-to-face Arabic education (Arifin et al, 2021). The progress and survival of any society depends on the quality and efficiency of technology in the education of that society, and virtual education, given its special and outstanding features, creates a unique and lasting opportunity for teaching and learning (Hwang et al, 2023). Virtual education is essentially the art of using network technology to design, select, develop, and manage the educational process through new methods of integrating content and resources, interactions, increasing educational performance, and optimizing the activities of an educational organization (Hyeon & Oh, 2025). Virtual education has provided the possibility of implementing and defining a new form of learning and education based on the use of information and communication technology; so that the teacher and the student are far and separate from each other, and this method facilitates the distribution of educational content and is not limited to a specific time and place (Carpenter et al, 2022). Accordingly, and since virtual education has grown significantly in recent years and the role of virtual education in improving the educational situation is clear, the present study was conducted with the aim of identifying the dimensions and components of virtual education of the Arabic language in Iraq. Therefore, the researcher addresses the main question: What are the dimensions and components of virtual education of the Arabic language in Iraq? Theoretical Framework Virtual Education The term virtual education includes a wide range of applications and functions, including non-face-to-face education and electronic libraries (Abbasi Kasani, 2020). E-learning gives people the power to learn outside the physical classroom environment. Distance learning has been common in the world for many years, but combining this type of education with the Internet has led to the invention of a new teaching method called virtual education (Yar Ahmadi et al, 2023). Shafai & Aliyari (2023) while conducting a study on the challenges and solutions of virtual education in Arabic lessons during the Corona period concluded that; in addition to creating problems for students and their parents, Corona has put a lot of pressure on teachers, especially Arabic teachers, and has affected the quality of education and the way it is taught. Ghasemi et al, (2023) in a study on the content analysis of researches related to the study of the challenges of Arabic language teaching in the Iranian education system reported that the continuous and ongoing pathology of Arabic language teaching and efforts to solve the challenges in this field play an important role in improving Arabic language teaching in the Iranian education system. Research Methodology The research method is applicable in terms of its purpose, qualitative in terms of its implementation method, and of content analysis type. The statistical population of this study includes 15 experts and scholars in the field of virtual education, especially Arabic language education. The sampling method in this study is purposive. The research collection tool is semi-structured interviews with experts and scholars, whose validity was confirmed by the triangulation method and its reliability was calculated by the agreement coefficient between the two coding methods as 0.81. Research Findings Data analysis was carried out using the content analysis method and MAXQDA software. The findings of this study showed that virtual Arabic language education in Iraq had 66 basic codes, 22 organizing codes, and 8 comprehensive codes. In this study, the overarching codes include teacher professional development, student engagement, global trends and technological advances, curriculum and instruction development, stakeholder engagement, continuous improvement and evidence-based practice, digital skills preparation and career readiness, and online learning environment considerations. Finally, a model of dimensions and components of virtual Arabic language education in Iraq was designed. Conclusion The present study was conducted with the aim of identifying the dimensions and components of virtual Arabic language education in Iraq. The findings of the present study are in some ways consistent with the findings of Shafai & Aliyari (2023), Ghasemi et al, (2023), Yusuf et al, (2023), Yar Ahmadi et al, (2023), Tavakoli Mohamadi & Taheriniya (2022), Zanganeh Enanloo et al, (2022), and Mohammadkhani et al, (2018). Shafai & Aliyari (2023) concluded that in addition to creating problems for students and their parents, Corona has put a lot of pressure on teachers, especially Arabic teachers, and has affected the quality of education and its teaching method. Considering the results obtained, the following suggestion is made: Parents should be aware of their children's virtual education environment and how it is conducted and use the available facilities to support their learning process. Parents can help teachers and students by creating a conducive environment at home, encouraging participation in educational activities, and monitoring their child's academic progress.

Abstract The aim of this study is to develop a conceptual framework for organizational coaching in the education system. In terms of its objective, the study is applied–developmental, and in terms of implementation it was conducted using a qualitative approach through thematic analysis. The research population consisted of ten experts and specialists in the field of educational management who were selected through purposive sampling. Data were collected through semi‑structured interviews and analyzed using thematic analysis. The findings indicate that the conceptual framework of organizational coaching in the education system encompasses three interrelated dimensions. The first dimension concerns infrastructure and enabling foundations, including the definition and positioning of coaching within the organizational culture, needs assessment and prioritization of intervention areas, the development of a localized coaching model, and the commitment of senior leadership. The second dimension relates to the operational process and implementation, which includes strategic alignment, barriers to adoption and organizational resistance, the role and competencies of coaches (both internal and external), the clarification of goals and expectations in coaching sessions, the development of a culture of feedback and mutual trust, the enhancement of coaching competencies among leaders, and the impact of coaching on teacher empowerment. The third dimension focuses on evaluation, sustainability, and knowledge transfer, encompassing the required infrastructures and resources, monitoring and quality assurance mechanisms, key performance indicators (KPIs) for organizational coaching, long‑term professional development pathways, and the requirements for institutionalization and broader implementation.

Abstract Abstract
The purpose of this research was to develop an effective teaching model in order to improve the educational level of schools. This research is qualitative and phenomenological. The research community includes academic experts familiar with the subject. Based on the purposeful sampling method; after a semi-structured interview with 15 people, theoretical saturation was achieved and the interview was stopped. In this research, consultants and experts in the field of educational management were used to achieve validity, and the verification strategy of research colleagues was used to determine reliability; based on this, validity and reliability were confirmed. The method of analysis used in this research was thematic method. Based on the results of the interviews, 11 themes in the form of 4 concepts of personal and scientific characteristics of teachers (social status of teachers, individual character of teachers, and empowerment of teachers), optimal management of the classroom and educational environment (use of educational technology, classroom management and effective educational implementation, and appropriate educational tools and equipment), active and motivating teaching (use of active teaching methods and motivational levers), and targeted teaching (objectification of teaching (meaningful learning), targeted research) were identified. Based on this, it is suggested to use the model presented in this research in order to improve the educational level of schools and make teachers' teaching more effective.
Extended abstract
Introduction
Among all the duties of education, teaching can be considered one of the basic duties that have an interactive relationship with other duties; and in fact, it can be considered as the foundation of other duties of education. Considering the importance of teaching and the role of its infrastructure in achieving educational goals in theoretical and practical fields, emphasizing effective teaching in a way that can provide the achievement of important goals is a certain and obvious thing (Mohammadi Khangah & Hosseinzadeh, 2015). Teaching is a comprehensive, multiple, complex phenomenon in which the role of the teacher and learners has changed (Mahdian & Amini, 2018). In fact, teaching includes a set of skills that take place before, during and after the implementation of the teaching process, and provide the possibility of teaching students (Devlin & Samarawickrema, 2022). Today, traditional educational methods are no longer suitable and effective for the current society (Mehrabiniya et al, 2022). The effectiveness of teachers' teaching in the classroom consists of various dimensions, including: respect for students, the ability to challenge and stimulate their minds, lesson organization, speech skills, and presentation of materials in an appropriate manner (Aldrup, Carstensen et al, 2022). The meaning of effective teaching is a set of teacher's actions and characteristics that lead to the achievement of educational goals and students' learning (Wang & Cheng, 2023). The role of the education system in the growth and development of societies is outstanding and undeniable. However, one of the main problems in education is the lack of effective teaching indicators. Considering the importance of teaching and the role of its infrastructure in achieving educational goals in theoretical and practical fields, it is obvious to emphasize effective teaching in a way that can provide the achievement of important educational goals. Major changes are taking place in the educational system. Based on this, the main issue in this research is the answer to the question: what is the appropriate model of effective teaching in order to improve the educational level of schools?
Theoretical framework
One of the duties of teachers in the process of education and training is to lay the groundwork for the growth and learning of students, and in modern education and training, the emphasis is on the activeness of the learner in the process of learning and the formation of mental construction (Fallahi & Rostami, 2012). Therefore, the activity that takes place in the teaching and learning process must have the characteristics to be called teaching. One of the prominent features of such an activity is that two people are involved in it and each of them is involved in a specific way (Eslamian, Ealamian & Karami, 2018). Wang and Cheng (2023) consider teaching to be an interactive and two-way process in which both the learner and the instructor are affected by each other, and teaching in this sense is the explicit expression of what needs to be learned. The most basic definition of effective teaching is the teacher's ability to help students and learners reach high standards (Hoseini hesam abadi et al, 2023). Effective teaching should be regular and stimulating, and promote motivation, vitality, innovation, and increase the efficiency of teachers and students (Bidabadi et al., 2016). Devlin & Samarawickrema (2022) showed that effective teaching criteria have changed after the Covid-19 pandemic and are more based on interactions between the teacher and students. Chew & Cerbin (2021) showed that effective teaching requires solving nine challenges, including changing the mental mindset of students, metacognition and self-regulation, student fear and distrust, prior knowledge, misconceptions, ineffective learning strategies, learning transfer, selective attention limitations and mind effort limitations, and active memory. Abedini et al, (2020) in a research found that 10 factors, including the teacher's mastery of the subject, the expression of clear educational expectations, the power of leadership and classroom management, the active participation of students in the teaching process are affecting factors in effective teaching. Shirbagi and Nasirinia (2020) in examining the professional development of a step towards effective teaching in Sanandaj elementary school teachers showed that the "characteristics of effective professional development" questionnaire has good validity and reliability for use among Iranian teachers. Among the components of effective professional development from the point of view of teachers, according to the results of the Friedman test, the first rank of these components was focusing on the content knowledge of teachers and how students learn the material, and the last rank was active learning beyond the classroom. Also, there is a significant difference between the components of effective professional development of teachers.
Methodology
This research is fundamental in terms of its purpose, and exploratory in terms of the method of data collection. The research has been conducted qualitatively. Considering that the purpose of this research is to identify the dimensions and components that influence effective teaching and formulating a model, and on the other hand, we tried to make the obtained results as realistic as possible; on this basis, a qualitative approach was used. Qualitative data was collected using library studies and semi-structured interviews. The statistical population of this research included academic experts familiar with the subject, and theoretical data saturation index was used to determine the sample size. In order to analyze the data, the theme analysis method was used.
Research findings
In order to examine and answer the research question, after collecting, arranging and organizing the codes resulting from each interview and based on the thematic method, key words and points in the form of an index was extracted from the interview text. For this purpose, the codes collected through interviews were collected and organized in a database. Based on the results of the interviews, 11 themes in the form of 4 concepts of teachers' personal and scientific characteristics (teachers' social status, teacher's individual personality and teachers' empowerment), optimal classroom management and educational environment (use of educational technology, classroom management and effective educational implementation, educational tools and equipment appropriate), active and motivating teaching (use of active teaching methods and motivational levers), and purposeful teaching (objectification of teaching (meaningful learning), targeted research) were identified.
Conclusion
The purpose of this research was to develop an effective teaching model in order to improve the educational level of schools. The results of this research are consistent with the findings of Aldrup et al. (2022), Devlin & Samarawickrema (2022), and Chew & Cerbin (2021). In explaining the findings of this research, it can be said that the optimal classroom management mentioned by the interviewees includes: classroom preparation, planning, parents' participation in their children's education process, welcoming students' interaction with each other, the ability to communicate with problematic students, continuous and formative evaluation, respecting the order of the teacher while teaching, having a lesson plan, having a logical order in teaching, on time attendance control, strictness on time, removing communication barriers while teaching, providing a learning environment, and human relations governing the classroom atmosphere. Class management includes all the decisions and actions necessary to discipline the class and is brought up under the title of discipline. This type of order means managing, maintaining, or providing an environment in which proper learning is done along with reducing issues and problems for students. Also, effective teaching requires the use of appropriate educational tools and equipment. The facilities and physical space of the classroom, the use of multimedia in teaching, the use of lesson presentation software (PowerPoint and Parzi), creating a positive learning environment, using warm and soothing colors for the classroom, having workshops and laboratories for special courses are some of these tools and equipment. Finally, it is suggested that the school administrators help the teacher to improve the quality of teaching by providing a healthy atmosphere and adequate educational materials. Also, in future research, the effect of factors such as distributed leadership style, professional support, professional commitment, etc. on effective teaching based on the model identified in this research should be investigated. It is also suggested to use the model presented in this research in order to make the teaching process in schools more effective.

Abstract The purpose of this study was to present the competency model of Payam-e-Noor University staff with the cognitive method of data-based theory. The research method was applied in terms of purpose; qualitative in terms of data type; and data-based type. The statistical population of the study consisted of 25 individuals, experts of Payam-e-Noor University who were selected a

Abstract Abstract
The aim of the present study is to design a comprehensive model for conceptual development of teamwork coaching in Iranian government organizations with a data-based approach. The research method is developmental and exploratory in terms of its purpose, and qualitative in terms of its implementation method, and utilizes the data-based method. The statistical population includes 10 experts, experienced in the field of teamwork or coaching, selected as samples through non-random, definitive, judgmental and systematic sampling using the snowball method. The data collection tool includes semi-structured interviews. Data analysis is using coding and the data-based method. The results of the study showed that the five factors: the moderating factors of the implementation of teamwork coaching, the contextual factors of the implementation of teamwork coaching, the strategies of the implementation of teamwork coaching, the consequences of the implementation of the teamwork coaching system, and the causal conditions of the implementation of teamwork coaching are effective in providing a comprehensive model for the conceptual development of teamwork coaching in Iranian government organizations.
Introduction
Today, conventional and hierarchical structures have turned towards group structures, through which organizations have achieved productivity, savings, increased production, and profitability. Therefore, it is necessary to design and implement a teamwork system in the form of a macro-organizational strategy (Yaghubi, 2022). Teamwork has many benefits in individual and organizational dimensions, including a sense of personal security, a sense of satisfaction, the reduction of work difficulty, multi-skilling for individuals and a reduction in work accidents, increased productivity, balancing organizational layers, the formation of participation, and quick and timely decision-making by employees of operational layers for the organization. Accordingly, the formation of teamwork is considered as an important factor in improving quality and gaining competitive advantage (Ebrahimzadeh et al, 2015). Therefore, the most important concerns of a modern organization can be guiding and transforming teamwork towards improving performance. Heslin et al, (2006) found that in order to guide teamwork towards better efficiency, the organization needs an active, goal-focused, and person-to-person flow that is used to improve the performance of individuals and promote their professional path, which can even have a positive impact on their working lives (Kameli, 2016). Managers have gradually come to the conclusion that in order to carry out the complex activities of the organization, they need employees who work in groups of multiple people with complementary expertise to advance the goals of the organization (Kaviani et al, 2019). Today's advanced organizations have realized that humans play a more central role than ever before, and organizations are forced to adopt new methods in the field of human resource training in order to succeed and survive in a competitive world. Finding a way for managers to do this continuously and efficiently is one of their first challenges in employee teamwork. In general, considering the research gaps stated, today a new concept called coaching is being mentioned that can be a common answer to the aforementioned challenges. Coaching is one of the methods of training and improving employee performance that, like other training methods, is used for the growth and development of human resources. Coaching is an effective method for promoting learning that can have a positive impact on the organization's profits and losses and bring tangible benefits to individuals and organizations (Bakhshi, 2019). Therefore, considering the above, the main research question is: What is a comprehensive model for developing the concept of teamwork coaching in Iranian government organizations with a data-based approach?
Theoretical Framework
Teamwork
The concept of teamwork refers to the fact that individuals in groups are able to do things beyond what they can do alone and independently. Therefore, many organizations have turned to teamwork-based structures as a way to survive and win in today's competitive world (Yaghubi, 2022).
Coaching
Coaching is a course to empower individuals so that they feel relaxed and useful and feel satisfied by reaching their desired positions. This method, while paying attention to the problems and challenges facing the manager and employee, also focuses on his goals and tries to help him achieve better and faster results by creating the necessary support. Currently, coaching is considered one of the most efficient methods of developing individuals and a powerful approach to performance management. Unlike training, which usually includes a group of people and has a time limit, coaching is a focused and one-on-one method that can be implemented at any hour and any day (Abdi et al, 2018).
Ghafari et al, (2022) in a study identified a model to explain the concept of employee performance coaching in Iranian government organizations. The findings, using jointly extracted concepts, led to the identification of 5 factors of moderating, contextual, strategic, consequences, and finally causal conditions for implementing the performance coaching system. The results indicate that today's organizations, with more knowledge of the aforementioned factors, can respond better to competitive pressure and, as a result, achieve more efficient results by developing and implementing training and business strategies such as coaching.
Haji Zadeh et al, (2021) in a study identified and explained the effective factors of coaching operational managers of Persian Gulf Petrochemical Industries Company in order to motivate human resources. The results showed that out of 805 extracted concepts, 145 initial codes were identified in the form of 23 categories, including the central category, causal conditions, contextual conditions, intervening factors, strategies, and consequences. Also, the degree of influence of the relationships between the model variables was positive and significant.
Research Methodology
The research method is developmental and exploratory in terms of its purpose, and qualitative in terms of its implementation method, and applies the data-based method. The statistical population includes 10 experts, experienced in the field of teamwork or coaching, selected as samples through non-random, definitive, judgmental and systematic sampling using the snowball method. The data collection tool includes semi-structured interviews.
Research findings
Data analysis is using coding and the data-based method. The results of the study showed that the five factors: the moderating factors of the implementation of teamwork coaching, the contextual factors of the implementation of teamwork coaching, the strategies of the implementation of teamwork coaching, the consequences of the implementation of the teamwork coaching system, and the causal conditions of the implementation of teamwork coaching are effective in providing a comprehensive model for the conceptual development of teamwork coaching in Iranian government organizations.
Conclusion
The present study was conducted with the aim of designing a comprehensive model for conceptual development of teamwork coaching in Iranian government organizations with a data-based approach.. The results of this study are consistent with the results of Ghafari et al, (2022), Haji Zadeh et al, (2021), Dastgerdi et al, (2021), Mashhadi & Qoroneh (2021), McCarthy & Milner (2020), Podolchak et al, (2019), and Jafarpur (2018). Dastgerdi et al, (2021) showed that the core phenomenon of coaching includes work sessions, division of labor, and listening skills; which can be implemented innovatively according to different levels of coaching. The purpose of implementing strategies, which are selected purposefully, is to better manage and accomplish the desired phenomenon in the prevailing context and platform. Therefore, by using strategies, the core phenomenon can be implemented. Thus, codes that have a more operational flavor among the concepts answered in the interviews are classified as a strategy and a requirement. Considering the form and framework of the central phenomenon in the two concepts of goal enumeration and solution enumeration, the strategies section can also be divided into two sections for group members. The resulting codes in this section include emphasis on self-empowerment, emphasis on self-responsibility, transparency of processes, and dialogue-oriented space creation, which are classified in the concept of behavioral strategies.
Based on the research results, the following suggestions are made:
Encouraging employees to learn coaching concepts while working
Creating work groups and providing conditions for group work
Holding periodic coaching training courses for senior managers
Sending middle managers to learn how to teach and coach in the organization
Reducing organizational cultural barriers such as reducing the costs of people moving for advancement and performance improvement
Contracting long-term contracts with coaching training institutions and research centers in order to achieve long-term goals.

Abstract Abstract
The aim of the present study was to identify the underlying factors and challenges in irresponsible and away from meritocratic appointments in education. The present study was applicable in terms of its purpose, and qualitative in terms of the method of data collection, which was conducted by content analysis. The research population included human resources department employees and middle managers of education in Semnan city, and 14 semi-structured interviews were conducted using a non-probability method with a theoretical saturation technique in the findings. The data were coded with MAXQDA 2020 software, and the results of data analysis led to the identification of 47 basic themes and 7 organizing themes in the context of the underlying factors in irresponsible and away from meritocratic appointments in education, which were classified into 4 overarching themes: management in the shadow of politics; organizational belonging bottlenecks; the conflict between economy and educational strategy; and fundamental structural faults; and 105 basic themes and 9 organizing themes were identified in the context of challenges in irresponsible appointments and away from meritocracy in education, which were classified into 4 comprehensive themes: managerial and organizational crises in the education system; social and cultural crisis in education; inequality crisis in education; and quality crisis in education. Considering the identification of the underlying factors and challenges in irresponsible appointments and away from meritocracy in education in this study, implementing the solutions presented in it can facilitate and bring about the realization of the appointment of competent people in education.
Introduction
In today's world, where societies are changing and progressing at an unprecedented pace, human resources are the main pillar and capital of an organization (Nabavi, 2019). The most important factor in the sustainability of any system is the competence of its officials (Ortogoli Farahani et al., 2023). Therefore, appointing managers based on merit is one of the main challenges for policymakers (Rezaei Yazdeli et al., 2023) to identify, attract and retain the most competent managers as a competitive advantage, because meritocracy helps to recognize and reward real performance and, with equal opportunities for all (Suryani et al., 2024), increases employee participation, satisfaction and retention (Budhwar et al., 2019). It also leads to ensuring social justice, increasing motivation, dynamism, creativity and mobility of managers, reducing administrative and financial corruption, increasing organizational productivity and optimal budget consumption, and developing human capital (Yarmohammadi et al., 2024). In appointment based on meritocracy, hard work and achievements or personal abilities of the individual lead to wealth, employment and power; and excellence strengthens the reward of talents regardless of social status or personal connections (Hyder & Khan, 2024). Education, in terms of the nature of activity (Jafari, 2024), is one of the most important pillars of any social system and the basis of the cultural, social, economic and political development of any society (Ghadimi Yardoghdi & Hafezian, 2020), and in this, the manager has a very sensitive and significant role in it (Haseli & Ebrahimiān, 2021) so that they can fulfill the missions of educational systems (Soltani et al, 2024). Therefore, the education system must seek competent, capable, and knowledgeable managers in order to transform the structure of educational organizations and make the most of capital, technology, and human resources (Ghaedri Zefareh et al, 2023). Failure to appoint qualified managers leads to the selection of inefficient human resources that lack the necessary qualifications and skills, which imposes heavy costs on the organization, lacks productivity, and a sharp decline (NgaAssia & Okon Effanga, 2021), and will have irreparable consequences such as loss of employee motivation and public dissatisfaction, wasting potential talents, and consequently reducing efficiency and effectiveness (Ortogoli Farahani et al., 2023). Considering the extent, complexity, and importance of the education organization and its impact on other organizations, and also considering that education is one of the most important pillars of any social system; responsible appointment of managers based on meritocracy is one of the important and challenging issues, and since identifying the underlying factors and existing challenges is the most sensitive and important measure, the outcome of which is to improve the effectiveness of the organization and can play an effective role in making the right policies in this field; therefore, the present study sought to identify the underlying factors and challenges in irresponsible appointments and away from meritocracy in the education organization.
Theoretical foundations of the study
Meritocracy: Meritocracy is a system that provides conditions for the leadership and management of capable and elite individuals. Meritocracy is a model that is based on five bases of managerial competence, such as knowledge, ability, motivation, value, and management style (Schroder, 1989). Meritocracy is a social system in which the highest power and social status are entrusted to individuals with the greatest ability. Meritocracy is a social system in which advancement in society is based on individual abilities and merits, not derived from family, wealth, or social background (Imbroscio, 2016).
Research Methodology
The present study was applicable in terms of purpose, and qualitative in terms of data collection and thematic analysis strategy. The research participants included human resources department employees and middle managers of education in Semnan city in the period 2024, and 14 participants were selected using a non-probability method and considering the theoretical saturation technique in the findings. The data collection tool was a semi-structured interview. The research data was validated using participant feedback methods and the use of external observers. The data obtained were coded using the content analysis method and MAXQDA 2020 software.
Research findings
Based on the results obtained, the set of reasons that the interviewees mentioned regarding the factors that cause irresponsible and away from meritocratic appointments in the education organization; based on the type of conceptualization, they were classified into four overarching themes: management in the shadow of politics (hidden influence, blocked roads of talent); organizational belonging bottlenecks (inner shadows, invisible walls); conflict between economy and educational strategy (shadows of recession, unclear path of evaluation); and fundamental structural faults (silent structures). Also, the reasons that the interviewees mentioned regarding the challenges arising from irresponsible and away from meritocratic appointments in the education organization; based on the type of conceptualization, they were classified into four overarching themes: managerial and organizational crises (the mask of politics on the face of education, paralyzing bureaucracy in the path of education, strategic holes in the maze of sectional decisions, and stalled wheels: inefficiency in the allocation and utilization of resources), social and cultural crisis (solidarity crisis: a toxic and insecure atmosphere in education, lost light: a crisis of solidarity and motivation in education), inequality crisis (educational system imprisoned by inequality, a curtain on the future of the country), and quality crisis (silent damages in the education system(.
Discussion and Conclusion
The first finding of the research indicated that non-meritocracy appointments in the education organization arise from four root causes in the formation of meritocracy. These sources include: management in the shadow of politics, which is associated with concepts such as hidden influence and blocking the path of talent development, which is consistent with the studies of Akhtar & Abdullah (2023), Alqudah et al., (2022), Farhadinejad et al., (2022), and Michael et al., (2023), which have proposed political interference, party relations, and political influence as effective factors in non-merit-based appointments.
Another identified factor is the conflict between the economy and educational strategy, which is crystallized by the shadows of resource stagnation and ambiguity in the competency assessment system, which is consistent with the studies of Jamjoom (2023), Lashkari & Siah Mansouri (2023), and Mehralizadeh & Chenari (2024). Each of these factors is conducive to the dominance of individual tastes, political preferences, relationship-orientedness, and the neglect of meritocracy in management processes. Accordingly, it is suggested that in order to strengthen merit-based selection, measures such as designing a transparent and legal system for evaluating the competence of managers, establishing multi-level evaluation structures, curbing political and group influence in appointments, institutionalizing a culture of organizational belonging through training, career counseling, and creating professional growth paths should be put on the agenda of policymakers. Also, reviewing resource allocation, clarifying selection criteria, and dealing with traditional and inefficient structures are other key strategies for reforming the appointment process in education. The first challenge in irresponsible appointments and away from meritocracy in education was the managerial and organizational challenge (the mask of politics on the face of education, paralyzing bureaucracy in the path of education and training, strategic holes in the maze of sectional decisions, and stalled wheels: inefficiency in the allocation and utilization of resources). According to the interviewees, in most of the appointments in the education organization, the qualifications and competence of the individuals are not taken into account and political thinking and political loyalty are key factors in these appointments. The results of this section are in line with the studies of Alqudah et al., (2022), Jamjoom (2023), Akhtar & Abdullah (2023), Michael et al., (2023), Baroun (2024), Elyasinajad (2016), Farhadinejad et al., (2022), Jafarpoor et al., (2023), and Zebardast et al., (2022).
The second challenge of education in irresponsible appointments and non-meritocracy was the social and cultural challenge in education (crisis of solidarity: toxic and insecure atmosphere in education, lost light: crisis of solidarity and motivation in education). Irresponsible appointments and non-meritocracy in the organization have provided a platform for deep conflicts and instability within the organization. The third challenge that arose in irresponsible appointments and non-meritocracy in education was the challenge of inequality in education (education system in the prison of inequality, obscurity on the future of the country). By intensifying injustice, irresponsible appointments in education reduce job opportunities and expand social inequality. The quality challenge in education (silent damages in the education system) was the fourth challenge in irresponsible and non-meritocratic appointments in education. Irresponsible and non-meritocratic appointments in education, through incorrect decision-making and ineffective policies, cause silent damages in the education system and exacerbate educational isolation. 

Abstract Abstract The aim of this study is to present a quantum leadership model to establish organizational civilization in the Iranian higher education system. The research method is fundamental in terms of its purpose, and qualitative in terms of its implementation method, with inductive-deductive logic. Based on purposive sampling, the statistical population of the study includes 11 experts and managers of Islamic Azad University as well as members of the university's faculty. Semi-structured interviews were used to collect data. A coding-based data-driven approach was used to analyze the data. The research findings consist of categories arising from the data-based approach include causal factors (structural factors, behavioral factors, contextual factors); strategies (structural strategies, behavioral strategies, contextual strategies); challenges and obstacles to quantum leadership (structural obstacles, behavioral obstacles, contextual obstacles); the governing context (structural capabilities, behavioral capabilities, contextual capabilities); Quantum leadership characteristics (extrapersonal, intrapersonal); Organizational civilization characteristics (behavioral, structural); Consequences of organizational civilization (consequences for the higher education system, consequences for society and the country). The results of this study showed that by implementing the model obtained in this study, we can witness positive consequences in terms of implementing quantum leadership in order to establish organizational civilization in the country's higher education Extended abstract Introduction Creating new knowledge has long been one of the main functions of universities, and the greatest effort of the academic community is to promote knowledge and strengthen intellectual capital by utilizing existing informational, intellectual, and human resources; therefore, universities must identify, extract, and utilize these resources using new and appropriate leadership and management methods. One of the new concepts of the third millennium is quantum leadership (Razi & Nadi, 2021). The twenty-first century is witnessing an era that can be called the quantum age in terms of technology. Traditional beliefs about management and leadership and the nature of the organizational environment have been limited by the influence of a mechanistic, deterministic, and reductive worldview. Current thinking about leadership has necessitated the use of new models, dimensions, and skills; that are more appropriate for responding to the complexities of the quantum age and empower organizational leaders to perform their duties more effectively (Hamzepur, 2018). The goal of quantum leadership is to increase the power and effectiveness of managers and employees, which tries to use the concepts and principles of quantum theory as a guide to describe and explain organizational phenomena and solve management problems. On the other hand, effective management and organizational excellence of universities and the existence of precise management and leadership systems are the inevitable necessities and needs in an efficient and effective system (Norozzadeh et al, 2020). The preservation and protection of the organization's civilization by managers and the existence of extensive organizational social capital are clearly among the criteria of organizational civilization. A civilized organization, depending on how civilization is defined, requires its own strong foundations; the main foundation of which is definitely formed by the founders and leaders of the organizations; followed by senior managers, middle managers, supervisors, experts, and finally employees to decorate and maintain this structure (Mirsapasi, 2008). The lack of establishment of organizational civilization in organizations, especially in higher education and the Ministry of Science as the source of scientific and cultural developments, which is a pioneer in the field of producing civilizational knowledge and developing the global culture of Islam, can bring irreparable challenges. If the source of developments and changes does not base its priority on order, politeness, ethics, and social justice, it will certainly deviate from its main path and goal; and achieving predetermined perspectives will be out of reach. Therefore, in this research, we seek to answer the question: what is the quantum leadership model for establishing organizational civilization in the Iranian higher education system? Theoretical Framework of Quantum Leadership Quantum leadership is a style of leadership that seeks to increase trust, security, dynamic communication, and learning; and to reduce vertical communication and increase horizontal communication in the organization. The framework and structure of the quantum organization include reciprocal and fluid communication between the leader and followers, which can be defined through an organization with trust, value, spirituality, learning, dialogue, and thinking together (Rozbeh et al, 2021). Organizational Civilization The organizational civilization perspective as a perspective towards organizational excellence or in the words of Mirsapasi (2008) is a complementary measure of organizational excellence that focuses on observing ethics and civil rights in the organization. Organizational civilization plays a key role in organizational change and helps the organization to evaluate itself and the environment and to revive its strategies, structures and processes. Organizational development also helps organizational members to stop superficial changes and change the values ​​that guide behavior in the organization (Xu et al, 2018). Cai et al, (2024) investigated the causal relationship between quantum leadership and employee innovation performance from the perspective of organizational sustainability. These results show that quantum leadership has a positive effect on innovation performance. Organizational intelligence and knowledge sharing have multiple serial mediating effects on quantum leadership and innovation performance. In addition, the interaction between innovative culture and knowledge sharing improves employee innovation performance. Therefore, this study elucidates the causal relationship between quantum leadership and innovation performance through theoretical and valid research models. It lays the foundation for the sustainable development of organizations in the future. Bogale & Lemi (2024) examined organizational civilization: A systematic review. The findings emphasize the significant impact of organizational civilization on workplace dynamics, influencing employee interactions, treatment, and management. The dimensions often examined in organizational civilization are: innovation, teamwork, outcome orientation, masculinity, participation, and power distance. This review pays attention to the existing literature on the creation and modification of organizational civilization and uses three distinct perspectives: functional, leader characteristics, and culture transmission. Cultural orientations are classified into four main groups: workplace orientation, business orientation, system orientation, and group orientation. Research Methodology The research method is fundamental in terms of its purpose, and qualitative in terms of its implementation method, with inductive-deductive logic. Based on purposive sampling, the statistical population of the study includes 11 experts and managers of Islamic Azad University as well as members of the university's faculty. Semi-structured interviews were used to collect data. Research findings A data-based approach based on coding was used to analyze the data. Research findings consist of categories arising from the data-based approach include causal factors (structural factors, behavioral factors, contextual factors); strategies (structural strategies, behavioral strategies, contextual strategies); challenges and obstacles to quantum leadership (structural obstacles, behavioral obstacles, contextual obstacles); governing context (structural capabilities, behavioral capabilities, contextual capabilities); characteristics of quantum leadership (extrapersonal, intrapersonal); characteristics of organizational civilization (behavioral, structural); consequences of organizational civilization (consequences for the higher education system, consequences for society and the country). The results of this study showed that by implementing the model obtained in this study, positive outcomes can be seen in terms of implementing quantum leadership in order to establish organizational civilization in the country's higher education. Conclusion The present study was conducted with the aim of presenting a quantum leadership model in order to establish organizational civilization in the Iranian higher education system. The results of this study are consistent with the results of Cai et al, (2024), Bogale & Lemi (2024), Balcioglu & Bilgen (2023), Ali sofi & Salami (2023), Hajizadeh Majdi et al, (2023), Geok & Bilal Ali (2021), Ahmadian et al, (2021), Rozbeh et al, (2021), and Noruz Zadeh et al, (2019). Cai et al, (2024) showed that quantum leadership has a positive effect on innovation performance. Organizational intelligence and knowledge sharing have multiple serial mediating effects on quantum leadership and innovation performance. In addition, the interaction between innovative culture and knowledge sharing improves employees' innovation performance. Therefore, this study clarifies the causal relationship between quantum leadership and innovation performance through theoretical and valid research models. It lays the foundation for the sustainable development of organizations in the future. According to the results of this study, the following suggestions are made: - In order to strengthen the structural factors affecting quantum leadership in the higher education system, strategies such as creating flexibility in the structure and tasks of the organization, developing and improving intra-organizational communication between personnel and leaders, moving towards learning and agility of the organization, and creating up-to-date and appropriate changes in the organization and process management are suggested. - In the context of strengthening the structural strategies of quantum leadership, it is suggested that policies be considered to create changes from within individuals instead of changing the organization and utilizing new behaviors and skills; in other words, it is necessary for the effectiveness of the quantum leader, leaders to strive to create constructive changes in the mindset and perceptions of individuals and to apply and promote new and up-to-date organizational skills to carry out the affairs of the organization.

Abstract The aim of the present study was to investigate the application of educational technology components in the main sources of curriculum planning. This research was of content analysis type and its statistical population included all the main sources of curriculum planning at the university level. Nine books were selected as the research sample by the deliberate sampling method. Data collection tools were the check list of educational technology components. Data analysis was performed by means of descriptive statistics. The research findings showed that in the case of each component of educational technology to some subscales such as summary; the use of color in titles, text, image, and cover, the appropriate location for visual materials, and the avoidance of visual bias are not considered in any of the nine main sources of curriculum planning. Furthermore, the use of other subscales has been different in the main sources of curriculum planning; So that in some sources they have been used and in others they have not. Therefore, there is a need for a serious overhaul of the application of educational technology components in the main sources of curriculum planning for future editions.

Abstract Abstract
The purpose of this research is to provide a model of merit service compensation system for veterans in sports. The current research is applicable-developmental and survey-type in terms of purpose. The statistical population of the present study includes all deputy ministers, directors of the general staff of the respective ministries, federations' heads and secretaries, heads and members of the directorate of federations, official members of committees such as members of the National Olympic and Paralympic Committees, the Supreme Council of Sports and heads, directors and deputies of general departments of sports and the youth of the provinces and their peers along with coaches, referees and prominent players in the field of sports are 3560 people, which was considered to be 250 people using Cochran's formula, and multi-stage stratified sampling method was used. The collection tool in this research includes a researcher-made questionnaire derived from the qualitative method. The reliability of the research was checked and confirmed using Cronbach's alpha criterion in SPSS software. Lisrel software was used to fit the conceptual model of the research. In order to confirm the final research model, confirmatory factor analysis was performed. The findings of the research showed that the research model has a good fit with the collected data. Also, in order to improve the fit indices of the model, the terms suggested in accordance with the research literature were used and finally the research model was confirmed, and the GOF value is equal to 0.62 which shows a strong fit to the model.
Extended abstract
Introduction
The importance of world's current developments such as economic competition and the increasing growth of global competition (Yazdani et al, 2020), the emergence of conflict and tension between governments (Goby et al, 2015), and the consequences of critical events obliged many governments and organizations in the last decade to reform their human resource management systems, which necessitates adopting new approaches and changing the mentality of senior government managers in human resource management policies such as reward and compensation, recruitment, selection and promotion (Noti Zahi et al., 2022).
Service compensation is one of the main elements of the employment relationship between individuals and organizations, and in addition to being the largest operational cost for many organizations, it is considered as a tool to increase organizational performance and sustainable competition (Ivana et al, 2019). A proper compensation management system helps business owners and managers to significantly boost employee performance by having a more active and motivated workforce (Mabaso, 2018). Service compensation has one of the most vital effects on the quality of work and the effectiveness of human capital. Compensation for services depends on the characteristics of the people who are employed. The degree of competence and expertise of the people who are hired affects the likelihood of accepting a job, the level of motivation and performance of the workforce, and the characteristics of those who stay in the organization (Bazrafshan et al, 2020).
 (Mohebbi et al., 2022). An organization interested in participating in a competitive market should prioritize meritocracy in its programs and try to continuously improve the competence of experts and managers. Neglecting the culture of meritocracy in the organization and not providing a suitable platform for cultivating worthy people, lack of specific criteria and legal methods in recruitment systems, appointment and promotion, and non-compliance with existing laws are among the most important factors preventing the establishment of a meritocracy system and the lack of development of a culture of meritocracy in organizations that causes discouragement and job dissatisfaction in employees (Sina & Sadati tile bani, 2022). Therefore, the researcher is trying to answer the question: what is the model of merit service compensation system for veterans in sports?
Theoretical Framework
Service compensation
Everything that the organization pays to employees in return for performing duties, which includes varied payment wages or allowances and in general any material and moral privileges, is called service compensation (Mohammadbagheri et al, 2022).
Meritocracy
Meritocracy is a management philosophy and attitude in which human resources are positioned and developed according to their efforts and inherent abilities. Meritocracy is the concept of giving a position based on merit, and not giving a position based on being the apple of somebody's eye or having a social class (Alizadeh, 2015).
Erika & Gianmarco (2022) investigated promotions and productivity: the role of meritocracy and advancement. The results of the study showed that meritocratic promotions lead to higher productivity, and more so when workers expect a large increase in wages. However, when promotions are not meritocratic, increasing wage gradients reduce productivity through negative morale effects. The findings highlight the importance of considering interactions between different personnel policy instruments.
Djaelani et al, (2022) investigated the impact of supervision, service compensation systems and organizational commitment on employee performance in construction service companies. The results of this research show that three independent variables partially and simultaneously have a significant effect on the performance of employees.
Research methodology
The current research is applicable-developmental and survey-type in terms of purpose. The statistical population of the present study includes all deputy ministers, directors of the general staff of the respective ministries, heads and secretaries of federations, heads and members of the directorate of federations, official members of committees such as members of the National Olympic and Paralympic Committees, the Supreme Council of Sports and heads, directors and deputies of general departments of sports and the youth of the provinces and their peers along with coaches, referees and prominent players in the field of sports are 3560 people, which was considered to be 250 people using Cochran's formula, and multi-stage stratified sampling method was used. The collection tool in this research includes a researcher-made questionnaire derived from the qualitative method.
Research findings
SPSS software was used for data analysis, and Lisrel software was used to fit the research conceptual model. In order to confirm the final research model, confirmatory factor analysis was performed. The findings of the research showed that the research model has a good fit with the collected data. Also, in order to improve the fit indices of the model, the terms suggested in accordance with the research literature were used and finally the research model was confirmed and the GOF value is equal to 0.62, which shows a strong fit to the model.
Conclusion
The current research was conducted with the aim of presenting a merit-based service compensation system model for veterans in sports. This research is consistent with the results of Erika & Gianmarco (2022), Djaelani et al, (2022), Alison et al, (2021), Sina & Sadati tile bani (2022), Mohebi et al, (2022), Moradzadeh et al, (2022), Moghimi Firoozabad & Hamdollahi (2022), Fani et al, (2021), Maleki et al, (2019), and Zarei et al, (2020).
Erika & Gianmarco (2022) showed that meritocratic promotions lead to higher productivity, and more so when workers expect a large increase in wages. However, when promotions are not meritocratic, increasing wage gradients reduce productivity through negative morale effects. The findings highlight the importance of considering interactions between different personnel policy instruments.
Based on the results of the research, it is suggested that sports programs with a detailed planning and using veterans in sports help the education and development of these sports in their province. Another activity that sports programs can do is to help the interaction of cities that have social divergence. Therefore, if the sports programs of the province help to organize friendly games between these cities or express the common cultural and sports points of these cities, then they will help the interaction of these cities a lot.

Abstract Abstract
The goal of the current research was to designing a model of flourishing at work in Iranian Central plateau Iron Ore Mines Complex. data coding was done with MAXQDA software in the current research, with the data-based qualitative approach and conducting interviews with 18 experts and managers of this complex, in the form of purposeful sampling. The identified results from data coding to five main research questions led to the identification of 20 main categories that leadership style; motivational sources; job requirements; job resources; and factors related to employees were identified as causal factors of flourishing at work. Also, individual factors; and organizational factors were identified as intervening factors, and organization climate; and organizational culture as background factors. Organizational support; strategic planning; effective communications; training and development of employees; and punishment and encouragement system were identified as flourishing strategies in the workplace. Also work engagement; performance increase; innovative work behavior; organizational agility; organizational commitment; and reducing negative job consequences were identified as consequences of flourishing in the workplace. Therefore, in order to achieve success and sustainable competitive advantage, organizations need employees whose mental health and flourishing are high in the work environment; these flourishing employees are distinguished by positive emotions and comprehensive performance.
Introduction
With the development and popularity of positive psychology in recent years, subjective well-being has attracted the attention of many researchers. Since the emergence of positive psychology more than five decades ago, the literature on subjective well-being has developed rapidly. Psychologists and other social scientists have contributed to the definition and understanding of subjective well-being, which is now conceptualized as “an individual's cognitive and affective evaluations of his or her life” (Diener et al., 2002). In order to better understand the positive performance of people, in addition to the general evaluations of life, the role of work and work environment in the existence of a person should be considered. In this sense, it is necessary to pay attention to the concept of flourishing, especially in the context of work, and it is still a relatively new approach in positive organizational behavior (Cherkowski et al., 2023), and considering that employees spend a lot of time at their workplace; therefore, the health of the work environment is important and affects people's lives and prosperity in the work environment, and because human resources are one of the resources that cannot be imitated by competitors and are considered the main capital of the organization (Dehghanizadeh & Babaizadeh 2023; Akbari et al., 2023) and as one of the most important ways to maintain the sustainable competitive advantage of the organization (Dehghanizadeh & Faraji, 2023), it is necessary to pay attention to the concept of subjective well-being and their prosperity; and organizations that emphasize employee well-being help them thrive in their workplace.
Therefore, the issue of employee prosperity as a strategy for important long-term organizational actions is one of the key concerns of organizational behavior management and human resource management (Stelzner & Schutte, 2016), and organizational prosperity requires the participation and empathy of all members of an organization, and it requires interest in the job and the job satisfaction of the employees so as to try with 100% ability to provide the best performance to achieve the goal of organizational prosperity. It should be noted that organizational prosperity is not only limited to the creativity of employees, and various factors are involved in it; therefore, it is expected that the identification of factors affecting prosperity in the work environment and its consequences for future planning to be very important. Thus, in parallel with the great changes and the complex environment of today and the importance of prosperity in the work environment, important questions arise in the minds of business managers, including the managers of iron ore mines in the central plateau of Iran; and because the complex of iron ore mines of the Central Plateau of Iran carries out very wide activities and has invested in various projects and due to the multiplicity and geographical dispersion of the mines; for a better control and a comprehensive view of the performance of the subcategories and projects and to achieve success, it is necessary for the managers of this large complex to pay more attention to the prosperity in the work environment. Therefore, considering that no research has been done on prosperity in the work environment, this study seeks to design a prosperity model in the iron ore complex of the Central Plateau of Iran and thus seeks to answer the following questions.
- What are the casual factors responsible for prosperity in the work environment of iron ore mining complex in the central plateau of Iran?
- What are the underlying factors of prosperity in the work environment of iron ore mining complex of the central plateau of Iran?
- What are the intervening conditions of flourishing in the work environment of iron ore mining complex of the central plateau of Iran?
- What are the prosperity strategies in the working environment of iron ore mining complex of the central plateau of Iran?
- What are the consequences of flourishing in the working environment of iron ore mining complex in the central plateau of Iran?
Theoretical foundations of research
The concept of flourishing
Flourishing means feeling good and functioning productively, which is synonymous with higher and superior subjective well-being (Huppert & So, 2013; Bullen et al., 2023). Flourishing is a term from positive psychology that describes a good life experience and providing this experience benefits employees, as well as motivates employees to strengthen important actions for success in themselves (Stelzner & Schutte, 2016). Seligman (2012) introduced positive emotions; meaning; belonging and attraction; achievement and success; and positive relationships as elements of prosperity. The element of positive emotions of prosperity shows a person's general tendency towards feeling happy and satisfied. The element of meaning in prosperity refers to a purposeful task that is important. The element of belonging and attraction of flourishing explains attraction, interest and involvement of a person in work. The achievement and success element of flourishing describes the feelings of success, and the element of positive relations of prosperity explains the feeling of support, value and satisfaction from others at work (Afzal et al., 2020).
The concept of flourishing in the workplace
The proper feeling and performance of people in the work environment, which originates from the provision of conditions to show their full working capacity, in other words, the positive consequences of subjective well-being related to work are considered to be flourishing in the work environment. Flourishing in the workplace refers to the state of well-being required by an employee, which is achieved through positive experiences and efficient management of job-related factors (Rautenbach, 2015). In other words, flourishing in work can be described as good performance; a sense of wholeness; involve with; communication and liveliness in the workplace (Cherkowski et al., 2018a; Peethambaran et al., 2023).
Methodology
According to the topic and nature of this research based on the design of the prosperity model in the iron ore complex of the Central Plateau of Iran, the approach of qualitative data-based research was used. Therefore, in this research, by means of subject analysis method and by content analysis of the interviews, some categories extracted, and finally according to the extracted categories, a subject pattern was drawn and interpreted in the form of a model. In order to sample according to the importance of the research subject, a range of experts and key informants to the issues of the organization and prosperity in the organization, including managers, engineers and high-level experts of the iron ore mining complex of the Central Plateau of Iran, were purposefully selected (18 people) and semi-structured interviews was carried out with them, and after data collection, data coding was done using thematic analysis method in Max Kyuda (2020) software.
Research findings
The identified results from coding the data into five main research questions led to the identification of 20 main categories, which are leadership style, motivational sources, job requirements, job resources; and the factors related to employees were identified as causal factors of prosperity in the workplace. Also, individual factors and organizational factors were identified as intervening factors and organizational atmosphere; and organizational culture as contextual factors. Organizational support, strategic planning, effective communications, training and development of employees, and the system of punishment and encouragement were identified as flourishing strategies in the workplace. Also belonging to work, increase performance, innovative work behavior, organizational agility, organizational commitment, and reduction of negative job outcomes were identified as outcomes of flourishing in the workplace.
Conclusion
In order to achieve success and sustainable competitive advantage in today's dynamic and complex environment, organizations need employees whose mental health and prosperity are high in the work environment; thriving employees experience high levels of mental health, characterized by positive emotions and productive overall performance (Kleynhans, 2022). Organizational prosperity requires the participation and empathy of all members of an organization, and it requires interest in the job and job satisfaction of the employees, who strive with 100% ability to provide the best performance to achieve the goal of organizational prosperity. Therefore, considering the importance of flourishing in the work environment, the present research sought to design a flourishing model in the iron ore complex of the central plateau of Iran. The results of the research showed that at the first step, infrastructures must be prepared for an organization in order to provide flourishing conditions in the work environment, and considering the significant and key consequences and benefits of employee flourishing in the work environment, it is suggested that the leaders and managers of iron ore complex of the central plateau of Iran pay special attention to prosperity in the work environment and provide conditions to increase the prosperity of employees in the work environment, which has many benefits for the organization.

Abstract Abstract The current research was conducted with the aim of identifying barriers to optimal implementation of educational evaluation in National Gas Company of Iran and providing solutions for its improvement. Therefore, using the capacity of qualitative research approach and focus group method, the barriers of the studied phenomenon were identified. The data was collected by using the Purposive sampling method (criterion type) and focus interview with 4 focus groups (including 20 people) among the employees of the training and equipping of human resources unit of National Gas Company of Iran and the data was analyzed by using thematic analysis method. Data analysis resulted in the identification of 138 conceptual propositions, 21 basic themes and 5 main themes including "individual barriers", "organizational barriers", "educational barriers", "managerial barriers" and "environmental barriers". According to the findings of the research, it is necessary to pay attention to the identified barriers in order to optimally implementation of the educational evaluation process in the National Gas Company of Iran; therefore, at the end, solutions were presented in order to reduce the effect of barriers on the optimal implementation of the educational evaluation process and its improvement. Extended abstract Introduction Today, due to technological advances and rapid changes in the environment of organizations (Pfoser et al, 2020), the professional development of human resources is considered one of the most important factors in adapting and facing these rapid changes (Rama Devi & Shaik, 2020), in creating a competitive advantage and value creating for organizations (Ashofteh & Orangian, 2021). In this regard, training is one of the main strategies for the professional development of the organization's human resources (Nguyen, 2020); because training is a systematic process of changing the professional behavior and level of competencies (knowledge, ability and skills) of the organization's employees (Urbancová et al, 2021), which affects the performance of the employees and will ultimately ensure the success of the organization (Sahinidis & Bouris, 2018). Effective training courses can be influent in gaining experience and improving the performance of people, and guaranteeing the survival and perfection of the organization by including strategic progress (Bazgir et al, 2020). The current economic recession has reduced the amount of budget allocated to training and development of human resources; therefore, organizations should always design and implement effective training courses in order to strengthen and expand the knowledge, attitude and skills of employees in order to improve, provide innovative ideas and provide quality services. Therefore, it is necessary for organizations to ensure the effectiveness of training courses in order to achieve their goals by providing the necessary grounds for continuous improvement of training courses (Taheri, 2016). One of the basic measures in providing effective training courses is the optimal implementation of the evaluation process of training courses. The most common definition of educational evaluation considers it as a process to examine education in order to determine whether the educational objectives have been realized in an effective and efficient way. (Sahni, 2020). The optimal implementation of the educational evaluation process, as one of the basic methods of quality assurance, makes it possible to guarantee the quality of education by identifying the weak points of the educational program and laying the groundwork to fix them (Tarazi et al, 2020). Creating the necessary conditions for the continuous improvement of training courses, preventing the deviation of training courses and fixing its defects, and helping to answer to superior authorities and suppliers of the costs of training courses are some of the reasons for the necessity of identifying obstacles to the optimal implementation of the training evaluation process (Taheri, 2016). Thus, in the present research, we have tried to answer the question: "What are the obstacles to the optimal implementation of the educational evaluation process in the National Gas Company of Iran?" Theoretical framework Educational evaluation is a regular process of forming a value judgment about the quality of the educational program, making decisions regarding the improvement and modification of the educational program during future planning (Al-Mughairi, 2018). The purpose of educational evaluation is to provide appropriate information for decision-making; in other words, the results of the educational evaluation provide a set of appropriate information for making decisions regarding the continuation, change or termination of the educational program (Sadeghi et al, 2018). In this regard, there are several models each of which considers specific aspects of evaluation. Some models have focused their attention on evaluating learner behavior, educational materials or related methods. Another group of models emphasizes the importance of the role of evaluation in educational planning and tries to improve educational planning by using multiple models, and another group of models also emphasizes the importance of gathering information for decision-making (Taherkhani & Hamidi, 2020). In relation to the subject of the research, Tarazi et al, (2020) in a research with the aim of identifying the criteria and components affecting the evaluation of the effectiveness of in-service training courses for the employees of Refah Karkaran Bank, considers the factors affecting the process of evaluating the effectiveness of the said courses include individual factors (emotions, awareness and cognition, behavior, physical changes and usefulness), group (emotions in the group, awareness and cognition in the group, behavior in the group and usefulness in the group), organizational (financial, efficiency, processes and resources) and social (customer, community development and business ethics). Urbancová et al, (2021) in research entitled "Effective educational evaluation: the role of influencing factors on evaluating the effectiveness of employee training" concluded that educational evaluation methods (self-evaluation and direct evaluation by supervisors and colleagues), feedback to employees, the size of the organization, and human and financial resources affect the process of evaluating the effectiveness of employee training. Al-Mughairi, (2018) also in his research entitled "Evaluation of training and development of employees: case study: a national oil and gas industry" states that the obstacles of the educational evaluation process include people without evaluation qualifications, use of inappropriate evaluation methods, low and limited cooperation of the managers of the organization and the lack of financial resources. Methodology The current research is practical in terms of purpose and nature, and from the point of view of data collection, it is based on the qualitative research approach and the focus group method. The field of research was Iran National Gas Company (headquarters companies and operational areas), and in this field, the participants included all the employees of the training and manpower training unit of Iran National Gas Company. The selection of the participants was based on the purposeful sampling method of the criterion type among the employees of the training and equipping of human resources unit of National Gas Company of Iran. The data was collected using the focal interview technique, and after completing 4 focal interviews, the level of data saturation was reached. In order to analyze the data, the theme analysis method was used. Research findings After conducting 4 focal interviews (including 20 people) with the employees of the Human Resources Training and Equipping Unit of Iran National Gas Company and analyzing the resulting data, 21 basic themes and 5 main themes were extracted, which include: individual barriers (insufficient participation of the organization's employees, lack of specialized knowledge in the organization's employees, lack of required skills in the organization's employees, insufficient knowledge and awareness of the organization's employees about the requirements of the educational evaluation process and incorrect implementation of the requirements of the educational evaluation process by the organization's employees), Organizational barriers (problems in the processes of the organization's human resources planning unit, problems in the processes of the organization's human resources training and equipping unit, problems related to organizational culture, problems related to the organization's human resources, limited credits and required budget, low interaction and cooperation of different units of the organization and lack of efficient and effective motivational systems in the organization), educational barriers (weakness of training course instructors and less and limited use of new and appropriate methods, models and indicators), managerial barriers (insufficient participation of managers, heads and supervisors of the organization, lack of required skills in managers, heads and supervisors of the organization, negative attitude of managers, heads and supervisors of the organization, low and limited support of managers, heads and supervisors of the organization, and incorrect implementation of the requirements of the evaluation process educational by the managers, heads and supervisors of the organization), and environmental barriers (lack of necessary and appropriate infrastructure and lack of mechanisms facilitating the educational evaluation process). Conclusion The present research was conducted with the aim of identifying obstacles to the optimal implementation of educational evaluation in the National Gas Company of Iran and providing solutions for its improvement. The results of this research are consistent with the findings of researchers such as Tarazi et al, (2020), Urbancová et al, (2021) and Al-Mughairi (2018). In explaining the findings of the research, it can be said that individual barriers, organizational barriers, educational barriers, managerial barriers and environmental barriers have caused the process of educational evaluation in Iran's National Gas Company not to be carried out optimally, and the expected results are not obtained from the training courses; therefore, it is necessary to think about improving the existing situation and thereby improve the quality of the educational evaluation process and consequently, the quality of training courses and their effectiveness, and in this way strengthen the skills and abilities of employees to perform their job duties and responsibilities. For this purpose, according to the findings, solutions have been identified to reduce the effects of obstacles and improve the educational evaluation process in the National Gas Company of Iran, such as including the index of the active participation of the organization's employees in the educational evaluation process in the annual performance evaluation form of the organization's employees in order to motivate the organization's employees to participate actively in the process of educational evaluation and etc. According to the results obtained from this research, it is suggested that in future researches, the obstacles of the educational evaluation process and providing improvement solutions in other organizations should be taken into consideration and compared with the results of the current research. Also, in future researches, the effect of each of these obstacles identified in the current research can be investigated separately on the process of educational evaluation. And finally, future researchers can conduct research similar to the current research in certain time intervals when the organization takes corrective measures, so that continuous monitoring can be done in this field.

Abstract Abstract The purpose of this research is to investigate the degree of penetration and dependence of factors affecting organizational forgetfulness using the interpretive structural modeling (ISM) approach. The type of research is applied in terms of purpose and descriptive-survey in terms of data collection. The statistical population of this research consisted of 10 experts and specialists in the fields of educational management, human resources, and organizational behavior, who were purposefully selected from among the experts. The research measurement tool was the ISM questionnaire. Data analysis was conducted using interpretive structural modeling, which is part of systems analysis and examines the interactions between system elements. Therefore, to identify the components, a review of past literature was conducted, and the model and findings were drawn using the six stages of interpretive structural modeling. The results led to the compilation of four levels for interpretive structural modeling. The first and most important level is related to the technology component, the second level is dedicated to culture building and human resources management components, the third level refers to the components of competition, stakeholder factors, employee characteristics, and strategy, and the fourth level includes the components of transformational leadership and organizational structure. Additionally, the most influential index in the influence-dependency matrix is the "technology" component, and the most dependent component is "transformational leadership." Therefore, it is suggested that the organization of industry, mining, and trade should act on their long-term plans in the field of organizational forgetfulness based on this perspective. Introduction What distinguishes the present era from other eras is the scientificization of organizations, societies, and individuals. The success of countries depends on their knowledge, and successful organizations are those that have knowledgeable employees (Hislop, Bosua, & Helms, 2018). However, the accumulation of knowledge without modification reduces its value, reminding managers that new knowledge cannot be acquired until old ways are forgotten and previous learning is abandoned (Mariano, Casey, & Olivera, 2018). Organizational forgetting is, in fact, a form of reverse learning where individuals accidentally or intentionally discard their previous learning and replace it with new learning (De Holan & Phillips, 2011). Organizational forgetting is defined as a process where an individual or organization discards knowledge or information that leads to the loss of something in order to make way for new, more effective responses (Alzahrani & Woollard, 2013). Some experts state that forgetting is a common, important, and vital phenomenon that may be accidental or intentional, and in both cases, it affects organizational performance and learning (Adcock, 2012). Forgetting at both organizational and individual levels increases the capabilities of individuals and organizations, enabling them to acquire new knowledge and insights (Aydin & Gormus, 2015). Over time, innovation and the replacement or forgetting of old knowledge is necessary to prevent futile activities at the individual and organizational levels, thus providing an opportunity to learn new knowledge. In fact, old knowledge hinders the learning of new knowledge (Barber, 2002). Forgetting must be accompanied by organizational learning and innovation so that the organization can dominate the market, produce better, and remain competitive (Birmingham, 2015). Undoubtedly, creating desirable changes and achieving a desirable future in the field of humanities and management requires predicting the future by understanding the factors affecting changes in this field. Identifying value-creating areas in organizational management, estimating knowledge transfer spaces in the future, recognizing the needs of future users of humanities, and adapting in a timely manner to changes are only part of the requirements for understanding the future. Despite the importance of organizational forgetting in modern management, this issue has not been addressed so far, and conducting this research can help with the future management of organizations in this field. Therefore, with structural modeling, it is possible to create specific programs for managers and organizational employees in the future, which, by strengthening relevant factors, will improve organizational purposeful forgetting and reduce unconscious forgetting of useful knowledge, helping the rapid progress of the organization. For example, the organization of industry, mining, and trade is one of the key organizations in the country's economy and future. Improving the performance and progress of this organization can have a significant impact on the country's economy and people's lives. On the other hand, identifying the most influential and effective components in organizational forgetfulness, as well as identifying the components related to other components of organizational forgetfulness in industry, mining, and trade can help in realizing the short-term and long-term plans of this organization. Therefore, the main question of the research can be stated as follows: What is the interpretative structural model of the effective factors in organizational forgetting? Theoretical Framework
Organizational Forgetting and Its Dimensions
Organizational forgetting, contrary to organizational learning which adds to the storage of organizational knowledge, causes the reduction and loss of organizational knowledge. From the perspective of de Holan and Phillips (2004), organizational forgetting is the voluntary or involuntary loss of organizational knowledge (Mashbaki & Rabia, 2009).
Past research suggests that some relatively distinct conceptualizations of forgetting have already been developed, and they approach forgetting in different ways (Casey & Olivera, 2011; de Holan, 2011). However, these concepts are largely theoretically unrelated and have not been empirically evaluated. These concepts are not related in the sense that there has been no attempt to create a single model or theory that would allow the derivation of hypotheses and propositions about how forgetting occurs or can be avoided. Instead, this field has diversified, with different concepts of forgetting (e.g., accidental, inadvertent, or intentional) existing alongside each other. So far, research on organizational forgetting processes has focused on ideas of learning, replacement, neglect, rearrangement, or deletion. It is assumed that the concept of not learning or unlearning supports the goal of replacing old routines with new ones (Fiol & O'Connor, 2017; Reese, 2017; Starbuck, 2017; Tsang, 2017; Visser, 2017). Researchers believe that forgetting refers to the removal of routines that no longer serve the organization’s goals, allowing the 'installation' of new routines that support organizational objectives (Tsang, 2017). Selective forgetting, ignorance, and awareness of not knowing (Roberts, 2013) means that individuals and teams within organizations actively decide to stop investing resources in storing a defined set of information. In this context, forgetting means temporarily suppressing irrelevant information. Voluntary forgetting (de Holan, 2011) facilitates change, particularly when current knowledge is perceived as a barrier or competitor to new knowledge. Rearranging information (de Holan, 2011) aims to abstract and generalize existing knowledge, freeing it from unnecessary details. If an organization wishes to reorganize, it must make decisions about future scenarios and contexts, as future contexts must be anticipated. Deletion (Akgün et al, 2006) as an organizational forgetting process means that an organization essentially discards old, useless, or even incorrect/false information. It can also mean the removal of information that has become irrelevant due to environmental changes or incorrect data. Methodology
The research methodology was qualitative in nature, applied in terms of its goal, and descriptive-survey in terms of data collection. The participants of this study consisted of 10 experts and specialists in the fields of educational management (4 individuals), human resources (4 individuals), and organizational behavior (2 individuals), selected purposefully from among experts. The measurement tool used in the study was the Interpretive Structural Modeling (ISM) questionnaire. The ISM method inherently includes validity and reliability. The MICMAC software was also used for data analysis. Findings
The results led to the identification of four levels in the interpretive structural modeling. The first and most important level pertains to the technology component. The second level includes the components of culture-building and human resources management. The third level refers to components such as competition, stakeholder factors, employee characteristics, and strategy. The fourth level includes the components of transformational leadership and organizational structure. Furthermore, the most influential component in the influence-dependency matrix was "technology," while the most dependent component was "transformational leadership." Therefore, it is suggested that the organization of industry, mining, and trade incorporate this perspective into their long-term plans regarding organizational forgetfulness. Conclusion
This study aimed to examine the degree of penetration and dependence of factors affecting organizational forgetfulness using the interpretive structural modeling (ISM) approach. The findings of this research align with the results of studies by Mohammadpour & Kamalian (2017), Barati et al. (2019), Bahadori et al. (2018), Moqaddaei (2017), Harris et al. (2021), Bongso (2020), Agrawal et al. (2020), Shen et al. (2020), Blagov & Shcherban (2019), and Becker et al. (2010). Based on the findings, the following suggestions are provided: The results showed that the "technology" component is the most crucial and key component in organizational forgetfulness. Therefore, it is recommended that significant attention be given to utilizing "technology" for knowledge management and organizational forgetfulness in the industries of mining and trade. Using modern technologies in this area, as well as forming a strong human resources group to share knowledge using these technologies through organizational websites and specific platforms, is suggested. The results also indicated that, after the "technology" component, the "human resources management and culture-building" component holds high importance. Therefore, it is recommended to employ capable and knowledgeable managers in the human resources field and use their expertise. Additionally, by organizing various courses and seminars, employees should be familiarized with the consequences of organizational forgetfulness. By holding these courses and involving different thinkers, a culture of adaptability and change can be institutionalized in the organization.

Abstract The present study aims to analyze the predictive model of the impact of human resource innovations on organizational performance with a futures research approach. The research method is qualitative and applied. The statistical population of the study includes 20 experts and specialists from the Tax Affairs Department of Mashhad who were selected through purposive sampling. The data collection tool is a semi-structured interview. Qualitative content analysis method and Scenario Wizard software were used to analyze the findings. Based on the results of the qualitative analysis, three main scenarios were developed, including very low human resource innovation, medium human resource innovation, and very high human resource innovation. The findings show that, at low levels of innovation, organizational performance faces challenges such as reduced productivity, resistance to change, and weak employee motivation; while at medium levels, relative performance improvement is observed, but this improvement is not sustainable. In contrast, in the very high innovation scenario, HR innovations are systematically institutionalized and significantly improve organizational performance, increase productivity, improve service quality, and strengthen organizational accountability. The results of this study emphasize the need for managers to pay strategic attention to HR innovations as a key lever in improving the performance of government organizations.

Abstract This study investigates the articles published by the faculty members of Islamic Azad University of Tonekabon in authentic scientific sources at ISI, ISC, and Scopus databases. This is an applied research and has been carried out by book-assessment style, using the citation analysis method. The findings of this study showed a total of 7166  citations by the group in three bases, of which 3917 (55%) to basic science, 860 (12%) to humanities and social sciences 2333 (33%) and There were 57 cases (0.8%). Most citations (88.7%) were in the form of articles. The research hypothesis that faculty members of Tonekabon Azad University cite more scientific journals in journal articles proves the highest percentage of citations among faculty members' tendencies to basic science researchers with 55% and the lowest percentage of citations to physicians, and humanities and engineering sciences with citation rates of 33% and 12%, respectively. In terms of language, English sources were more widely cited than sources in other languages. The number of citations to printed / electronic sources in faculty articles of all colleges was very high. And the research hypothesis that faculty members at Tonekabon Azad University in writing of scientific papers rely more on printed sources than on non-printed sources rejects and does not approve it. And the low percentage of citations to theses thesis hypothesis confirms little contribution to the research papers of the researched university.

Abstract Abstract The purpose of this research is to identify the dimensions and components of important factors of fundamental and strategic innovation in petrochemical design and construction companies. The research method is qualitative and applicable. Two methods of documentary study and fuzzy Delphi have been used to collect data. The statistical population of the research includes 10 experts (university professors in the field of management) who were selected in a purposeful way and their opinions were extracted using the fuzzy Delphi method. In order to prioritize factors affecting fundamental and strategic innovation, the standard factor analysis model coefficients of the final model were used. The component of revolutionary technologies with a standard coefficient of 0.93 is in the first place, the component of innovation in the market with a standard coefficient of 0.86 is in the second place, the component of innovation in the development and planning of human resources is in the third place with a standard coefficient of 0.85, the component of emerging new industries with a standard coefficient of 0.83 in the fourth place, the component of innovation in organizational processes and organizational structure with a standard coefficient of 0.82 in the fifth place, the component of product innovation with a standard coefficient of 0.78 in the sixth place, and finally the operational capability component with the standard coefficient of 0.75 was ranked seventh. Extended Abstract Introduction Today, due to facing the tidal waves of global changes (social, technological, economic), it is no longer possible to compete with major global competitors in the traditional way in the economy through only one type of innovation, and if a company wants to face ruthless competition in a resilient world needs to quickly change the way it does business. For this, it requires a type of innovation that helps the institution or business to adapt to the changing business environment as quickly as possible by applying appropriate forms of innovation (Faghih et al, 2018). Strategic innovation with a holistic and systematic approach is what institutions and organizations can benefit from in order to maintain competition. In that case, strategic innovation is a combination of innovation and strategy (Haghshenas Keimasi, 2018). Large organizations, including petrochemical design and manufacturing companies, are facing political obstacles, internal conflicts, oil prices, geopolitics, and economic tension, which is one of the needs of these large organizations. Unligned motivations, organizational structures that focus on existing operations, or personal motivations can affect innovation decision-making (Mirza et al, 2022). Executive managers also invest too much on their popular projects or spend a lot of resources on ideas they have created themselves. Depending on the gradual or radical innovation, there may be differences regarding how to apply them and which one is more important. Current researches have not provided specific factors regarding the difference in criteria depending on the innovation (Kranz, 2021). When an idea is created, organizations choose which one to put more in the implementation phase. It is at this point that the considered critical factors are applied to the selection process. It should be noted that the innovation selection process is different for radical and gradual innovation ideas. We should note that the linearity of the process of gradual innovation does not exist for radical innovation. For managers, it is important to recognize this tension (Vergera et al, 2021). In this research, the researcher intends to answer the basic question that what are the important factors of fundamental and strategic innovation in petrochemical design and construction companies and how are these factors ranked?   Theoretical framework Brink (2022) conducted a research entitled "Organizing to activate strategic innovation in the sense of horizontal leadership for the duality of stability and change". The statistical population is service companies in Paris. The research method was descriptive-analytical and purposeful sampling. The results of the research showed that while being creative and creating ideas seems very easy, being innovative and implementing these ideas and accomplishing them in a regular way is very difficult.  Baregheh et al. (2022) conducted a research entitled "The role of governance and strategic innovation in organizational learning". The statistical population includes industrial companies in England. The research method is Correlation and the sampling method is random simple. The research results showed that the level of industrial governance and organizational strategic innovation can play an effective role in improving people's learning and organizational performance.   Methodology This research is considered a developmental research according to its purpose, and since in this research we are also looking to solve a problem under the title of important factors of fundamental and strategic innovation, the research method is applicable. Also, based on the research plan and in terms of data collection, the current research is a descriptive (non-experimental) research and three methods; document study, Delphi, and survey were used to collect information, so there is a kind of trinity in the method. The collection tool in this research is a semi-structured interview form. The statistical population of this research includes 10 academic experts (academic professors in the field of management) whose views were extracted and refined by means of targeted sampling and using the fuzzy Delphi method. In the fuzzy Delphi technique, experts usually present their theories in the form of verbal variables, then the average of the experts' opinion (numbers presented) and the amount of disagreement of each expert are calculated from the average, and then this information is sent to the experts to obtain new theories.   Discussion and Results In order to prioritize factors affecting fundamental and strategic innovation, the standard factor analysis model coefficients of the final model were used. The results showed that the important factors of fundamental and strategic innovation are 7 dimensions: "Innovation in the development and planning of human resources", "Innovation in organizational processes and organizational structure", "Innovation in the product", "Innovation in the market", "The birth of new industries", "operability", "revolutionary technologies" and 45 indicators. The component of revolutionary technologies with a standard coefficient of 0.93 is in the first place, the component of innovation in the market with a standard coefficient of 0.86 is in the second place, the component of innovation in the development and planning of human resources is in the third place with a standard coefficient of 0.85, the component of being born New industries with a standard coefficient of 0.83 in the fourth place, the component of innovation in organizational processes and organizational structure with a standard coefficient of 0.82 in the fifth place, the component of product innovation with a standard coefficient of 0.78 in the sixth place, and finally the operational capability component of the standard coefficient of 0.75 was ranked seventh.   Conclusion The current research was conducted with the purpose of identifying the dimensions and components of fundamental and strategic innovation with the fuzzy Delphi technique. The results of this research are consistent with the findings of researchers such as Baregheh et al. (2022), Hübel et al. (2022), Tayebi Abolhasani et al. (2020) and Taherpour Kalantari & Hosseini (2020); effective organizational communication can reduce intra-organizational communication barriers, and extensive extra-organizational communication keeps the organization in sync with the complex technological environment that is rapidly changing (Gharagozlu, 2018). By creating cooperation and respect in the organization, which provides a cooperative and reliable environment between employees and managers, as well as increasing the willingness to take risks and the willingness to innovate among employees in the organization, the organization can be synchronized with technological innovations. Omitting intra-organizational communication barriers, creating a cooperative environment in the organization, flexibility and readiness of employees to accept changes and pay attention to the ideas of new employees are more important in this dimension (Ghanbari, 2019). Management systems have an impact on technological innovation by supporting idea generation (through sending employees to exhibitions and conducting visits) and operationalizing ideas (through team building, establishing a proposal system and creating creativity and innovation mechanisms). Organizational structure shapes employees' activities to achieve common organizational goals (Dinesh, 2021). Based on the obtained results, it is suggested that the company should continuously try to develop the knowledge of the employees in the direction of its goals. In this regard, the creation of groups in which interaction and exchange of opinions take place and tacit knowledge transferred from one person to another is emphasized. Managers should also consider material or spiritual rewards for the innovative activities of their employees. Finally, in order to create less concentration in the organization, it is better to delegate authority according to the responsibilities and duties of the members of the organization, and in order to create less complexity in the organization, organizational units should be placed in a network or horizontal manner.

Abstract Abstract
The aim of this study is to identify and prioritize factors affecting the brand value of online companies active in online education. This study is qualitative in terms of method, and applicable in terms of purpose. The statistical population of this study is 10 university professors and experts specializing in the field of e-learning. Data were collected using a questionnaire, and the importance and ranking of each indicator were obtained with the help of the AHP technique and the fuzzy TOPSIS method. The findings show that the most important factors affecting the brand value of online education companies include, respectively, the educational content of courses, instructors, marketing communications, customer service, brand awareness, perceived quality, technical structure of the educational system, interactions, brand associations, and brand loyalty.
Introduction
In the digital age, online education is growing rapidly, and internet companies are facing fierce competition in this field. Brand value, as a key competitive advantage, plays an important role in attracting and retaining customers (Lockee, 2021). Brand value is a set of features, benefits, and perceptions formed in the minds of consumers about a brand, and can have a significant impact on customer choice and loyalty. Brand value is a multidimensional concept formed based on factors such as service quality, user experience, innovation, marketing strategies, and social interactions. In the online education industry, brand acts as a key competitive factor because users pay special attention to the reputation, credibility, and interactions of brands in addition to the quality of educational content. This value includes service quality, user experience, innovation, marketing strategies, and social interactions. To succeed in this field, companies should pay attention to factors such as the reputation of instructors, content personalization, the use of advanced technologies, and student interaction with the educational system. Also, it is essential to create differentiation and increase brand credibility by producing unique content, designing a smooth user experience and providing effective support.
This research seeks to identify the factors affecting the brand value of Internet companies active in the field of online education to help managers of these companies adopt optimal strategies to attract and retain audiences.
Theoretical framework
Brand and brand value
Brand and its value are a vital issue in management, and managers are aware of its role in the success of organizations. Brands play multiple roles by improving the lives of consumers and increasing value for companies. Companies are looking for strong brands in domestic and foreign markets to increase sales and profitability. A brand is a set of features, names, symbols and designs that distinguish a product or service from others. A brand can communicate with customers’ emotions, attitudes, and expectations. On the other hand, brand equity is the assets and liabilities associated with a brand that can increase or decrease the value of products or services. Key elements of brand equity include brand awareness (the level of customers’ recognition of the existence and characteristics of the brand), brand image (customers’ perceptions and associations with the brand, including experiences, feelings, and values), brand loyalty (customers’ willingness to continue to purchase and support the brand), and perceived quality (the quality that customers perceive of the brand’s products or services) (Aaker, 2020).
Online Education
Online education is a set of educational software and methods that include computer-based education, the web, virtual classrooms, etc. Online education is accessible through electronic media, the Internet, organizational networks, and ... The advantages of online education can be considered as saving time and money, high flexibility and eliminating geographical and time restrictions, flexibility in time and place of learning (El Said, 2021).
The following is a summary of similar research related to the research topic:
Ngozi et al, (2024) conducted a study entitled The Impact of Information Technology on Teaching and Learning: Focusing on the Hybrid Teaching (HT) Mode. The results of the analyses show that information technology, especially in the form of hybrid teaching, has led to innovation, transformation, redefinition and simplification of teaching and learning processes.
Jalalniya (2022) conducted a study entitled Providing a Model for Evaluating Virtual Education in Higher Education During the Corona Pandemic with a Structural-Interpretive Approach. The findings show that virtual education planning and support affect the quality of information, system and hardware platforms of virtual education.
The results of Latheef et al., (2021), titled Structure of Learning Analysis through Visual Media and Online Classrooms on Social Cognition during the Covid-19 Pandemic, show that visual media such as advertisements and videos have a profound impact on human learning and perception processes, especially among adolescents and young people.
Jafari (2021) conducted a study titled The Impact of E-Learning on the Quality of Work Life and Job Satisfaction of Employees of Islamic Azad University of Tehran Province. Data analysis using stepwise regression method showed that e-learning has a role in the quality of work life.
 
Methodology
The present study is qualitative in nature and method, and applicable in purpose. The statistical population of this study is 10 university professors and experts specializing in the field of e-learning. In order to collect data, a 75-item questionnaire derived from the model of Aaker (1991) and Lin (2006) related to the field of virtual education was used; and in order to analyze it, the multi-criteria decision-making theory FTOPSIS and FAHP were used. Also, to examine the reliability of the questionnaire, Cronbach's alpha was used, which was approved based on all its components (because they were higher than 0.7).
Findings
In this study, the factors affecting the brand value of Internet companies active in the field of online education were examined. For this purpose, a questionnaire was designed and provided to experts to evaluate various indicators. The results showed that all indicators were approved and no criteria were eliminated.
Main components and indicators:
- Brand/Web value: repeat purchases, preferences, purchase decision.
- Brand awareness: name/logo/website, recognizability and recall.
- Brand associations: brand image, relevance, field of activity.
- Perceived quality: content relevance to needs, content quality, reasonable price, security.
- Brand loyalty: repeat purchases, loyalty, preferences.
- Marketing communications: advertising, public relations, interactions and support.
- Interactions: navigation, two-way communication, interaction with instructors and users.
- Customer service: company facilities, service delivery, support.
- Educational content: content relevance to goals, content quality, scheduling.
- Instructors: knowledge and skills, reputation, communication skills.
- Technical structure of the system: multimedia features, speed of access, ease of use.
Prioritizing factors affecting brand value using the FAHP method:
The following are the results of prioritizing factors affecting brand value of internet companies active in the field of education, content production and virtual teaching using the FAHP technique: Educational content (rank 1), instructors (rank 2), marketing communications (rank 3), customer service (rank 4), brand awareness (rank 5), perceived quality (rank 6), technical structure of the system (rank 7), interactions (rank 8), brand associations (rank 9), brand loyalty (rank 10).
Conclusion
This study examined the factors affecting brand value of internet companies active in the field of online education. The results show that the brand value of these companies is affected by various factors, including service quality, user experience, and educational content. Successful brands in this field try to attract and retain customers by offering diverse courses, reputable professors and user-friendly platforms. The results of this study were compared with similar studies including Almaiah & Alyoussef (2019), Ghobehei et al, (2019, Yaramadi et al., (2023), Chen et al., (2020, Yaramadi et al., (2023), Phong et al., (2020), and Lai et al, (2019), which can be presented as follows:

Educational content: Relevance of content to course objectives, high quality, and appropriate timing are key factors.
Instructors: Instructors' knowledge and teaching and communication skills have a significant impact on learning.
Perceived quality: Service quality and user trust are important factors in satisfaction and loyalty.
Technical structure and customer service: Effective support, two-way interaction, and easy user experience are among the factors that improve brand value.
Branding and brand awareness: Attracting new students and users is possible through effective branding.
Online engagement and loyalty: Positive interaction with users and repeated purchases indicate brand loyalty.

Finally, based on the research findings regarding each of the factors affecting the brand value of internet companies active in the field of education, content production, and virtual teaching, the following are suggested:
(Improving the quality of educational content:
- Focusing on producing high-quality, up-to-date content that is tailored to the needs of learners.
- Using modern educational methods such as interactive videos and educational games.
(Improving the skills of instructors:
- Holding training courses to strengthen online teaching skills.
- Attracting experienced and well-known instructors.
(Strengthening marketing communications:
- Using digital marketing strategies such as targeted advertising and producing attractive content.
- Collaborating with educational influencers and creating creative advertising campaigns.
(Providing differentiated customer service:
- Developing 24-hour online support systems and smart chatbots.
- Training employees to provide quality and personalized services.
(Increasing brand awareness:
- Extensive advertising and participation in educational events.
- Professional use of the logo and brand name on all platforms.
(Improving perceived quality:
- Providing quality content, ensuring information security and competitive prices.
- Receiving feedback from users and continuously improving services.
(Optimizing the technical structure of the system:
- Improving access speed, ease of use and interactive capabilities.
- Adding multimedia features and supporting different devices.
(Strengthening interactions:
- Creating an interactive space on platforms for two-way communication between learners and instructors.
- Holding live webinars and creating online forums.
(Creating positive brand associations:
- Emphasizing values ​​such as quality, innovation and social responsibility.
- Participation in social and educational activities.
(Increase brand loyalty:
- Provide special discounts and incentive programs to loyal customers.
- Receive feedback and continuously improve services.
(Use of new technologies:
- Take advantage of smart technologies such as artificial intelligence, virtual reality, etc.
(Continuously review user needs:
- Conduct periodic surveys and analyze user behavior to identify strengths and weaknesses.

Abstract Abstract
The present study aims to examine the psychological–organizational roots and consequences of professional marginalization in Iranian higher education—a hidden yet influential phenomenon that undermines the human capital of universities and affects their scientific and social functions. A qualitative approach with an interpretive phenomenological strategy was employed. Participants included 18 faculty members and academic experts from several public universities, selected through purposive sampling until theoretical saturation was reached. Data were collected using in-depth semi-structured interviews and analyzed through inductive coding with MAXQDA 2020 software. The findings indicated that professional marginalization in universities is reproduced more by institutional structures and culture than by individual failures. Centralized bureaucratic structures, quantity-oriented culture, formalistic evaluation based on scoring, and a numbers-driven system indifferent to the social impact of knowledge were identified as the main organizational factors contributing to this phenomenon. These conditions lead to consequences such as a sense of meaninglessness, existential burnout, professional isolation, reduced collegial interactions, decreased self-confidence, disintegration of academic identity, and decline in the social status of academics. Overall, professional academic marginalization is a structural and lived experience in Iranian higher education, necessitating reconsideration of university structures, academic culture, and evaluation systems.
Introduction
In the modern tradition, the university is not merely an educational institution; it serves as a space for cultivating rationality, professional identity, and the meaningful engagement of individuals in scholarly life. However, contemporary experiences indicate that universities are increasingly trapped within bureaucratic structures and rigid disciplines, resulting in the overshadowing of meaning and humanity by rules and institutional frameworks. This situation leads to a growing gap between individuals and their professional roles—a phenomenon referred to in higher education literature as academic professional marginalization, which operates as a silent process eroding motivation and gradually undermining professional identity (Kovtunenko et al., 2022). In its authentic sense, the university should be a home of thought and a space for self-cultivation, where students are regarded not merely as future professionals or skilled laborers, but as seekers of meaning and truth (Salimi, Ghobadi & Aminibagh, 2025). However, when higher education is reduced to a rule-bound, compliance-oriented mechanism, professional identity is weakened and intrinsic motivation declines, ultimately leading to the withering of the spiritual life of academic professions (Pride, Began, MacLeod, & Sibbald, 2024). In contemporary Iran, higher education faces challenges such as the dominance of quantitative metrics, increasing bureaucracy, and weakening human relationships—conditions that particularly facilitate the emergence of professional marginalization in public universities and institutions affiliated with formal authorities (Salimi, Mohammadi Lalabadi & Aminibagh, 2025). In this context, mechanical evaluation systems, limited participation in decision-making, and dehumanized interactions contribute to mental and psychological disengagement of students and faculty from their desired professional identity (Karabulut & Özdemir, 2020). Feelings of ineffectiveness, perceptions of educational injustice, and reduced agency are among the key psychological roots of this phenomenon (Maringe & Morley, 2023). Given these considerations, it must be acknowledged that the multi-layered investigation of academic professional marginalization in Iranian public universities is a complex issue—a problem-driven yet impactful phenomenon arising from the intersection of rigid bureaucratic structures and the psychological vulnerability of young students, resulting in a deep disconnect between individuals and their future professional roles. In this situation, students not only lose a sense of belonging and confidence in their professional identity, but also experience motivational erosion, distrust, and psychological silence within institutions that should be centers for fostering thought, meaning, and commitment. This issue is not an individual problem but a structural challenge whose consequences extend beyond the qualitative decline of higher education, negatively affecting human capital efficiency, collective mental health, and the future social capital of the country.
Therefore, understanding the organizational and psychological roots of this phenomenon is an urgent necessity; if universities fail to nurture professional identity within the student experience, human capital risks withering even before entering the professional arena. Accordingly, the primary research question of this study is: How does professional marginalization emerge in Iranian public universities, and what organizational and psychological mechanisms contribute to its persistence and intensification?
Theoretical Foundations
Professional marginalization represents the link between restrictive organizational structures and the psychological state of faculty and researchers, functioning like an underground current that slowly erodes scholarly spirit and identity. Feelings of meaninglessness, existential burnout, professional isolation, and chronic frustration constitute the psychological pillars of marginalization (Sadeghian et al., 2025). Although faculty members continue to attend classes and laboratories, they often perceive themselves as detached from the active flow of knowledge production; their voices are not heard in decision-making processes, and perceptions of injustice undermine both their self-confidence and academic identity. Moreover, a quantity-oriented culture fosters hidden anxiety, disillusionment, and self-doubt among academics. Researchers may no longer perceive themselves as agents of knowledge, but rather as cogs in an administrative machine, expected to act solely for survival and career advancement rather than for truth or societal service. In such an environment, the academic psyche becomes trapped between scholarly passion and administrative compulsion, rendering marginalization seemingly inevitable (Pride, Beagan, MacLeod & Sibbald, 2024).
Methodology
A qualitative approach with an interpretive phenomenological strategy was employed. Participants included 18 faculty members and academic experts from several public universities, selected through purposive sampling until theoretical saturation was reached. Data were collected using in-depth semi-structured interviews and analyzed through inductive coding with MAXQDA 2020 software.
Findings
Indicated that professional marginalization in universities is reproduced more by institutional structures and culture than by individual failures. Centralized bureaucratic structures, quantity-oriented culture, formalistic evaluation based on scoring, and a numbers-driven system indifferent to the social impact of knowledge were identified as the main organizational factors contributing to this phenomenon. These conditions lead to consequences such as a sense of meaninglessness, existential burnout, professional isolation, reduced collegial interactions, decreased self-confidence, disintegration of academic identity, and decline in the social status of academics. Overall, professional academic marginalization is a structural and lived experience in Iranian higher education, necessitating reconsideration of university structures, academic culture, and evaluation systems.
Discussion and Conclusion
The findings of the study indicated that professional marginalization in higher education is a multi-layered and structural phenomenon, fueled by exhausting bureaucracy, incomplete decentralization, the sanctification of metrics, and the superficialization of the academic mission. This phenomenon has its roots in organizational mechanisms that replace synergy with conformity, meaning with numbers, and participation with obedience. The consequences of this situation manifest as a range of psychological and professional harms, including scientific alienation, chronic existential fatigue, the breakdown of collegial bonds, and a sense of professional powerlessness. The findings of this section of the study shown considerable alignment with previous researches. In particular, the results are consistent with the studies of Minez (2022), Choudhary (2023), and Novak et al. (2025), which demonstrated that rigid bureaucratic structures, lack of transparency, and the dominance of a score-oriented logic create conditions conducive to feelings of exclusion and professional marginalization in universities. A clear alignment is also observed with the analyses of Maringe and Morley (2019), who emphasize that formal and inflexible university policies, disregarding the human and identity dimensions of actors, lead to professional alienation. Tomas et al. (2023) further corroborate these findings.
Based on the findings of the present study, practical and managerial recommendations are proposed in an integrated and concise manner as follows. In response to scientific alienation, it is recommended that university research policies be redesigned to promote academic independence, diversify research topics, and emphasize the meaning and societal impact of knowledge, enabling actors to restore their identity connection with science. To address persistent existential fatigue, university management should adopt a supportive approach by balancing workloads, clarifying professional expectations, and providing psychological support services to prevent chronic burnout among staff. Regarding the disruption of collegial connections, it is advised to strengthen collaborative structures, interdisciplinary projects, and team-based reward systems to revitalize the social capital of the university.