Management and Educational Perspective

Abstract Abstract
This study was conducted with the aim of identifying the dimensions and validating a model of organizational capacity‑building to enhance human resource productivity. The research adopted an applicable purpose and employed a mixed‑method design. In the qualitative phase, semi‑structured interviews were conducted with 19 academic and executive experts in the fields of organizational capacity‑building and human resource productivity, selected through purposive sampling until theoretical saturation was reached. The data obtained from these interviews were analyzed by thematic analysis, leading to the extraction of basic and organizing themes.
In the quantitative phase, the statistical population consisted of all employees of Karaj Municipality in 2024. Stratified random sampling was employed, and data were collected using a researcher‑developed questionnaire designed based on the qualitative findings. Instrument validity was assessed through internal consistency, and reliability was evaluated by Cronbach’s alpha coefficient. Data analysis was performed at both descriptive and inferential levels, including confirmatory factor analysis, by SmartPLS version 3.
The findings revealed that the organizational capacity‑building model for enhancing human resource productivity is grounded in five fundamental dimensions: individual capacity‑building, process capacity‑building, institutional capacity‑building, cultural and organizational learning capacity, and governance capacity. These dimensions encompass components such as the development of job‑related knowledge and skills, enhanced motivation and job satisfaction, innovation and continuous improvement, participatory leadership, technological infrastructure development, sustainable financing, inter‑organizational collaborations, promotion of a learning culture, strengthening ethical values and organizational trust, and alignment with legal frameworks and macro‑level policies. Overall, the results indicate that applying this model can facilitate the improvement of human resource productivity within Karaj Municipality.
Introduction
In the contemporary era, where non‑governmental institutions increasingly play a significant role in addressing social and economic challenges, organizational capacity‑building is considered an inevitable necessity. Given that more than 70% of the world’s population is influenced by non‑governmental institutions, empowering these organizations can contribute to improving the quality of life for millions of people (Molaei & Bandeali, 2020). Furthermore, in circumstances where global crises such as climate change and pandemics require rapid and effective responses, organizations with stronger capacities can emerge as key actors in addressing these challenges (Marzek, 2022).
Organizational capacity‑building refers to strengthening an institution’s capabilities and resources in order to enhance its performance and productivity. In non‑governmental organizations, this process is particularly important in improving human resource productivity. According to management theories, organizational capacity‑building enables institutions to achieve better outcomes by improving internal processes, enhancing employees’ skills, and creating a positive organizational culture. In this regard, organizations can employ effective capacity‑building strategies to improve service quality and increase their impact on society (Wang et al., 2020).
One of the major challenges in organizational capacity‑building is the shortage of financial resources. Organizations often face financial constraints that limit their ability to invest in capacity‑building initiatives and employee skill development. Reports indicate that more than 60% of such organizations are unable to implement their development programs due to insufficient financial resources. This challenge directly affects human resource productivity and leads to a decline in the quality of services provided (Flink & Chen, 2021).
Another challenge is the lack of managerial and leadership skills among organizational managers. Many institutions, due to insufficient training in management, are unable to establish effective organizational structures. This issue may result in difficulties in attracting and retaining high‑quality human resources and consequently affect the overall productivity of the organization (Jafarzadeh, 2024). Therefore, addressing these challenges and identifying effective solutions to overcome them is of great importance.
To address existing issues related to organizational capacity‑building and the improvement of human resource productivity in Karaj Municipality, comprehensive and multidimensional approaches are required. One effective strategy is the development of continuous and systematic training programs for employees to enhance their technical and managerial skills. Additionally, fostering a positive and participatory organizational culture can increase employees’ motivation and work morale. Alongside these measures, improving managerial processes and increasing transparency in decision‑making are necessary to strengthen public trust in governmental institutions. Considering these issues, the present study seeks to answer the following question: What dimensions constitute organizational capacity‑building for improving human resource productivity in the Karaj metropolitan municipality, and how valid are these dimensions?
Theoretical Framework
Capacity is a multidimensional and dynamic concept that can be examined at different levels and entities within an organization, including the individual, system, and organizational levels. Capacity can be considered both as a process and as an outcome. The concept of capacity‑building is also somewhat intangible. Theoretical information in the literature generally defines capacity‑building in broad terms and emphasizes its importance rather than providing a precise definition. However, practical insights obtained through discussions with practitioners more clearly and accurately explain the concept of capacity‑building through experiential understanding, measurement of different capacity elements, and evaluation of the effects of capacity‑building interventions.
Capacity‑building involves creating an enabling environment with appropriate policies, legal frameworks, and institutional development that includes community participation, human resource development, and the strengthening of management systems (Lafond & Watts, 2004). In general, capacity‑building refers to processes or activities that improve the ability of an individual or entity to perform tasks and achieve objectives (Lafond & Watts, 2008). For example, any activity, project, or organizational change that enhances the ability of an organizational system to produce positive outcomes can be considered a capacity‑building variable.
Capacity‑building is inherently multidimensional. Understanding it requires examining its elements, strategies, dimensions, and intervention mechanisms. Scott and Wolfe (2014) define capacity‑building along a spectrum ranging from broader to more specific interpretations. In a general sense, capacity‑building refers to any activity that enhances the ability of partners to perform their work or assist others in improving the lives of disadvantaged populations. This includes equipping organizational staff with the training necessary to effectively implement their programs (Mohammadi, 2022).
Capacity‑building also encompasses multiple levels, including the community and environmental level (empowering individuals), the organizational level (empowering non‑governmental and civil society organizations), and the network level (empowering networks that function as information and collaboration systems).
Research Methodology
This study is applicable in nature, and employs a descriptive–exploratory design, utilizing a sequential mixed‑methods approach (qualitative followed by quantitative). In the qualitative phase, the phenomenological exploration of experts’ perspectives and experiences was used to identify the dimensions and components of the research subject, ultimately leading to the development of a conceptual model. Participants in this phase consisted of 19 theoretical and practical experts selected through purposive non‑random sampling until theoretical saturation was achieved (interviews 20 and 21 yielded no new insights). The experts included university faculty members and senior officials of Karaj Municipality. Semi‑structured interviews, each lasting up to 40 minutes, were conducted to examine the dimensions, components, indicators, and the current state of capacity‑building for human resource productivity.
In the quantitative phase, all employees of Karaj Municipality involved in capacity‑building and human resource functions were targeted through stratified random sampling. Structural equation modeling was employed to determine the sample size. The data collection instrument was a 65‑item Likert‑scale questionnaire (ranging from 1 = very low importance to 5 = very high importance), developed based on the qualitative findings and divided into demographic and main sections. Validity and reliability in the qualitative phase were evaluated by Guba and Lincoln’s (1982) criteria—credibility, transferability, dependability, and confirmability—through participant feedback, auditing, and diverse expert viewpoints. In the quantitative phase, content validity was confirmed by specialists; discriminant validity was assessed by the Fornell‑Larcker criterion; convergent validity was evaluated through AVE values (> 0.5); and reliability was examined by Cronbach’s alpha.
Qualitative data analysis employed inductive content analysis with three‑stage coding (open, axial, and selective). Quantitative analysis involved descriptive and inferential statistics through SPSS, and structural equation modeling was conducted with SmartPLS at a 5% significance level.
Research Findings
The qualitative interviews reached theoretical saturation with 15 experts (7 academics and 8 managers). As a result, five main dimensions and 18 components of the organizational capacity‑building model were identified, forming a conceptual network framework.
The quantitative sample indicated that 67% of the respondents were male, 78.8% held a master’s degree, and 87.7% had more than 20 years of work experience. Discriminant validity was confirmed through the Fornell–Larcker matrix. Convergent validity was also verified, with AVE values greater than 0.5 and composite reliability (CR) exceeding AVE. Model fit indices (e.g., SRMR < 0.08 and NFI > 0.90) demonstrated an acceptable model fit.
The results of the structural equation modeling confirmed all hypothesized paths as statistically significant. The individual capacity structure—including knowledge development, motivation/job satisfaction, individual evaluation, and productivity—showed strong factor loadings, with the highest loading (0.816) related to motivation. The process capacity structure, consisting of innovation, transformational/participatory leadership, process improvement, and technological infrastructure, demonstrated factor loadings above 0.70, with leadership showing the highest loading (0.821). The institutional capacity dimension, which included formal structures, human resource policies, and inter‑organizational collaboration, had factor loadings ranging from 0.733 to 0.859, with collaboration showing the highest value. The cultural and organizational learning capacity dimension—comprising a culture of continuous learning, ethical values and trust, and productivity through culture and learning—showed factor loadings in the range of approximately 0.63. Finally, the governance capacity dimension—including legal and policy compliance, stakeholder support, and monitoring, evaluation, and learning—demonstrated factor loadings around 0.718 across its components.
Conclusion
This study confirms a five‑dimensional model of organizational capacity‑building for enhancing human resource productivity in Karaj Municipality: individual, process, institutional, cultural/organizational, and governance capacities. Together with its associated components, each dimension contributes to a comprehensive framework supported by significant structural paths and strong model fit indicators.
The findings are consistent with previous research emphasizing the importance of training (Greer et al., 2023), motivation (Jahanbaz et al., 2023), leadership (Apat & Mohapatra, 2025), human resource policies (Djazilan & Arifin, 2022), and cultural learning (Rommerskirch‑Manietta et al.). These results highlight the integrated role of multiple organizational capacities in strengthening human resource productivity within public sector institutions.
However, the study has several limitations, including the restriction of the sample to Karaj Municipality, the potential for respondent bias, and the rapidly evolving technological and managerial context. Future research could expand the model to other municipalities, employ comparative or longitudinal research designs, utilize social network analysis, and conduct cross‑cultural comparisons with other countries.
From a practical perspective, policymakers and managers should prioritize employee training programs, empowerment initiatives, technological infrastructure development, clear policy frameworks, and the promotion of a capacity‑building organizational culture in order to improve productivity and enhance the quality of public services.

Abstract Abstract The aim of the present study is knowledge management in business and entrepreneurship-related education in selected educational institutions. The statistical population includes 223 universities from different countries around the world based on the article by Robinson and Haynes from Baylor University, and the statistical sample includes 29 important universities. The required data was collected through documentary tools and interviews, and by means of the comparative study method, related course titles were extracted in the mentioned universities, and their similarities and differences were explained in 22 and 28 comparative indicators. Then, the mentioned courses were divided into three categories according to the opinions of experts, including the common course group, the specific course group of corporate entrepreneurships (independent) with 25 titles, intra-organizational entrepreneurship with 17 titles, organizational entrepreneurship with 10 titles, and the supplementary course group. The results showed that in the universities studied, courses related to independent entrepreneurship, or courses related to starting new and independent businesses, were emphasized and important by universities more than other courses; and from this perspective, courses related to intra-organizational entrepreneurship and organizational entrepreneurship were in the next levels of importance and emphasis. Using the results of this study, managers and officials can design local models of entrepreneurship and business education according to environmental capacities along with a global perspective, and suggest appropriate course titles to suit the environment in which entrepreneurs are supposed to use or create opportunities. Introduction Entrepreneurship and business include visible behaviors, and can be taught and educated. Entrepreneurship education is considered one of the determining and influential factors on the rate of development and expansion of entrepreneurial activities in a country (Hasan et al., 2025). Entrepreneurship is a contingent and interdisciplinary subject that appears in various forms across nations, regions, over time, and among individuals. Although some scholars consider the characteristics of entrepreneurs to be non-acquired, it must be acknowledged that environmental factors have a great impact on the development of entrepreneurs (Karavand et al., 2025). These factors include culture, networks, access to capital, social mobility, and government policies. Given the importance and role of entrepreneurship and entrepreneurs in the process of creating welfare, generating wealth, and growing and developing countries over the past few decades, the educational systems of developing and advanced countries have implemented specific educational and research programs for training entrepreneurs, according to their needs and within their capabilities (Paliwal et al., 2022). European governments provide special support for activities that encourage entrepreneurship among young people. In the United States, entrepreneurship education has also received much attention within university courses and by specific institutions. Canada and some Asian countries such as the Philippines, India and Malaysia have also taken significant steps to support entrepreneurial activities. This support includes practical guidance, consulting, providing financial facilities and holding special courses on entrepreneurship within universities or outside universities (Liliana et al., 2025). In a comparative study of entrepreneurship education in France and the United States, it has been concluded that in France, the views and perceptions that exist towards entrepreneurship and its impact are not very positive. This study also provides insights into the factors that influence the success and failure of educational programs, and examines how George Mason University's School of Business incorporates an open education approach into business education, utilizing a combination of effective methods such as first-year seminars, shared thinking experiences, learning communities, collaborative assignments, undergraduate research, community-based learning, internships, capstone courses and projects, and diversity and global learning. Accordingly, the present study uses a modeling method to conduct a comparative study of entrepreneurship-related education at major universities around the world, and then, based on the results obtained, local and appropriate educational courses will be presented for Iran. The present study, based on a review of the relevant literature, will answer the following question: How is knowledge management in business and entrepreneurship-related education in selected educational institutions? Theoretical Framework Knowledge Management Knowledge management is the process an organization utilizes to collect, organize, share, and analyze its knowledge in a way that is easily accessible to employees. This knowledge can include technical resources, frequently asked questions, training documents, and other information (Afshari et al., 2020). Entrepreneurship Entrepreneurship is a management approach that gives meaning to concepts such as innovation, flexibility, and responsiveness in the light of understanding environmental opportunities. Organizational entrepreneurship occurs when an organization relies on growth and the use of new opportunities from internal and external factors of its organization (Darabi et al., 2019). Rashidi et al. (2025) investigated the identification and evaluation of educational cooperation opportunities between Iran and the member countries of the Belt and Road Initiative. They showed that digital infrastructure (13.76), cultural diplomacy (13.58), and joint curriculum development (13.30) were among the causal and driving factors. These numbers indicate the relative importance and priority of these themes in the proposed research processes. While other themes such as educational equity (11.20), resource provision (13.15), and regional knowledge production (12.10) play more of a dependent and dependent role. Cultural and linguistic challenges are also considered barriers to academic interactions, but solutions such as strengthening digital infrastructure (13.76), online education (13.82), and concluding multilateral agreements can be effective in reducing their effects. The results of the study emphasize the need for a systemic, forward-looking, and causal-oriented perspective in Iranian educational policymaking, and on this basis, prioritizing components such as academic exchange (12.14) and digital infrastructure (13.76) will play a key role in the success of regional scientific cooperation. Khoshnudi et al. (2025) examined the design of a curriculum based on entrepreneurial thinking based on the content analysis method. They found that the following factors have an impact: appropriate educational resources, experts and entrepreneurs, encouraging creative thinking and innovation, providing practical opportunities, regular evaluation and feedback, developing communication and collaboration skills, training in time and resource management, problem-solving ability, training in technical and specialized skills, and encouraging critical thinking in the field of entrepreneurship and business. Research methodology The statistical population includes 223 universities from different countries around the world based on the article by Robinson and Haynes from Baylor University, and the statistical sample includes 29 major universities. Research findings The required data were collected through documentary tools and interviews; and through the comparative study method, relevant course titles were extracted in the mentioned universities and their similarities and differences were explained in 22 and 28 comparative indicators. Then, applying the opinions of experts, the mentioned courses were divided into three categories, including the group of common courses, the group of specific courses of corporate entrepreneurship (independent) with 25 titles, intra-organizational entrepreneurship with 17 titles, organizational entrepreneurship with 10 titles, and the group of supplementary courses. The results showed that in the universities under study, courses related to independent entrepreneurship, or courses related to starting new and independent businesses, were emphasized and considered important by the universities more than other courses, and from this perspective, courses related to intra-organizational entrepreneurship and organizational entrepreneurship were in the next levels of importance and emphasis. Through the results of this study, managers and officials can design local models of entrepreneurship and business education according to environmental capacities along with a global perspective, and suggest appropriate course titles to suit the environment in which entrepreneurs are supposed to use or create opportunities. Conclusion The present study was conducted with the aim of knowledge management in business and entrepreneurship-related education in selected educational institutions. The results of this study are consistent with the results of Rashidi et al. (2025), Khoshnudi et al. (2025), Torabpour (2025), Tahmasbzadeh Sheikhlar et al. (2025). Khetarpal et al. (2025), Karavand et al. (2025), Soltani & Tarin (2025), Yadollahi Farsi & Sadeghi Ganjeh (2025), Anubhav et al. (2024), Adeel et al. (2023), and Tabibniya et al. (2022). Khoshnudi et al. (2025) found that the following factors have an impact: appropriate educational resources, experts and entrepreneurs, encouraging creative thinking and innovation, providing practical opportunities, regular assessment and feedback, developing communication and collaboration skills, training in time and resource management, problem-solving ability, training in technical and specialized skills, and encouraging critical thinking in the field of entrepreneurship and business. Given that entrepreneurship is related to and deals with all aspects of human life and, of course, with all educational and experimental academic disciplines, it is therefore suggested that in addition to the specific and specialized academic discipline of entrepreneurship, all other academic disciplines, in addition to their main courses, study a number of courses related to the three types of entrepreneurship, to create this capability in their graduates so that they can, in coordination with their academic discipline and field, commercialize their knowledge and learnings by establishing business institutions and entrepreneurial companies (independent entrepreneurship) or be able to carry out intra-organizational entrepreneurship within existing companies.

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 Abstract
The aim of the present study is to design a smart leadership model for education managers. The research method is applicable according to its purpose, and its method is qualitative and of the type of content analysis. The statistical population includes 12 university professors and scientific research experts with a degree in public administration, as well as education managers and experts in Torbat Heydariyeh city, who were selected through purposive sampling dependent on the selection criteria, and the selection of samples continued until theoretical saturation was reached. The data collection tool is a semi-structured interview. The validity of the research data was examined and confirmed by returning to the participants and external auditors. The content analysis method and Atlas ti8 software were used to analyze the data. The results indicate that 4 organizing themes: pragmatic management, knowledge management, organizational management, and team management were identified and confirmed; and the results also showed that the elements of the smart leadership model for education managers are knowledge management, organizational management, team management, and pragmatic management.
Extended abstract
Introduction
Today, the issue of leadership is one of the most important topics in the field of organizational behavior, which has been discussed and practiced in various ways for a long time. In the last fifty years, when systemic theories about organizations have been formed, the issue of organizational leadership has also been an important and noteworthy topic, and various discussions and numerous researches have been presented and conducted around it. One of the approaches recently attracted the attention of management experts is intelligent leadership (Haight et al, 2017). Intelligent leadership is an exchange of ideas between a leader and followers in a specific situation, who work effectively with each other to achieve a common vision (Majlesi et al, 2020). Today, future leaders consider it necessary to recognize a change pattern in order to open windows of success for themselves and seize it; and to achieve it, they need many competencies; Smart leadership as a process and competency leadership takes this into account (Marishane & Mampane, 2019). It should be noted that the goal of smart leadership is to create the necessary skills and enthusiasm to achieve organizational leadership knowledge and improve leadership intelligence within individuals. Double effectiveness, strategic and flexible thinking, operational focus, and balance are other knowledge achievements of this theory. In fact, leadership is a real phenomenon and plays a prominent role in the effectiveness of organizations (O'Brien, 2022).
Therefore, the present study, with the aim of designing and developing a model for smart leadership in education using the interpretive structural modeling technique, seeks to design and present a model for smart leadership in education, and answer the question: what the interpretive structural model of smart leadership in education looks like?
Theoretical Framework of
Leadership
Leadership is a simple yet elegant concept, which is why there are numerous definitions. Many management experts have different views on what leadership entails, but in general, they agree that leadership involves the power to influence individuals or groups to achieve goals (Amzat et al, 2020).
Smart Leadership
Smart leadership is one of the approaches that management experts have recently paid attention to; therefore, according to leadership theories in new models, an attempt is made to look at the phenomenon of leadership from a creative and intelligent angle (Ali & Rashid, 2020). Smart leadership is an exchange of ideas between a leader and followers in a specific situation, who work effectively with each other to achieve a common vision (Majlesi & Khani, 2019).
Cheraghchi (2023) states in his research that the effectiveness of manager is determined by his management and leadership style. In his research, he examined pragmatic and transformational leadership styles and their types, and showed that a manager, based on his personality and the organization in which he works, can use a specific leadership style or a combination of styles to increase progress and growth. Familiarity with different leadership styles enables an individual to analyze different situations and choose the most appropriate style. He also states that all styles can be effective in specific situations.
Toosi et al, (2022) conducted a study aimed at providing a model for smart leadership in the central organization of Islamic Azad University. In this study, the data in the qualitative section, including three stages of data coding, were analyzed through a coding process and based on a systematic design of grounded theory. The results of the qualitative section indicated the identification of smart leadership components in 5 main components, 21 subcategories, and 98 sub-indices. In the quantitative phase of the research, managers specializing in macro-planning at the middle and senior levels of the Islamic Azad University were selected as the population. The number of staff managers of the central organization of the Islamic Azad University was 114, and the number of staff managers in the provinces was 40, which made a total of 154 people selected as the statistical population. Due to the limited statistical population, the statistical sample was considered equal to the number of 154 people. To collect data from the statistical sample, a researcher-made intelligent leadership questionnaire was used. In the quantitative part, confirmatory factor analysis was first used, and then the relationships between the main indicators were identified using the structural equation model; and after confirming the relationships between the variables, an appropriate model was presented. The findings of the quantitative part showed that the final model of intelligent leadership was confirmed with 5 components of rational leadership, emotional leadership, spiritual leadership, collective leadership, and political leadership.
Research Methodology
The research method is applicable according to its purpose, and its method is qualitative and of the type of content analysis. The statistical population consists of 12 university professors and scientific research experts with a degree in public administration, along with education managers and experts in Torbat Heydariyeh city, selected through purposive sampling dependent on the selection criteria; and the selection of samples continued until theoretical saturation. The data collection tool is a semi-structured interview. The validity of the research data was examined and confirmed through feedback to the participants and external auditors.
Research findings
For data analysis, the content analysis method and Atlas ti8 software were used. The results indicate that 4 organizing themes: pragmatic management, knowledge management, organizational management, and team management were identified and confirmed; and the results as well showed that the components of the intelligent leadership model of education managers are knowledge management, organizational management, team management, and pragmatic management.
Conclusion
The present study was conducted with the aim of designing an intelligent leadership model for education managers. The results of this study are in line with the research of Cheraghchi (2023), Mohtaram & Pakbaz (2023), Fazlail & Moazzami (2023), Toosi et al, (2022), Hejazi & Hossein zadeh (2020), Ali & Rashid (2020), Keikha et al, (2019), Lang (2019), Jalali et al, (2019), Oleksiyenko & Ruan (2018), Keikha (2017), Mohamadi & Farahbakhsh (2015), Rutkauskas & Stasytyte (2013), and Mattone (2013). Lang (2019) showed that given today's changing business environment, what context and platform should be the aim of organizational leaders. Based on published research on the context and platform, this article develops a model of contextual intelligence that can be applied to develop better methods for leadership training. The model encompasses four concerns: contextual sensitivity, situational awareness and judgment, situational adaptability, and response judgment. In the next step, the article focuses on the necessary complexity that leaders must achieve if such a model is to be operationalized. This required complexity includes four components: general cognitive complexity, social complexity, affective complexity, and self-complexity.
In line with the results obtained, the following suggestions are made:
Provide funding for the electronic resource allocation and deployment system.
Design a reward and incentive system that is appropriate for innovative and collaborative employee performance.
Reduce cumbersome rules and processes based on informal structures.
Consider joint goal setting through management by objectives techniques.
Provide special budget to implement an optimal management system for economic and human investments.

Abstract Abstract The aim of the current research is to explain and design mentoring in order to improve human resources activities in the National Company of Southern Oil Regions. The current research is of mixed type (qualitative-quantitative). In the qualitative part, the necessary factors and infrastructures of the model were identified through interviews with 11 experts who were selected using the snowball sampling method; and in the quantitative part, the community consisted of 105 experts and human resource managers of the southern National Petroleum Regions Company, and stratified random sampling method was used. In the qualitative stage, the theme analysis method is used. Experts' opinions were used to check the validity of the qualitative data collection tool, and thematic analysis was uded to check the reliability of the findings. MAXQDA 10 software was used to analyze the qualitative data; and in the quantitative stage, data analysis has been done through questionnaires and structural equations using SPSS, SmartPLS software. Based on the results of the research, 16 themes and in fact the necessary infrastructures for the design of the model were obtained, which are: organizational communication, mentoring evaluation, organizational trust, organizational training, employee development, organizational commitment, employee empowerment, employee socialization, organizational structure, organizational factors, knowledge management, career path management, human resources management, organizational implementation barriers, organizational performance results, and mentor's individual characteristics. Finally, based on the obtained results, the mentoring model was designed in order to improve human resources activities. Extended abstract Introduction Today, organizations have well understood that in order to succeed in the complicated global economy and to survive in the competitive business environment, they need to have the best talents. At the same time as understanding the need to recruit, develop and maintain talents; organizations have realized that talents are critical resources (Abadeh et al, 2023). Today, at least half of the top 1000 leading companies in the world provide mentoring in various forms to their employees. Organizations such as NASA, Vodafone, Coca-Cola, etc. are among the organizations that have included mentoring in their human resources training activities. Even associations and institutions active in the field of training and improvement, such as the American Training and Improvement Association, the Personnel and Improvement Association, the American Management Association, or the International Federation of Coaches, carry out extensive activities in the field of mentoring (Kosariye et al., 2020). Official mentoring programs in organizations are implemented with a special focus on organizational development. Organizational development and culture change; Mentoring can help establish a connection between the organization's values, mission and duty. One-to-one communication helps employees understand the organizational culture and implement any necessary changes. Educational support; the mentoring method helps fill the gap between theory and practice through more transfer of knowledge and learning. Formal education and learning is completed by the practical knowledge and experience of a professional and skilled worker. Retention and maintenance of employees; The mentoring method creates a motivated and encouraging environment through interactions, training and role modeling that facilitates the internal progress of the organization and increases the welfare of employees. Mentors increase success, satisfaction, promotion and job opportunity (Tyler & MMckenzie, 2011). Therefore, the current research is looking for the answer of following question: How is the explanation and design of mentoring in order to promote human resources activities in the National Company of Southern Oil Regions? Theoretical Framework Human resources Human resources are a valuable intangible asset in an organization. Their wants and needs are different and difficult to understand. Due to the increase in the size of the industry and the complexity related to its operations and human factors, a number of organizations have used mentoring programs. Mentoring helps to increase the morale of employees and motivates them to achieve the goals of the organization. Through mentoring, organizations see their employees as better people and gain knowledge about the work needs and personal needs of employees. Just like a discipline that integrates organizational goals and personal goals, organizations gain many benefits through mentoring (Daneshmandi et al, 2018). Mentoring Mentoring is a type of learning process in which individual and mutual helping relationships are achieved through a focus on success (Rajabpor et al, 2015). In this type of learning, emotional support is a key component (Haran & Jeyaraj, 2019). In the mentoring relationship, the mentee learns and grows through conversations with experienced mentors who share their knowledge and experience, and this Learning is integrated with their thinking and action (Rajabpor, 2020). Abdollahi & Heshmati Navabi (2023) investigated coaching as an appropriate strategy for the development of medical faculty members in higher education: a systematic review. The results showed that the mentoring program consists of three stages: "targeting and familiarization with the implementation of the mentoring program", "implementing the mentoring program" and "evaluating the mentoring program." Implementation approaches included a traditional one-on-one coaching program, a peer coaching program, and a distance learning coaching program. By identifying the stages and types of mentoring programs, this study showed that their use, especially the distance education guidance program, has led to the advancement of faculty members in various fields. A mixed approach to program evaluation can provide more appropriate views of the effects of these programs. Gholipur et al, (2022) investigated the presentation of the mentoring model and analyzed the factors affecting its successful implementation in the Hamrah-e Avval company. The results of the interviews were analyzed by theme analysis and using Brown and Clark's approach. Factors affecting the implementation of the mentoring process in 17 sub-categories and 3 main categories; included planning, implementation and evaluation and feedback. Then, in the quantitative phase of the research, the main and subcategories were evaluated using the fuzzy hierarchical analysis technique. The results in the second step of the research showed that the category of implementation is the most important among the three main categories of implementing the mentoring process in the Hamrah-e Avval Company; and after that, the categories of "planning" and "evaluation and feedback" are in the second and third ranks. Research methodology The current research is of mixed type (qualitative-quantitative). In the qualitative part, the necessary factors and infrastructures of the model were identified through interviews with 11 experts who were selected using the snowball sampling method; and in the quantitative part, the community consisted of 105 experts and human resource managers of the Southern National Petroleum Regions Company, and stratified random sampling method was used. Research findings The Max Kyuda software was used to analyze the qualitative data, and in the quantitative stage, the data analysis was done through questionnaires and structural equations using (SPSS, SmartPLS) software. Based on the results of the research, 16 themes and in fact the necessary infrastructures for the design of the model were obtained, which are: organizational communication, mentoring evaluation, organizational trust, organizational training, employee development, organizational commitment, employee empowerment, employee socialization, organizational structure, organizational factors, knowledge management, career path management, human resources management, organizational implementation barriers, organizational performance results, and mentor's individual characteristics. Finally, based on the obtained results, the mentoring model was designed in order to improve human resources activities. Conclusion The current research has been carried out with the aim of explaining and designing mentoring in order to improve human resources activities in the National Company of Southern Oil Regions. The results of this research corresponds with the results of Derex (2021), Bas et al, (2018), Ebrahimpour et al, (2021), Perasad et al, (2019), Mendez et al, (2017), Safdari & ghrone (2022), Deipite & Shalin (2017), Zarabi et al, (2018), Maghboli et al, (2019), Perasad et al, (2019), Safdari & Ghoroneh (2022), Daneshmand et al, (2018), Bass et al, (2018), Pourhossein (2018), Safdari & ghrone (2022), and Deipite & Shalin (2017). From the review of researchers' opinions, it is concluded that the necessary factors and infrastructures for the implementation of mentoring are: The structure of mentoring, determining the supervisor of mentoring implementation, training, creating a mentoring culture, mentoring evaluation, and service compensation. It can be concluded that, according to the background of the research and by studying the opinion of the researchers and by studying the researches, mentoring improves the activities of Human resources include: socialization of training and development, performance management, career path and succession, and preservation and maintenance of human resources. According to the findings of the research, for the optimal use of human resources in planning in the field of mentoring evaluation, it is suggested: - Due to the fact that the human resources activities in the National Company of Southern Oil-bearing Regions need to be improved and the use of management systems and attention to these activities will improve the human resources activities, and if human resource activities are performed well; the performance of human forces and human resources of the organization will improve, and the achievement of the organization's goals depends on the performance of its human resources, and the proper performance of the organization's human resources will make the organization's goals effective and efficient. It is recommended to use mentoring system in order to improve human resource activities.

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 the current research is to design a model of the drivers that influence the maturity of knowledge management in the sports organization of Tehran Municipality. According to its purpose, the research method is applicable; qualitative in terms of implementation; and analytical and exploratory in nature. The statistical population includes 19 experts and faculty members of universities selected by the purposeful sampling method. Data collection was done using semi-structured interviews with members of the statistical community. The analysis of the data was done by the metacombination method, and MICMAC software was used. The data analysis showed that 32 key indicators and 9 sectors were identified through a 9x9 matrix based on cross-effects. Also, the results showed; Support drivers and organizational infrastructure, management factors, and content play an important role in improving system relationships, which are both influential and influenced. The drivers of strategic alignment of knowledge management and the environment of knowledge management had been the least influenced and the most influential, which is necessary to pay attention to these indicators according to the conditions of knowledge management in Tehran Municipal Sports Organization. Also, the drivers of knowledge management processes and flow, information technology infrastructure, and employees are more effected and less effective. The drivers of evaluation do not play a key and important role in the formation of the spatial organization of the maturity of knowledge management in the sports organization of Tehran Municipality. According to the identified drivers, it is necessary for the officials of Tehran Municipal Sports Organization to mature the knowledge management in this organization by emphasizing these factors.
Extended abstract
Introduction
Knowledge is a fluid mixture of experiences, new values, and new information, and it is embodied in organizations not only in documents and knowledge reserves, but also in the working procedures of organizational processes and norms (Makvandi et al, 2019). Inside the organization, this knowledge exists not only in the documents and databases of the organization, but also in all the activities, processes, actions and normes of the organization. Knowledge is divided into two types, implicit and explicit. Explicit knowledge is knowledge that is clearly written and coded in words, numbers, and figures; and can be accessed and stored in books, documents, plans, reports and documentaries (Alidoost Ghahfarokji et al, 2022).
Therefore, organizations need flexibility in almost all aspects of their existence for their survival. On the other hand, preserving knowledge capitals and continuous use of them is also a reason for organizations to seek to use knowledge management and apply it more than before (Bayat et al, 2022). Through knowledge management, managers try to extract the knowledge accumulated in the minds of the members of the organization and share it among all people. In this case, the knowledge stored in the system becomes a permanent usable resource and provides a sustainable competitive advantage for the organization. (Dindar et al, 2022). Knowledge management is the process through which organizations use their collected information. Approaches to knowledge management depend on the management perspective; the differences can be caused by the information-based, technology-based, and culture-based perspectives (Asgharneghad & haghdoust, 2022). Therefore, the research begins with this question: how is the design of the driving force model affecting the maturity of knowledge management in the sports organization of Tehran Municipality?
Theoretical Framework
Knowledge management
Knowledge is one of the most important resources and funds to achieve this defensive advantage, so that knowledge management is considered as a key lever to improve performance, increase productivity and creativity, and facilitate innovation in organizational environments (Rossidis & Belias, 2020; Naeji, 2023). Knowledge management is a strategy that seeks to capture and organize knowledge, and tries to improve organizational capacities to compete and produce value. Therefore, we must know that knowledge management is not only about technology, but about processes, people, behaviors, and work flow. Thus, creating an organizational knowledge base should be recognized as a valuable resource (Rossidis & Belias, 2020).
Shafaei et al, (2024) investigated the impact of knowledge management on organizational performance with regard to the mediating variable of business process management. The findings of the research showed that based on the significant values of the hypotheses, all three hypotheses were confirmed. The impact of knowledge management on business process management was 0.742; the impact of knowledge management on organizational performance was 0.422; and the impact of business process management on organizational performance was 0.652. Therefore, the most important proposal of the research is to pay attention to the preservation, sharing and application of knowledge, which is effective both in managing business processes and in increasing the level of organizational performance.
Dindar et al, (2022) investigated the design of the knowledge management model in the Tehran Municipal Sports Organization. To analyze the data, three stages of open, central, and selective coding were used, which resulted in a total of 58 open codes, categorized in five categories of causal conditions (organizational culture, technological infrastructure, long-term investment, road map), contextual conditions (the support of top managers, the life cycle of the organization, expert manpower, and the dispersion of the organization's centers), intervening conditions (the role of governance, material and intellectual property rights, and competitors), strategies (empowerment of human resources, knowledge-orientation of organization, implementation of knowledge management strategy, reward system redesign, and structure redesign), and consequences (decision-making improvement, developing and creating new knowledge, increasing creativity and innovation, and identity building). Due to the fact that the atmosphere of the organization has changed from the traditional form to a knowledge-centered one, the sports organization of Tehran Municipality should adjust their knowledge management strategies while adapting to the changes.
 
Research methodology
According to its purpose, the research method is applicable; qualitative in terms of implementation; and analytical and exploratory in nature. The statistical population includes 19 experts and faculty members of universities selected by the purposeful sampling method. Data collection was done using semi-structured interviews with members of the statistical community.
Research findings
The analysis of the data was done by the metacombination method, and MICMAC software was used. The data analysis showed that 32 key indicators and 9 sectors were identified through a 9x9 matrix based on cross-effects. Also, the results showed; Support drivers and organizational infrastructure, management factors, and content play an important role in improving system relationships, which are both influential and influenced. The drivers of strategic alignment of knowledge management and the environment of knowledge management had been the least influenced and the most influential, which is necessary to pay attention to these indicators according to the conditions of knowledge management in Tehran Municipal Sports Organization. Also, the drivers of knowledge management processes and flow, information technology infrastructure, and employees are more effected and less effective. The drivers of evaluation do not play a key and important role in the formation of the spatial organization of the maturity of knowledge management in the sports organization of Tehran Municipality. According to the identified drivers, it is necessary for the officials of Tehran Municipal Sports Organization to mature the knowledge management in this organization by emphasizing these factors.
Conclusion
The current research was conducted with the aim of designing a model of drivers influencing the maturity of knowledge management in Tehran Municipal Sports Organization. The results of this research are in agreement with the results of Shafaei et al, (2024), Asgharneghad & Haghdoust (2022), Dindar et al, (2022), Jalali & Jafari (2022), Kiyani & Nazari (2021), Purrashidi (2021), Sarlak & Kasraei (2020), Khajepour et al, (2019), Payal et al, (2019), and Zaim et al, (2019). Dehghanpouri et al, (2020) showed that the maturity percentage of knowledge management in line with business strategies is 13.69%. The strategic, organizational-human, and technical-content dimensions have a significant impact on business. Therefore, in order to make purposeful the use of knowledge, and organize the stages and levels of its development, it is necessary to know the current situation in the field of knowledge management and determine the factors influencing decision-making, in order to apply and improve knowledge management in line with business.
According to the results of this research, the following suggestions are presented:
 Considering that Tehran Municipal Sports Organization has the second level of maturity, in order to achieve a higher level, the level of ability of codes, financial and time resources, communication and knowledge flow, presenting the value of knowledge management and participation and involving people should be improved.
 Allocating sufficient resources to knowledge management activities, ensuring the availability of resources when investing in the field of knowledge management and providing sufficient time to employees will be appropriate measures to improve the maturity of financial and time resources to perform knowledge activities.

Abstract Abstract The purpose of this research is to provide a training model with knowledge management approach in the National Bank of Iran. Therefore, it is an applied-developmental research that can use in other banks and financial institutions. The quantitative research method is survey-analytical. The statistical population of 1156 people included experts and middle managers of National Bank headquarters in Tehran province. Cochran's formula was used to calculate the sample size, and 288 people were determined and selected by stratified random sampling method. The tool of data collection is a researcher-made questionnaire. For the validity of the questionnaire, face or content validity methods were used, and for reliability, Cronbach's alpha method was used, which was confirmed with an alpha value of 0.9. The data were processed with the help of SPSS26 statistical software and PLS4 structural equation software. To analyze the gap, the non-parametric Wilcoxon test was used to identify the current and desired status of training indicators with the knowledge management approach in National Bank, and also Friedman test was used to determine the priority between categories, and structural equations were used to analyze the confirmatory factor and build the model. According to the findings, there is a significant difference between the average of the current and desired status of the indicators in the target community. Finally, the models were examined in two sections: the current, and the desired status; and a combined model was presented. Based on the results, the managers of National Bank should make extra efforts in all the components of the model, which in the current status have less factor loading than the desired status, in order to implement employee training with knowledge management approach. Extended abstract Introduction Today, the development of the world economy is focused on creating knowledge and competency-based economy. In this process a key role belongs to the skilled workforce that meets the needs of the labor market, and is a driver of economic and social progress, as well as improving competitiveness of the country in general (Sekerin et al., 2018). Therefore, training and development of employees with the aim of increasing the productivity in the organization has become very important (Ismael et al., 2021). Organizations make huge investments on employee training and development each year. However, transfer of knowledge acquired through training programs to company stakeholders is not as easily achieved. A learning environment needs to be produced in organizations such that employees are motivated to actively learn new things and then share their knowledge with their peer (Banerjee, Gupta & Bates, 2017). Knowledge management processes implemented at the organizational level can play a vital role in the transfer of knowledge thereby, increasing the effectiveness of training (Abd Rahman et al., 2013): because human resources training is the primary approach to elicit and reinforce employees' knowledge and proficiency. Certainly, both knowledge and human resources are being increasingly regarded as key levers of improving of organizational performance in today’s global, dynamic and complex organization environment (Khaksar et al., 2011). Organizations striving in today’s fast changing marketplace are facing the need to have employees who know how to learn and who can quickly retool and be ready for new challenges (Ho, 2008). In this regards, the adoption of appropriate Knowledge Management approaches which is recognized to be a way to achieve sustainability goals (Kassaneh, Bolisani & Cegarra-Navarro, 2021) has become an important tool for enhancing and supporting education (Alosaimi, 2016).  So far, various models have been presented for the training systems of the employees of the organizations. But considering the importance and promotion of knowledge and the importance of increasing the efficiency and competitive environment among organizations, especially in banks and financial institutions due to being exposed to changes,, a suitable model is needed to achieve this important. It can be institutionalized the teaching and learning process which is the goal of effective education. Therefore, the current research aims to provide a model of training with a knowledge management approach in the National Bank of Iran, in which the following questions are examined and answered: What is the current status and the desired status of training indicators with knowledge management approach in National Bank of Iran According to the experts and managers of this bank? What is the ranking of training indicators with knowledge management approach in National Bank of Iran? What is training model with the knowledge management approach in National Bank of Iran? Theoretical framework According to Goldstein (1986), training is defined as “the systematic acquisition of skills, rules, concepts, or attitudes that result in improved performance” (Abd Rahman et al., 2013). The main purpose of employee training is to increase efficiency. Individuals rely on training to improve their current skills and to learn new skills (Renukappa, Suresh & Alosaimi, 2021). Davidson and Philip Voss (2003) state that knowledge management is the way based on which the organizations manage their employees, identify and store existing knowledge, and share it with teams to improve the quality and value of that knowledge to create knowledge-based innovations (Kurniawan et al, 2023). The real focus of knowledge management is on “doing the right thing” instead of “doing things right”. It provides a framework within which the organization views business processes as knowledge processes which involves creation, dissemination and application of knowledge towards organizational sustenance and survival (Dhamdhere, 2015). The benefit and application of new methods and approaches of training and learning of employees is accompanied by a change in the paradigm of education towards learning opportunities (Mogharab Elahi & Jafari, 2022). Knowledge management will lead educational organizations to identify all the needed processes that add value to learning experience (Alosaimi, 2016). Methodology The research method is quantitative, survey-analytical, and an applied-developmental research in terms of its purpose. The statistical population was 1156 people, including experts and middle managers of National Bank headquarters in Tehran province. Cochran's formula was used to calculate the sample size, and 288 people were determined and selected by stratified random sampling method. The tool of data collection is a researcher-made questionnaire. This questionnaire has 42 items and 9 components: scientific ability of human resources (5 items), behavioral competence of human resources (3 items), policy and legislation (4 items), social factors (3 items), educational leadership (6 items), Knowledge management approach (8 items), evaluation and control of educational quality (3 items), learning culture (4 items), and human resources training (6 items). For the validity of the questionnaire, face or content validity methods were used, and for reliability, Cronbach's alpha method was used, which was confirmed with an alpha value of 0.9. The data were processed with the help of SPSS26 statistical software and PLS4 structural equation software. To analyze the gap, Wilcoxon's non-parametric test was used to identify the current and desired status of training indicators with the knowledge management approach in the studied bank. The non-normality of the data distribution is the reason for choosing this test, which was calculated through the Kolmogorov-Smirnov Test. Friedman's test was used to determine the priority between categories and criteria, and structural equations were used for confirmatory factor analysis and model building. Discussion and Results The findings showed that for all variables, the significance level value of the Wilcoxon test is equal to 0.000; which is less than 0.05, so the null hypothesis is rejected with%99 confidence, and there is a significant difference between the average of current status and the desired status in the target society. According to the results of the descriptive section, the average of the current status is lower than the average of the desired status. Also, the significance level of Friedman's test for the current and desired status is equal to 0.000, which is less than the value of 0.05; so with%99 confidence, there is a significant difference between the ranks of each variable. According to the average values of the ranks, the policy and legislation variable in the current status has the highest rank with a value of 6.73 and the learning culture variable has the lowest rank with a value of 3.25. Also, the variable of human resources training in desired status has the highest rank with a value of 5.82 and the variable of knowledge management approach has the lowest rank with a value of 4.29. In order to provide a model of education with knowledge management approach, the models have been examined in two parts; the current status and the desired status. In these models, the indicators whose factor loading was less than 0.7 were excluded from the model. Finally, the combined model is presented based on the factor loading report of each index. Conclusion The present research was conducted with the aim of presenting a training model with knowledge management approach in the National Bank of Iran. According to the findings of this research, in order to bring about change and achieve the desired status of the identified indicators, the managers of National Bank must be able to quickly adapt to the current changing and unpredictable conditions, and their efforts to change should be in the direction where teaching and learning processes are at the center of their work. The current research is consistent with the findings of Ramazanzade et al, (2019), which emphasize the use of group teaching methods and active learning and practical communities in order to produce more knowledge, and also with the results of Reyhani (2022), which states the role of the knowledge management approach in improving the performance of education and its effectiveness, and with the studies of Utete (2017) and Fadel (2022) in connection with the promotion of knowledge transfer culture. In line with the findings of this research, it can be acknowledged that providing training with knowledge management approach covers all the objectives of in-service training for employees from the aspects of induction, retraining, compensatory and knowledge enhancement, and it is effective in achieving these goals, such as helping people to carry out assigned tasks, compensating and completing the training of employees, improving the knowledge and ability of employees, and providing them with new scientific information. On one hand, the high ranking of the policy and legislation index in the current status shows the importance of this issue and its related components from the point of view of the managers and experts of the studied bank. In line with the findings of this part of the research, the studies of Moharramzadeh, Talebi & Daneshvar (2020), NNKO & TIENG'O (2022), and Holakupour & Hamidizadeh (2016) have been emphasized the importance of human resource training policies and the fact that training and development programs should be part of the organization's strategic plan and the need to match knowledge business strategies with knowledge development strategies to increase organizational effectiveness. On the other hand, the low ranking of the knowledge management approach in the desired status and the learning culture in the current status indicates that the managers and experts of the studied bank are not aware of the concept of knowledge management and knowledge sharing culture. In this context, researchers such as Babai Farsani, Hassani Moghadam & Farhadi (2021), Malik & Danish (2020), Omar & Mahmood (2020), and Kurniawan et al, (2023) have discussed the importance of learning culture and knowledge management in organizations in improving individual and organizational performance. In general, the model designed in this research shows a comprehensive picture of human resource training indicators with knowledge management approach that can be used in other banks and financial institutions. In order to implement employees training with knowledge management approach, National Bank managers should make extra efforts in all the components of the model, which in the current status have less factor loading than the desired status. It is necessary for managers of banks and financial institutions, including the National Bank, to improve the level of knowledge and the quality of the behavior and performance of employees by recognition and prioritization the indicators of employees training with knowledge management approach. Based on the obtained results, it is suggested: emphasis and support of managers of banks and financial institutions on the implementation and institutionalization of knowledge management, providing a suitable motivational package for knowledge workers, complete integration between training strategies and macro knowledge strategies, educational planning and content development according to knowledge gaps, creativity in choosing new educational methods and using knowledge management tools, providing flexible and combined learning opportunities and paying more attention to virtual education, developing informal relationships, experiential and collaborative learning, considering talent training as a main responsibility for managers of banks and financial institutions and developing a program to record and transfer knowledge of employees.

Abstract The purpose of this research is to investigate the mediating role of human resource improvement in the relationship between knowledge management and the job performance of secondary school teachers in Karaj city. The current research is an applicable research in terms of its purpose, and a survey-correlation research in terms of research method. The statistical population of the research is 7690 secondary school teachers in Karaj city. Using the Tabaking formula, 200 people were selected as a sample from among the teachers by multi-stage cluster sampling method. To collect data, Velba & Jansen's human source training and improvement (2010), Lawson's knowledge management (2003), and Patterson's job performance (1990) questionnaires, which had acceptable validity and reliability, were used. Data were analyzed using descriptive and inferential statistical methods including correlation coefficient, path analysis, and structural equation model. The results showed that there was a significant relationship between knowledge management and job performance (p≥0.05). There was a significant relationship between improving human resources and job performance (p≥0.05). There was a significant relationship between knowledge management and improving human resources (p≥0.05). Also, the results of the structural equation model showed that the human resource improvement variable had a mediating role in the impact of knowledge management on job performance (p≥0.05). In general, it can be concluded that the improvement and development of knowledge management and training and the improvement of human resources can directly lead to an increase in the professional performance of teachers. Extended Abstract Introduction Job performance means knowledge and ability to perform specific tasks, which requires proficiency in the use of special techniques and tools, and practical competence in behavior and activity. Such functions are obtained through education, internship and experience. The distinctive feature of job performance is that it is possible to achieve the highest level of competence and expertise, because this performance is accurate, specific and has objective and measurable criteria (Saatchi, 2007; Savari et al, 2017). Kampbell (1999) considers job performance to be behavior or actions that include the organization's goals and determine its efficiency, which can be determined by the level of skills determinable by providing a specific action or a set of actions (Nam & Park, 2019). Job performance is influenced by various factors, including knowledge management and improvement of human resources. Knowledge management is as a life cycle that includes four elements (Salami & Mohseni, 2019). On the other hand, the most important feature of today's organizations is change. Koper (2004) in the definition of human resource improvement writes: Human resource improvement is related to preparation for learning, development and training opportunities in order to improve individual and group performance and organizational improvement (Koper, 2004; Bigdali et al, 2018). ). According to the mentioned materials, the main problem of the research is: what is the relationship between knowledge management and teachers' job performance with the mediating role of improving human resources? Theoretical foundations Knowledge management is a systematic and coherent process that uses a suitable combination of information technologies and human interaction to identify, manage and share the organization's information assets. Job performance includes an area of organizational behavior that is related to people's jobs, and is in line with the achievement of the organization's goals. Job performance definitions mainly emphasize behavior compared to results (Jalal Zadeh & Nasiriyan, 2020). Improvement refers to activities through which employees keep pace with the changes and growth of the organization. In organizational literature, there is a small difference between training and improvement. Hoseini (2021) investigated the impact of flexibility of human resources on organizational innovation and job performance of the employees of Birjand Education Department. The results of the research showed that the flexibility of human resources has an effect on the organizational innovation of employees. Employees' skills and behavioral flexibility do not affect the organizational innovation of employees. The flexibility of human resource activities has an effect on the organizational innovation of employees. The flexibility of human resources affects the job performance of employees. Employees' skills, behavioral flexibility and flexibility of human resource activities do not affect the job performance of employees. Por Rashidi (2021) investigated the mediating role of knowledge management and organizational learning in the impact of human resources development activities on employee innovation (case study of employees of Shahid Bahonar University, Kerman). The results showed that human resource development activities have a positive and significant effect on knowledge management. Human resources development activities have a positive and significant effect on the organizational learning of employees. Organizational learning of employees has a positive and significant effect on their innovation. Organizational learning of employees has a positive and significant effect on their innovation. Human resource development activities have a positive and meaningful effect on employee development. Finally, knowledge management and organizational learning play a mediating role in influencing human resource development activities on employee innovation.   Research Methodology The current research is applicable in terms of its purpose, and is a descriptive research in terms of the research method of the correlative-survey type and based on structural equation modeling. The statistical population of the research is 7,690 secondary school teachers in Karaj city, among which 200 people were selected as a sample by using the smoking formula with a multi-stage cluster sampling method. The questionnaire of Patreson (1990) was used in order to collect data related to the job performance variable, and the questionnaire of Lavson (2003) for the knowledge management variable, and the questionnaire of Velba & Jansen (2010) for the human resources improvement variable were used. Research Findings In order to investigate the hypothesis of the research, the structural equation modeling method of structural equation modeling with the help of spss software was used, and then statistical liserel software was used to measure the effects of the independent and mediator variables with the dependent variable, and the results were as follows: the results of the first sub-hypothesis showed that based on the findings of inferential statistics, the coefficient of knowledge management impact on job performance is estimated at 0.46. Considering that the value of the significant number (t-value) is equal to 6.09 and more than 1.96; it means that knowledge management has a positive and significant effect on performance. The results of the second sub-hypothesis showed that based on the findings of descriptive statistics, the mean of the variable of job performance is equal to 3.48 out of 5, and its standard deviation is 0.94, which indicates that the teachers' job performance level is higher than the average. Based on the findings of inferential statistics, the impact factor of improving human resources on job performance is estimated at 0.31. Considering that the value of the significant number (t-value) equal to 4.16 is greater than the absolute value of 1.96; it means that improving human resources has a positive and significant effect on job performance. The results of the third sub-hypothesis showed that based on the findings of descriptive statistics, the mean of human resource improvement variable is equal to 3.69 out of 5 and its standard deviation is 0.69, which can be said that the teachers are average to high in terms of human resource improvement. Based on the findings of inferential statistics, the impact coefficient of knowledge management and improvement of human resources is estimated at 0.51. Considering that the value of the significant number (t-value) equal to 6.07 is greater than the absolute value of 1.96; that is, knowledge management has a positive and significant effect on the improvement of human resources. The results of the main hypothesis showed that the effect of the knowledge management variable on the improvement of human resources was accepted with a path coefficient of 0.51 and a t-statistic value of 6.07. Also, the effect of improving human resources on job performance was confirmed with a path coefficient of 0.31 and a t-statistic value of 4.16. On the other hand, considering that the absolute value of the Sobel statistic is equal to 4.208 and is greater than 1.96, and the significance level of the test (0.00) is lower than the error level of 0.05, it can be found at the confidence level of 95 percentage of mediating effect of human resource improvement in the relationship between knowledge management and job performance confirmed once again. Also, the value of the direct effect of knowledge management on job performance is equal to 0.46, the indirect effect of knowledge management on job performance is 0.158, and the total effect of knowledge management on job performance is estimated to be 0.618.   Conclusion and Discussion The current research was conducted with the aim of mediating role of improving human resources in the relationship between knowledge management and teachers' job performance. The results of this research are consistent with the results of Morshedi Tonekaboni (2020); Yousefli & Efrai (2020); Salami & Mohseni (2019); Ghasemi-nejad Raini & Azari (2018); the application of knowledge management and training and improvement of human resources by providing creating conditions for more productivity of human capital, creating job feedback, more efficient and effective learning, satisfaction of applicants, stimulating motivation as well as creativity and innovation, creates the field of desire and motivation to work and career advancement, and ultimately leads to improvement. According to the current research, it is suggested to pay special attention to training and improving the knowledge of employees and in this regard, design and implement training courses based on needs assessment by experts and establish the balance between the personal needs of teachers and the needs of the organization, the redesign of assessment and learning mechanisms, and the institutionalization of evaluation culture, reuse of workshop equipment and tools, and training and internship while doing work should be considered. 

Abstract Extended Abstract
Abstract
     The purpose of this study is to examine the relationship between knowledge management and scientific creativity with the mediating role of intellectual capital among students of literature. This research was conducted using a descriptive–correlational approach and structural equation modeling. The statistical population consisted of 130 literature students, from whom a sample was purposefully selected and examined. Standardized questionnaires on knowledge management, intellectual capital, and scientific creativity were employed to measure the research variables. The findings indicated that knowledge management has a positive and significant effect on scientific creativity, and intellectual capital also exerts a considerable influence on scientific creativity. Moreover, the results revealed that knowledge management has a substantial impact on intellectual capital, and intellectual capital plays a strong and significant mediating role in the relationship between knowledge management and scientific creativity. Accordingly, a significant portion of the effect of knowledge management on scientific creativity is transmitted through the enhancement of human, structural, and relational capital. These results suggest that improving the mechanisms for knowledge creation, sharing, and application within the university environment, along with strengthening intellectual capital, can foster greater scientific creativity among literature students. The findings of this study are consistent with the results of previous domestic and international studies and highlight the importance of knowledge management and intellectual capital in the development of scientific creativity.
Introduction
Scientific creativity, as one of the fundamental components of knowledge production and cultural development, plays a decisive role in determining the quality of universities’ scientific outputs. In the field of humanities—and particularly in literature—scientific creativity is not limited to innovation in research methods or the production of scientific works; rather, it encompasses the ability to reinterpret concepts, critically reread texts, and offer new approaches to literary analysis. Therefore, understanding the factors that can foster scientific creativity among literature students is essential for enhancing the academic level of universities and expanding the capacity of literary research (Taheri Barmaei et al., 2020).
One of the most important of these factors is knowledge management—a systematic process through which knowledge is created, stored, shared, and applied (Azimi et al., 2020). Universities and educational settings can foster scientific creativity only when the knowledge management cycle functions effectively within them. Knowledge management not only facilitates students’ access to reliable sources but also, by providing interactive platforms, creates opportunities for idea exchange, the emergence of new insights, and collective learning (Rahnaward Ahan & Mohammadi, 2009).
However, knowledge management alone is not sufficient. Its effectiveness largely depends on another factor that has recently gained substantial attention: intellectual capital.
Intellectual capital refers to a set of intangible assets such as specialized knowledge, skills, experiences, communication competencies, organizational culture, and structural capital—elements that can directly and indirectly enhance academic and research performance (Ozkan et al., 2017). In the academic environment, a rich human capital base, supportive structures, and effective social relationships can provide the foundation for transforming existing knowledge into new creativity. Hence, intellectual capital may play a mediating role in the relationship between knowledge management and scientific creativity—meaning that knowledge management can enhance scientific creativity only when the knowledge is absorbed and converted into value within an enriched framework of intellectual capital (Ali Mohammadi et al., 2020).
Theoretical Foundations of the Study
Knowledge Management
Universities, as centers for the production and dissemination of knowledge, require mechanisms that enable them to manage existing knowledge in a systematic manner. In this regard, knowledge management helps students not only access scientific resources but also share their knowledge with others, benefit from each other’s experiences, and ultimately generate new ideas. Knowledge management processes typically include knowledge creation, knowledge storage, knowledge sharing, and knowledge application, each of which can play an important role in developing individuals’ scientific capabilities (Hebibi et al., 2019).
Among literature students, knowledge management can be facilitated through studying diverse sources, participating in academic discussions, utilizing academic databases, and interacting with professors as well as fellow students. Such processes can lead to a deeper understanding of literary texts and theories. Ultimately, these activities may contribute to the development of novel ideas and the enhancement of scientific creativity.
Scientific Creativity
Scientific creativity refers to the ability to generate new and valuable ideas, theories, or solutions within scientific domains. This concept is considered one of the key drivers of scientific advancement and the development of knowledge. Scientific creativity typically emerges from the interaction among knowledge, cognitive skills, intrinsic motivation, and a supportive environment (Bahramzadeh, 2019).
In the field of humanities—and particularly in literature—scientific creativity often manifests through proposing new interpretations of literary texts, presenting innovative perspectives in literary criticism, or integrating different theoretical frameworks for the analysis of literary works. Students who possess a higher level of scientific creativity tend to demonstrate a greater capacity to present original viewpoints and conduct innovative research.
Various factors can influence scientific creativity, including the educational environment, access to academic resources, scholarly interactions, and the extent of knowledge sharing among individuals. In this regard, knowledge management can provide a platform through which students become familiar with diverse ideas and perspectives, thereby enhancing their creative capacities (Munir, 2016).
Intellectual Capital
In today’s knowledge-based economy, intangible resources play a more significant role than physical assets in creating value and sustaining competitive advantage. One of the most important of these intangible resources is intellectual capital, which is defined as a combination of knowledge, skills, experiences, relationships, and organizational structures that contribute to value creation and performance improvement.
The concept of intellectual capital first attracted researchers’ attention in the late twentieth century and gradually became one of the key constructs in the fields of knowledge management and human resource management. In academic and university settings, intellectual capital not only enhances scientific productivity but also provides a fertile ground for the emergence of creativity and innovation (Hosseini, 2019).
Intellectual capital generally refers to intangible assets manifested in the form of individuals’ knowledge, organizational structures, and communication networks. Unlike physical capital—which is visible and directly measurable—intellectual capital is non-material in nature, and its value lies in its capacity to generate knowledge, solve problems, and foster innovation.
In organizations, particularly within universities, intellectual capital serves as a crucial driver of educational quality improvement, research development, and knowledge production. For this reason, many scholars have identified intellectual capital as one of the most strategic resources in knowledge-based organizations (Jalalian, 2019).
Research Methodology
This study is applied in purpose and descriptive–survey in method. The statistical population consists of literature students at Islamic Azad University, Tehran Branch. From this population, a purposeful sample of 130 students was selected, and the research questionnaires were distributed among them.
The data collection instrument used in this study was a standardized questionnaire. To test the research hypotheses and validate the conceptual model, Structural Equation Modeling (SEM) was employed using the Partial Least Squares (PLS) method and the Smart PLS software.
The PLS approach, which is variance-based, was selected because it imposes fewer restrictions compared to covariance-based SEM techniques such as LISREL or AMOS. Its primary advantage lies in requiring a smaller sample size while still providing reliable results for complex models. Therefore, considering the study’s relatively limited sample and the exploratory–confirmatory nature of its conceptual model, PLS was deemed the most appropriate method for data analysis.
Research Findings
Intellectual Capital → Scientific Creativity
The path coefficient of 0.653 and the t-statistic of 5.55 indicate that intellectual capital has a very strong and positive effect on scientific creativity. In other words, as the level of students’ intellectual capital (comprising human, structural, and relational capital) increases, their level of scientific creativity rises significantly. This path coefficient underscores the substantial impact of this variable on the outcome.
Research Findings
Knowledge Management → Scientific Creativity
The path coefficient of 0.305 with a t-statistic of 2.64 indicates that knowledge management also has a positive and significant effect on scientific creativity; however, the strength of this effect is lower than that of intellectual capital. This result suggests that the ability to create, store, share, and apply knowledge can enhance scientific creativity, but its independent effect is moderate.
Knowledge Management → Intellectual Capital
The very high path coefficient of 0.785 along with a t-statistic of 13.60 demonstrates a very strong and significant relationship between knowledge management and intellectual capital. This finding indicates that knowledge management is one of the most influential factors in strengthening students’ intellectual capital. In other words, improving knowledge management processes significantly enhances students’ knowledge base, structural resources, and academic interactions, which together constitute intellectual capital.
Indirect Effect of Knowledge Management on Scientific Creativity through Intellectual Capital
The path coefficient of 0.513 with a t-statistic of 5.64 indicates that knowledge management, beyond its direct effect, exerts a highly significant indirect effect on scientific creativity via intellectual capital. Notably, this indirect effect is stronger than the direct effect of knowledge management on scientific creativity.
Therefore, intellectual capital functions as a powerful mediator in this relationship, implying that a substantial portion of the impact of knowledge management on scientific creativity is transmitted through strengthening intellectual capital.
Discussion and Conclusion
The findings of this study indicate that knowledge management and intellectual capital play a significant role in explaining students’ scientific creativity, and the relationships among the examined variables are statistically significant. The results show that intellectual capital has a positive and relatively strong effect on scientific creativity. This suggests that as students’ levels of knowledge, skills, experiences, and academic interactions increase, greater opportunities are created for the emergence of novel ideas and creative scientific output. In academic environments, intellectual capital can serve as a foundation for fostering critical thinking, exchanging perspectives, and developing innovative approaches to scientific analysis. Therefore, strengthening the components of intellectual capital—particularly human and relational capital—can effectively enhance students’ creative capabilities.
Moreover, the results demonstrate that knowledge management has a positive and significant effect on scientific creativity. This finding implies that processes such as knowledge creation, storage, sharing, and application can facilitate the generation of new ideas and scientific innovation among students. When students operate in environments that encourage knowledge exchange, access to academic resources, and intellectual interaction, the likelihood of scientific creativity increases.
The findings also reveal that knowledge management exerts a very strong and significant effect on intellectual capital. This indicates that improving knowledge management mechanisms leads to the enhancement of human, structural, and relational capital within the university context. Under such conditions, existing knowledge is more effectively organized and transferred, thereby strengthening individuals’ intellectual and academic capacities.
One of the most important findings of this study is the confirmation of the mediating role of intellectual capital in the relationship between knowledge management and scientific creativity. The results show that knowledge management not only has a direct effect on scientific creativity but also contributes to its enhancement indirectly through the development of intellectual capital. In fact, a substantial portion of the impact of knowledge management on scientific creativity is transmitted through intellectual capital. This suggests that while knowledge management provides the infrastructure for access to and exchange of information, the transformation of knowledge into creative ideas largely depends on the level of intellectual capital among individuals and the quality of the academic environment.
 

Abstract Extended Abstract
Abstract
The purpose of this study was to investigate the relationship between digital literacy and knowledge management with teacher empowerment in Dehdasht. The research was descriptive (non-experimental)-correlative in nature. The statistical population of the study included all teachers (2200) in Kohgiluyeh city in 1398. The sample size was based on Krejcie and Morgan (1970) table and 327 primary school teachers in Dehdasht were selected as a statistical sample by stratified random sampling. Data were analyzed using standard digital literacy questionnaires of Towhidi-Asl (2012), knowledge management of Newman and Conrad (1999) and Spritzer (1995). Data were analyzed by Pearson correlation coefficient and linear regression tests. The results showed that at the level of confidence (p <0.05), the correlation coefficient obtained (r = 35.6%) between digital literacy and empowerment; and (r = 54.2%) between knowledge management and empowerment were positive and significant. The results of regression analysis showed that the model used to predict teacher empowerment in Dehdasht is significant and this model is able to explain the relationship between variables. The variables of knowledge management and digital literacy, with beta coefficients of 29.2% and 12.4%, respectively, were able to predict the empowerment of teachers in Dehdasht. Based on the beta coefficient, for increasing one standard unit of information retrieval and information and communication management, 21% and 48.5% of the standard unit of the empowerment of teachers increases, respectively. Based on the beta coefficient, for increasing one standard unit of the subscales of information retrieval and information and communication management, 21%, and 48.5% of knowledge creation, 22.7% of knowledge retention (absorption) and 6 57.5% and 61.3% of knowledge transfer of the standard unit of the empowerment of teachers in Dehdasht will increase. Based on this, it is concluded that in order to empower teachers, it is necessary to pay attention to knowledge management (ability and up-to-datedness of the principal) and to promote teachers' digital literacy.
Introduction
Today, one of the challenges of organizations in general and the education organization in particular is the insufficient use of intellectual resources and the potential capacity of human capital. In education, teachers are among the human resources whose ability is vitally to be paid attention (najafi, 2020). Empowerment begins with a change in employees' beliefs, thoughts, and attitudes; which means that they must believe that they have the ability and competence to perform their tasks successfully, that they feel free to act and are independent in their activities, and that they must be treated fairly and honestly. Empowerment is the safest way to share power. This method will lead to a sense of confidence, double energy, pride, commitment and self-reliance, and ultimately, performance improvement. Employee empowerment is known as a motivational measure that aims to increase performance by increasing participation opportunities and involvement in decision making. This is mainly about creating trust, motivation, participation in decision-making, and removing any boundaries between an employee and a senior manager (Hoang, 2017). In the present age, which is called the age of information and knowledge, the main competitive advantage of organizations lies in their knowledge capital, and knowledge is a source of power for employees and vital for organizations to compete in dynamic environments, and the driving force of comprehensive and sustainable development. Knowledge management in the organization depends on the attitudes of the people who created this culture (Poor Rashidi, 2021). Digital literacy is not just about technology or digital tools; Because understanding social and cultural issues, critical thinking and creativity are skills that people should use while working with any tool (Soleimani Nezhad et al, 2021). Digital literacy is a type of literacy related to the use of digital technologies. Given the above, the main issue of the research is whether there is a significant relationship between digital literacy and knowledge management with empowerment of teachers.
Theoretical framework
Digital literacy refers to the types of literacy associated with the use of new digital technologies (Mohammadyari & Singh, 2014). Digital refers to the activities related to modern communication and information media (Goodfellow, 2011). To be digitally literate, you must have access to a wide range of cultural resources and practices that you can use for digital tools.
Knowledge management is the process by which an organization generates wealth from its knowledge or intellectual capital. Knowledge management is the process by which organizations use their collected information. Approaches to knowledge management depend on the management perspective. Differences can be due to information-based perspectives, technology-based perspectives, and culture-based perspectives (Goottschal, 2005).
Empowerment is the development and expansion of the ability and competence of individuals to achieve continuous improvement in the performance of the organization. Empowerment in the organizational concept is a change in culture, courage in creating, and leading an organizational and professional environment of employees (Ayouzi Khamenei, 2016).
 Allah Gholizadeh (2020) in a study entitled The relationship between knowledge management processes and human resource empowerment in the staff of the Martial Arts Federation showed that there is a significant relationship between staff knowledge management processes and their empowerment.
Najafi (2020) in a study entitled Modeling the empowerment of teachers with psychological capital, knowledge management and the mediating role of quality of work life, showed that among the three variables of psychological capital, knowledge management, and the mediating role of quality of work life; knowledge management has the greatest effect to empower the teachers.
Methodology
The research is quantitative and descriptive-correlative. The statistical population of the study includes all 2200 high school teachers in Dehdasht in 2019. The sample size was based on Krejcie and Morgan (1970) tab, and 327 high school teachers in Dehdasht were selected as a statistical sample by stratified random sampling method. In this type of sampling, each member of the defined community has an equal and independent chance of being included in the sample; then, using a random number table, 327 people are selected as a sample. Being independent means that the election of a member has no effect on the election of other members of society. The information was collected by field method and survey method and by means of a questionnaire. To collect data related to teachers' digital literacy variable, the digital literacy questionnaire of Towhidi Asl (2012) was used; and for teachers' knowledge management variable, knowledge management questionair of Newman and Ken Rad (1999); and for empowerment variable, Spritzer questionnaire (1995) were used..
Discussion and Results
In order to test the research hypotheses and analyze the data using SPSS software, inferential statistics were used to test the hypotheses. The results showed that Pearson correlation coefficient between digital literacy variable and teacher empowerment was 0.356 and its significance level was 0.001 which is direct and significant, and this result can be generalized to the statistical population with a probability of 5% error. The adjusted coefficient of determination obtained between digital literacy and teacher empowerment was 0.124; which means that by controlling other variables, 12.4% of the changes in the variable of teacher empowerment depend on digital literacy, therefore, there is a positive and significant relationship between digital literacy and the ability of high school teachers in Dehdasht. Pearson correlation coefficient between knowledge management variable and teacher empowerment is equal to 0.542 and its significance level is equal to 0.001, which is direct and significant, and this result can be generalized to the statistical population with a probability of 5% error. The adjusted coefficient of determination obtained between knowledge management and teacher empowerment was 0.292; which means that by controlling other variables, 29.2% of the changes in the variable of teacher empowerment depend on knowledge management. There is a positive and significant relationship between knowledge management and the ability of primary school teachers in Dehdasht. The subscales of information retrieval and information and communication management have a positive and significant effect on the teachers' empowerment variable, respectively, of 0.210 and 0.485. Based on the beta coefficient, for increasing one standard unit of information retrieval and information and communication management, 21% and 48.5% of the standard unit of the empowerment of teachers increases, respectively. There is a positive and significant relationship between the components of digital literacy, information retrieval components and information management with the ability of Dehdasht junior high school teachers.
 
Conclusion
The aim of this study was to investigate the relationship between digital literacy and knowledge management with teacher empowerment in Dehdasht. Findings of this hypothesis correspond with the results of Moradi & castle (2018), Hasani Kaveh & Saman Sheikhesmaeili (2016), Alvarez (2018), Choi, & et al, (2016), Faulkner & Latham (2016), Gyurova, & Zeleeva, (2017); Education In order to empower teachers in terms of knowledge and skills in schools, it is necessary for Education Office to pay attention to two important and fundamental issues of management and digital and virtual space. Today's education, in order to succeed in its important and great tasks, needs capable managers and up-to-date and advanced tools and facilities, and platforms for implementing future-generation education programs on the web and the Internet. Familiarity with a variety of new software and programs in the digital world is necessary for the dissemination and training of students and teachers in all parts of the country. Today's management has to look at educational justice from a new perspective; access to facilities and tools, the Internet, the web, hardware tools such as computers, tablets, smartphones and the etc, and hundreds more concerns that are still being met and provided for students. We are at the beginning of the road, during which very knowledgeable and capable managers are needed.
According to the present study, it is suggested that the Education and training, perform a specialized test of digital literacy and technology for the applicants to select the principals of schools and offices. Principals should be encouraged to create a participatory atmosphere in schools to share knowledge to empower teachers, in-service workshops on teaching new software related to Windows and Android, and due to the high importance of digital and electronic technologies, software training appropriate to the job of a teacher should be provided. The Education, instead of central archives, should focus on core skills and increase software capabilities. Senior principals or school principals should transfer their managerial knowledge and experience to teachers with high moral and work conscience, in order to increase the ability of teachers.
 
 

Abstract Extended Abstract
Abstract
The aim of this study was to assess the impact of human resource development activities on staff innovation with the mediating role of knowledge management and organizational learning among the staff of Shahid Bahonarkerman University. The research method is essentially descriptive-correlative and applied in terms of purpose. The statistical population of the study consisted of 50 heads, deputies, administrative managers and 352 employees of Shahid Bahonar Kerman. Data sampling for heads, deputies, and administrative managers was statistical, and for staff was random- hierarchical. The sample size was 184 people based on Krejcie and Mogan table. Data were collected using Dixon (2000) Knowledge Management Questionnaire, Bosley & Will (2002) Human Resource Management Questionnaire, Moghimi and Ramadan (2012) Organizational Innovation Questionnaire and Nifeh (2001) Organizational Learning Questionnaire. Data authenticity was validated by supervisors and academic experts, and their reliability was confirmed by Cronbach's alpha coefficient test. In order to analyze the data, the structural equation technique was used by means of Lisrel statistical software and Spss statistical software. The results showed that human resource development activities have a positive and significant effect on knowledge management. Human resource development activities have a positive and significant effect on organizational learning of employees. Organizational learning of employees has a positive and significant effect on their innovation. Knowledge management has a positive and significant effect on employee innovation. Human resource development activities have a positive and significant effect on employee innovation. Finally, knowledge management and organizational learning have a mediating role in the impact of human resource development activities on employee innovation.
Introduction
In the present age, known as the age of information and knowledge, the main competitive advantage of organizations lies in their knowledge capital, and knowledge is a source of power for employees, vital for organizations to compete in dynamic environments, and strategic weapons and driving force for comprehensive and sustainable development of the country. Knowledge management in the organization depends on the attitudes of the people who created this culture (Araei, Mohammadi Mehr, 2021). In order for organizations to be able to survive in the new paradigm of competition, they must look at innovation as an essential strategy in the current era and, while recognizing environmental changes and developments to be dealt with, identify the organizational indicators affecting organizational innovation. and respond appropriately to these changes (Eyni, 2020). The existing literature on innovation management shows that organizations need to be innovative while using their internal and external knowledge resources. In recent years, with the emergence of the knowledge-based economy, innovation has played a more vital role in the evolution of economic and social structures; that is, organizations with the innovation capacity will be able to respond to environmental challenges faster and better than non-innovative organizations, which in turn increases organizational performance (Singh, Gupta, Busso, Cambodia, 2019). In organizations where change and progress are the main pillars of the organization, innovation and knowledge management are important factors to achieve its goals. Accordingly, to increase the organization's ability to respond to environmental changes, while maintaining system efficiency, organizations need continuous learning (Hashemi, Khadivar, Shami Zanjani, 2018). Today, more than ever, organizations need staff and managers who have the power and innovative ideas to be able to bring the goals and strategies of the organization home (Ebili, 2015). Innovation is an important and vital factor for organizations in order to create sustainable value and competitive advantage. Innovation, on the other hand, is a management system that emphasizes the mission of the organization, seeks exceptional opportunities, and determines whether the move is the strategic direction of the organization, determines the criteria for success, and also seeks opportunities. (Rahmanzadeh, 2016). Knowledge has become the most important alternative to financial and physical capital in today's global economy. However, unfortunately, most organizations in different countries of the world are using traditional methods of financial accounting that were created centuries ago for an organizational environment based on manual operations and tangible assets. While the organizational environment is based on perception, it needs an approach that includes new intangible organizational assets such as knowledge and competencies of human resources, innovation, customer relations, organizational culture, systems, organizational structure, etc. (Heydari, Mohammadjani, 2016). This study tries to answer the question whether human resource development activities have a significant impact on staff innovation with the mediating role of knowledge management and organizational learning in Shahid Bahonarkerman University.
Theoretical framework
Today, the advanced universities of the world are looking to change the educational system and teach knowledge exchange skills to the next generation of students and change the research process, and considering the practical nature of development, they are looking for new ideas. What drives the innovation process in organizations is learning. Reviewing the past literature, knowledge management has a positive effect on organizational learning which, in its turn, has a positive effect on organizational innovation. As a result, both knowledge management and organizational learning can promote innovation separately and effectively (Lo, Nag, Xu, Agung, 2020).
Methodology
The present study is a causal study in terms of method and nature of this research and is applied based on the purpose. The statistical population of this research consists of two parts: the first part consists of 50 heads, deputies and administrative managers of Shahid Bahonarkerman University and the second part consists of 352 employees of Shahid Bahonarkerman University. The method of sampling and determining the statistical sample size is divided into two parts. The census method was used to determine the sample size of the first part of the statistical population (heads, deputies and administrative managers) and in the other part of the statistical population (staff), according to Krejcie and Morgan table, by stratified random sampling method was obtained (184 persons). Knowledge Management Questionnaire (Dikson, 2000), Human Resource Management Questionnaire (Boosli, Will, 2002), Organizational Innovation Questionnaire (Moghimi, Ramezan, 2012), Organizational Learning Questionnaire (2001Nifeh,) are formulated. Formal and content validity is used to determine the validity of research tools. In order to analyze the data collected from the test of research hypotheses, first the Kolmogorov-Smirnov test was used to check the normality of data distribution and structural equations in order to examine the relationship between independent and mediating variables with dependent variables using statistic software LISREL8.
Discussion and Results
In this section, the method of distribution of the research variables based on the most important central indicators (mean), dispersion indices (variance and standard deviation) are examined. The average of all components is higher than the number 3, and since in the range of selected 5-options, the average above 3 indicates that the status of that variable agrees in the above statistical population, so this factor indicates that the respondents agree with this component.
The standard factor load of confirmatory factor analysis to measure the strength of the relationship between each factor (hidden variable) and its observable variables (questionnaire items) in all cases is higher than 0.3. Therefore, the operating structure of the questionnaire can be confirmed. The standard factor load of confirmatory factor analysis to measure the strength of the relationship between each factor (hidden variable) and its observable variables (questionnaire items) in all cases is higher than 0.3. Therefore, the operating structure of the questionnaire can be confirmed. The standard factor load of confirmatory factor analysis to measure the strength of the relationship between each factor (hidden variable) and its observable variables (questionnaire items) in all cases is higher than 0.3. Therefore, the operating structure of the questionnaire can be confirmed. The standard factor load of confirmatory factor analysis to measure the strength of the relationship between each factor (hidden variable) and its observable variables (questionnaire items) in all cases is higher than 0.3. Therefore, the operating structure of the questionnaire can be confirmed. Knowledge management and organizational learning play a mediating role in the impact of human resource development activities on the innovation of the staff of Shahid Bahonarkerman University. In order to investigate the mediating effect of knowledge management and organizational learning in the hypothesis under discussion, the direct effect of two structures with indirect effect in the involvement of mediating variables should be considered so that if the effect increases, the mediating effect can be considered acceptable. In the present hypothesis, the direct effect is equal to 0.51. The indirect effect in the presence of a knowledge management mediating variable is:
0/69 × 0/78 = 0/538
The indirect effect in the presence of organizational learning mediating variables is:
0/71 × 0/81 = 0/575
Since the effect of direct path is less than that of indirect path, therefore, the existence of mediating variables of knowledge management and organizational learning increases the effect and the mediating role in the present hypothesis is confirmed.
Conclusion
Research findings related to the test of research hypothesis indicate that knowledge management and organizational learning have a mediating role in the impact of human resource development activities on the innovation of Shahid Bahonarkerman University staff. In the present hypothesis, the direct effect is equal to 0.51. Since the effect of direct path is less than that of indirect path, therefore, the existence of mediating variables of knowledge management and organizational learning increases the effect, and the mediating role in the present hypothesis is confirmed. The result is explained by the fact that employees gain experience from their work feedback and usually receive feedback on the occurrence of organizational events. They draw on the results of past events to accomplish their tasks. It can be explained by the research findings (2018 Asadi,) that organizational learning has a mediating role between knowledge management and organizational innovation, and thus, the role of knowledge management as an input is important, and organizational learning plays a key process role, and finally, organizational innovation is an important output in these organizations. The knowledge and skills of the employees are continuously improved and improved. Equal opportunity in training is given to all employees, and the principle of justice is observed in the payroll system. On the other hand, the necessary mechanisms are used to improve communication, perceptual and teamwork skills, and managers of the organization ask members to participate in decision-making. This makes an open and easy communication between managers and members. The results of the hypothesis test are consistent and supported by the research findings of (Araei& Mohammadi mehr, 2021; Nouroozali, 2021; Ghanari, 2019; Tiyan, 2018; Froudi, 2018). Finally, it is suggested that the recruitment and provision strategies (test, interview, selection, etc.) to be legal. The criteria for selecting human resources for entering the organization should be clear and also the knowledge and experience of employees should be used in similar projects.