malihe adibi; maryam afzalkhani; hamid shafizadeh
Abstract
IntroductionAdherence of secondary school principals to the characteristics of ethical leadership is not only in the way of managing the most important social institution on students, teachers and families and finally the thinking style and way of managing the society, but it will be very useful in improving ...
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IntroductionAdherence of secondary school principals to the characteristics of ethical leadership is not only in the way of managing the most important social institution on students, teachers and families and finally the thinking style and way of managing the society, but it will be very useful in improving it. MethodThe statistical population in the qualitative section includes 14 secondary school principals who were selected purposefully, and in the quantitative section, it includes all secondary secondary education assistants in Semnan province, 106 of whom were selected by simple random sampling. The tool was a semi-structured interview in the qualitative part and a researcher-made questionnaire in the quantitative part. Its validity was confirmed by educational management experts and its reliability was determined using Cronbach's alpha coefficient. To analyze the data in the qualitative part, thematic analysis method was used to create a pattern, and in the quantitative part, the one-sample t-test was used to measure the current situation. ResultsAfter determining the model with basic, organizing and comprehensive themes, a total of 131 basic themes, 29 organizing themes and 3 inclusive themes have been selected, categorized and extracted. The main overarching themes include three categories: evaluation, development and support. Finally, the current situation was analyzed with the calculated model. DiscussionThe results of this research in the evaluation of the existing situation showed that the effect of ethical leadership, which is organized with value, knowledge, emotional, psychological and self-knowledge components of the leader and manager of the group, is optimal. In the development department of the current situation, the components of internal growth, imagination, moral virtue, quality, modeling, situationism are at an unfavorable level from the point of view of the vice-chancellor of education, and the transfer of moral, motivational, interpersonal, atmosphere and culture values, moral growth, prosperity, Correct behavior, self-regulation, trans-role is done in a favorable situation and also in the part of supporting the components of moral freedom, moral decision-making, moral life, moral. Courage, moral intelligence and continuous improvement at an unfavorable level and transfer of moral values, motivation, interpersonal, atmosphere and culture, moral development, flourishing, healthy behavior, self-regulation, trans-role are done in a favorable situation.
amin parvari; seyed ali siadat; seyed hamidreza shavaran
Abstract
IntroductionThe aim of this study was to develop a model of selection criteria for university presidents in selected universities around the world.MethodThe research was applied in terms of purpose and qualitative in terms of approach. The statistical population of the study included documents, regulations, ...
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IntroductionThe aim of this study was to develop a model of selection criteria for university presidents in selected universities around the world.MethodThe research was applied in terms of purpose and qualitative in terms of approach. The statistical population of the study included documents, regulations, instructions, books, and available articles about selection of university presidents in sixteen countries from different continents. The statistical sample was the same as the community. Content - validity method and peer – group method were used to evaluate the validity of the research and the reliability, respectively. Data were analyzed using Qualitative content analysis method. After encoding the resulting data, concepts, core categories (dimensions or structures), and components (core competencies) were identified.ResultsThe results showed that among the 144 codes extracted, interactive selection criteria (12), communication management (9), management experience (8), academic management experience (7), scientific competence (7), innovation (6), Financial management (6), partnership (5) and organizational commitment (5) are the most important and have played a significant role in the selection of university presidents at the level of the studied universities in the world. Using the results, a comprehensive model was developed for the selection of university presidents, which resulted in the classification of three main categories of individual, organizational and managerial characteristics. Individual class includes personality and scientific characteristics; The organizational class included general organizational characteristics, the selection process and nationalism, and the managerial class included managerial skills, participation, experience, and expertise.DiscussionGiven that the data obtained from a research was a Qualitative based, the results can provide significant criteria when selecting university presidents in the recruitment and selection processes. According to the obtained results, it is suggested that a comprehensive model for the selection of university deans worldwide be developed by leading organizations in this field so that universities can follow this comprehensive model to select the desired president of their university.
Hosein Zeinalipour; Seyed Mohammad Mirkamali
Abstract
The present study intends to design and accredit a suitable model of change management with the focus on the intra-organizational factors based on a review of the related literature. In this model & modified-Delphi technique was applied to accredit state comprehensive universities, which was dependent ...
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The present study intends to design and accredit a suitable model of change management with the focus on the intra-organizational factors based on a review of the related literature. In this model & modified-Delphi technique was applied to accredit state comprehensive universities, which was dependent upon the experts. To achieve the aim, 30 faculty members, who were specialized in the fields of management an education and also had the experience of implementing the organizational change plan at universities, were requested to collaborate and the questionnaire forms were sent to them when they agreed to help. The questionnaire was used for data collection in this study. 19 factors that affected the success of change plan were identified through reviewing the existing literature on the change plan. Then these factors were classified into three categories: management factors, organizational factors and individual factors. Management factors consisted of supporting, participating, empowering, rewarding, communicating, monitoring and transformational leadership.Organizational factors included resources, organizational cultures, organizational justice, organizational climate, change messages, and organizational structures. Individual factors comprised psychological ownership, self efficacy, and organizational commitment, attitude to change plan and his/her expert and experience. The results of this study revealed that all the identified factors in the literature were widely approved by the experts who participated in Delphi. Two other new factors, policy making and trust to management and a sub-factor, legitimacy of change plan were also found. Moreover, the designed change management model for state comprehensive universities showed high agreement of acceptance by experts
