درخت حوزه‌های تخصصی

Purpose: comprehensive quality management is the art of managing the entire complex for accomplishing the best outcome. Thus, the present research was done to identify the dimensions and elements of comprehensive quality management at Islamic Azad University. Methodology: The present research was an applied research of qualitative type. The research population consisted of experts in comprehensive quality management and evaluation at Tehran City; according to the principle of theoretical saturation, the sample size was estimated 12 individuals, chosen through snowball and purposive sampling methods. The research instrument was a semi-in-depth interview whose validity was confirmed through triangulation method, and its reliability, via interrater consistency coefficient, was estimated above 0.71. The data were analyzed through coding method in MAXQDA-2018 Software. Findings: The coding results suggested that comprehensive quality management at Islamic Azad University had three dimensions of internal, external, and academic quality development along with service assessment. The internal dimension included elements of leadership, curricula planning, the staff competence level, competent faculty members, assessment quality, quality of the physical atmosphere, educational equity, information technology quality, feedback on performance, the students’ competence level as well as the curriculum. The external dimension included cultural, social, economic, geographical – environmental elements. Finally, the dimension of academic quality and service assessment included elements of commercialization, skills, economic development, responsivity, value creation, as well as development of academic quality and service assessment. Conclusion: considering the dimensions and elements identified for comprehensive quality management at Islamic Azad University, the ground could be provided for accomplishing comprehensive quality management as well as achieving useful and excellent outcomes.

Purpose: The link between school and community plays an important role in improving the school and adapting to the conditions and facilities of society. Therefore, the purpose of this research was to research on effective factors, strategies and consequences on the link between school and society in Iran. Methodology: In an applied research from type of qualitative, action to identified the effective factors, strategies and consequences on the link between school and society. The population of this study was professors and experts with scientific achievements in the field of sociology of education, policy makers and managers of education and school’s managers. The required sample size of the research was considered to be 18 people according to the principle of theoretical saturation, who were selected by purposive and snowball sampling methods. The data collection tool was a semi-structured interview, which its validity was checked and confirmed by triangulation method and its reliability was checked and confirmed by reliability, trustworthiness, verifiability and transferability methods. Data analysis was done by thematic analysis method in MAXQDA software version 2021. Findings: The findings showed that the effective factors on the link between school and society had 15 sub-categories in 7 sub-categories and 2 main categories including structural factors (with 4 sub-categories of policies and strategies of macro future development, upstream document requirements and macro perspectives and ruling intellectual, philosophical and educational orientation) and process factors (with 3 sub-categories of periodic monitoring of school performance by local stakeholders, alignment and adaptation of educational content with need of society and education in the field of environmental issues). Also, the findings showed that the effective strategies on the link between school and society had 9 sub-categories in 3 sub-categories and 1 main category including strategies of link school and society (with 3 sub-categories of appropriate governance of educational system, re-engineering and refining of educational system structure and policy making in the field attracting civil participation). In addition, the findings showed that the effective consequences on the link between school and society had 6 sub-categories in 2 sub-categories and 1 main category including consequences of link school and society (with 2 sub-categories of individual consequences and social consequences). Conclusion: The designed themes network for effective factors, strategies and consequences on the link between school and society in Iran can greatly help education specialists and planners in improving the educational system and harmony with the society.

Purpose: The purpose of this research was to identify the antecedents and consequences of moral responsibility based on online training for teenagers. Methodology: This research is fundamental-applied in terms of its purpose; And in terms of the type of data, it was qualitative. The statistical population included the first group, academic experts: professors of Islamic Azad University and Farhangian University and teacher training centers, and the second group, organizational experts: managers, assistants, and educational and research experts of education departments in Tehran. In order to determine the samples, a targeted non-probability sampling method was used, and 20 people were considered as the sample size using the principle of saturation. The data collection tool was semi-structured interviews. The method of data analysis in the qualitative part of theoretical coding was derived from the data theorizing method of Nizamand Foundation. Findings: The results of the analysis showed that among the 101 indicators (items) available, 18 main components could be identified; Also, the results showed that ethical responsibility includes the components of ethical attitude in education, satisfaction with education, control and accountability. In addition, the factors affecting moral responsibility included culture, structure, teacher, and curriculum. Conclusion: improving the quality of learning, moral diversity, were introduced as consequences; Management, technological and behavioral mechanisms, including environmental, social and educational platforms and obstacles including technological and educational obstacles were introduced as the results of the research.