Journal of Academic Management

The Paradigmatic Model of Multidimensional Requirements for Lean University: A Transformative Framework in Iran's Higher Education

Fatemeh Rostami; Maryam Sadat Ghoraishi Khorasgani; Golnar Mehran

Volume 4, Issue 3 , October 2025, Pages 1-19

https://doi.org/10.22034/jam.2026.145594.1135

Abstract

The present study aimed to investigate the requirements of the Lean University and to provide its paradigmatic model in Iranian higher education. This research was conducted using a ... Read More

واکاوی عوامل موثر بر توسعه و برابری در آموزش برای دستیابی به عدالت آموزشی

Negin Gholami; shoaib vaisi

Volume 4, Issue 3 , October 2025

https://doi.org/10.22034/jam.2026.145628.1137

Abstract

Objective:This research aims to explore the influential factors for development and equality in achieving educational justice.Methodology:A qualitative research method was employed, ... Read More Objective:This research aims to explore the influential factors for development and equality in achieving educational justice.Methodology:A qualitative research method was employed, utilizing an interpretive paradigm. To examine the lived experiences, 16 participants were involved, comprising 6 professors, 7 teachers and managers, 3 heads of Education Departments, and school administrative staff. Sampling was conducted purposefully and criterion-based, reaching theoretical saturation. Data were collected through semi-structured interviews and analyzed using the phenomenology method with an interpretive approach, specifically the Smith model. Data credibility was ensured through confirmability, transferability, credibility, and dependability.Findings:The results indicated that factors influencing development and equality for achieving educational justice are categorized into two main groups:Effective Infrastructural Factors: These include allocating specific budgets to compensate for backwardness, facilitating the path for philanthropist participation, vocational and technical training, and leveraging the experiences of successful provinces.Effective Socio-Cultural Factors: These encompass equalizing participation opportunities for all segments of society, ample attention from parents to their children’s educational importance, aligning with social changes, and emphasizing the value and position of the school’s role in society.Conclusion:The findings of this study elucidate that achieving educational justice is not a one-dimensional action but rather necessitates a strategic linkage between infrastructural and socio-cultural factors. While infrastructure development paves the way, cultural richness and sustainable social participation guarantee the continuation of this justice. Therefore, policymakers aiming to overcome educational inequalities must adopt an integrated model based on the simultaneous reinforcement of resources and social values.

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Exploring the Opportunities and Challenges of Artificial Intelligence in the Higher Education System: A Meta-Synthesis Study

Mohammad Mojtabazadeh; Amirhossein Javadpour

Volume 4, Issue 3 , October 2025

https://doi.org/10.22034/jam.2026.145702.1142

Abstract

Artificial intelligence has exerted decisive impacts on various sectors of society, including higher education, in recent years. The present study was conducted with the aim of exploring ... Read More

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Application of a Mixed-Methods Approach in Analyzing and Prioritizing the Training Needs of Cultural and Social Affairs Specialists at the Ministry of Science

Fereshteh Ghaemi; Mohammad Mehdi Zolfagharzadeh; Marzieh Safari

Volume 4, Issue 3 , October 2025

https://doi.org/10.22034/jam.2026.145751.1144

Abstract

This study aimed to identify and prioritize the educational needs of cultural and social affairs experts at the Ministry of Science. As scientific and cultural institutions, universities ... Read More

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Identification and Hierarchical Structuring of the Barriers to the Internationalization of Iraq’s Higher Education System: An Interpretive Structural Modeling (ISM) Approach

Sirus Mansoori; Farzaneh Gharibi; Karim Al-Naeimi

Volume 4, Issue 3 , October 2025

https://doi.org/10.22034/jam.2026.145636.1138

Abstract

The present study was conducted with the aim of identifying and hierarchically structuring the barriers to the internationalization of Iraq’s higher education system. The research ... Read More

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Digital Competence Identification for the Success of University Professors' Teaching at Culture UniversitySuccess in Teaching: Emphasizing the Future of Human Resources in the Farhangian University

Salahedin Ebrahimi

Volume 4, Issue 3 , October 2025

https://doi.org/10.22034/jam.2026.145658.1139

Abstract

The fundamental requirements for achieving the effectiveness of digital education include identifying and defining a set of competencies for this role. This study aimed to identify ... Read More The fundamental requirements for achieving the effectiveness of digital education include identifying and defining a set of competencies for this role. This study aimed to identify digital skills and competencies for faculty success in teaching and education at the University of Cultural Studies. The research, with a practical goal, employed a mixed methods approach (qualitative-quantitative) with a comparative-inductive methodology. The qualitative research community included all experts and professors in educational management and higher education management, as well as human resource management experts familiar with the field of competencies and information technology, teaching, and education at the University of Cultural Studies. Using targeted sampling based on snowballing, 19 participants were selected as the research sample. The quantitative statistical community comprised all faculty and instructors at the University of Cultural Studies, with 254 participants selected using cluster sampling based on Morgan's table. To collect qualitative data, semi-structured interviews were conducted, and a researcher-constructed questionnaire was used for quantitative data. The reliability of interview data was confirmed through participant feedback, and interview validity was assessed using the agreement coefficient and retest method. The content validity of the questionnaire was verified by experts, and the questionnaire's reliability was achieved with a Cronbach's alpha coefficient of 0.82. For data analysis, the thematic analysis method was used in the qualitative section and descriptive analysis, correlation analysis, and structural equation modeling (second-order confirmatory factor analysis) in the quantitative section. The results indicated that digital skills and competencies for faculty success in teaching and education at the University of Cultural Studies include seven main categories: technical skills, digital literacy and technology proficiency, digital leadership, soft skills, digital interaction and communication, digital ethics, and change skills.

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Volume & Issue: Volume 4, Issue 3 - Serial Number 14, October 2025

The Paradigmatic Model of Multidimensional Requirements for Lean University: A Transformative Framework in Iran's Higher Education

Abstract

واکاوی عوامل موثر بر توسعه و برابری در آموزش برای دستیابی به عدالت آموزشی

Abstract

Exploring the Opportunities and Challenges of Artificial Intelligence in the Higher Education System: A Meta-Synthesis Study

Abstract

Application of a Mixed-Methods Approach in Analyzing and Prioritizing the Training Needs of Cultural and Social Affairs Specialists at the Ministry of Science

Abstract

Identification and Hierarchical Structuring of the Barriers to the Internationalization of Iraq’s Higher Education System: An Interpretive Structural Modeling (ISM) Approach

Abstract

Digital Competence Identification for the Success of University Professors' Teaching at Culture UniversitySuccess in Teaching: Emphasizing the Future of Human Resources in the Farhangian University

Abstract