Introduction: Academic faculty members need to emphasize ethical principles in order to improve higher education, with the understanding of this importance, the current research was conducted with the aim of designing the ethical model of academic faculty members in Iran's higher education. Material & Methods: This research is a type of qualitative study that uses foundational data theory. The participants, including experts and faculty members of the country's public universities, who were responsible for the promotion of academic members, were selected as key informants through a targeted sampling method of 45 people. Data were collected through semi-structured interviews. The reliability and validity of the data were obtained from the two methods of reviewing the participants and recoding by experts. Data were analyzed by open, central and selective coding. Results: The results showed that the moral model of faculty members in Iran's higher education is explained in 10 main categories and 27 subcategories. Major and core categories in the form of 6 dimensions of causal conditions including (individual factors, organizational factors), core (cultural-educational, educational ethics, research ethics, scientific-executive), background conditions (higher education policies, moral activism), intervening conditions (environmental factors), strategies (micro level-university, macro level-higher education) and consequences (individual and organizational) were elevated to a higher abstract level and finally the research paradigm model was presented. Conclusion: The regulations for the promotion of academic staff members in Iran require a detailed revision of the content with an ethical and qualitative approach in order to make the indicators of the promotion regulations efficient and effective.

Nowadays, the application of the principles of Lean higher education is considered as a strategy to reduce costs and wastes, and consequently improve the quality and effectiveness in universities. Thus, the purpose of this study is to investigate the concept of Lean and principles of Lean higher education in universities and higher education institutions in Iran and abroad. To achieve this purpose, a systematic review of past articles and reports between 2005 and 2019 was used. The results of this study showed that all studies conducted in Iran and abroad have supported the application of the principles of Lean higher education. Although the study does not provide an in-depth analysis in this regard and only presents the aspects of the studies done, nevertheless, it can increase the understanding of academic administrators and change their attitudes in the importance of applying these principles. Based on the findings of this study, the implementation of the principles of Lean higher education in the academic system of Iran requires a change in the mentality of academic administrators, compilation and review of academic strategic planning based on the five principles of Lean, holding workshops about the Lean higher education for academic staff and administrators and also, the establishment of an office called the Office of Lean higher education in universities.

Given the importance of implementing and establishing Lean higher education, the aim of the present study is to model and rank the affecting factors on Lean higher education in terms of faculty members of the University of Tehran. The present study is applied and the collection of data was descriptive correlational. The population of the study consisted of all members of the faculty of the Humanities Campus of the University of Tehran, of which 147 people were selected by simple random sampling. In order to collect data, a researcher-made questionnaire was used and the validity of the questionnaires was evaluated using content and structural validity. In addition, their reliability was verified using Cronbach's alpha coefficient. The research data were analyzed using regression coefficient tests, confirmatory factor analysis, calculation of t-values, structural equation model and path analysis in Lisrel software. The validation of the model and the results of factor analysis showed that the factor structure of the measuring instruments affecting Lean higher education was confirmed and the model has had a favorable fit. In addition, the results of structural equations and path analysis indicated that there has been significant relationships between variables and latent structures. The results show that the commitment of management and leadership, vision and strategy of the university through the selection of appropriate people has been effective on student satisfaction and educational efficiency.

Aim and Introduction In recent decades, quality improvement approaches in higher education institutions have facilitated and continuously improved processes. Nevertheless, it has failed to meet the expectations of key stakeholders and academic suppliers in practice. However, some quality approaches, such as Lean thinking, have a different view of continuous process improvement and have tried to pursue and resolve organizational issues. Therefore, applying the Lean approach at the University has significantly reduced costs, waste, and increased satisfaction. On the other hand, the University faces some challenges such as,not doing the right actions at the right time, changes in the needs and expectations of participants, and rising university costs. The core of Lean thinking is meeting or exceeding stakeholder expectations, eliminating waste, and creating a value chain across all academic processes. Therefore, the primary purpose of this study is to examine the perceptions of non-academic staff, teachers and students on the degree of compliance of the Lean higher education components. Methodology This research is practical in terms of subject, and also collecting data is quantitative (descriptive-scaling method). In the first part, using a systematic approach and research method of documentary study, 24 related research about Lean higher education and university examined. Then after studying and analyzing them, 34 components identified. Formerly, without basing a particular theory, by studying and combining the existing models in this field on the one hand and selecting the components that most researchers have mentioned. On the other hand, seven components were chosen and developed based on a research tool (including 35 items). Lean higher education experts confirmed the questionnaire's validity, and structural validity was also used on the other hand. Its internal consistency was calculated from the Cronbach alpha value of 94%. The statistical population of the study includes,The total number of faculty members (350 people), experts (360 people), and students (7062 people) of the Social and Behavioral Sciences Campus of the University of Tehran in the academic year 2020-2021. The statistical population determined the statistical sample size using Cochran's random sampling method and sampling formula, 183 faculty, 185 non-academic staff, and 380 students. The results were analyzed by the SPSS and Lisrel software and the independent t-test, the confirmatory factor analysis, and the Friedman test. Thus, by creating an online questionnaire and providing a link to three relevant groups, 73 people from 183 faculties, 121 out of 185 experts, and 213 out of 360 students answered the questionnaires thoroughly(The researchers discarded incomplete questionnaires). Findings The results show that the most critical components of Lean higher education are,Lean processes, leadership, culture, staff development, strategy, vision, resource management, and focus on key stakeholders. In this regard, the results demonstrate that critical stakeholders' perception of the degree of adaptation of the University about the components of Lean higher education (all seven components) are lower than average. Finally, the results indicated that the essential components from stakeholders' view were Lean processes, Lean strategy and vision, Lean leadership, Lean culture, stakeholder focus, people development and empowerment, and resource and facility management. Discussion and Conclusion Based on several critical factors of research’, model that determine the success of implementing the concept of Lean in the University of Tehran, one of which is leadership. Academic leadership must support all staff (from experts to senior managers) at all university levels, welcome the expression of ideas, and provide the necessary resources for its cultivation. On the other hand, it has the necessary power and influence to motivate people to participate in quality improvement processes, take risks, and learn from mistakes. To establish Lean higher education, staff at all levels (from senior managers to experts) accept that higher education has various stakeholders. However, they keep asking themselves, how can we happier the stakeholders? This requires stakeholder ideas and feedback to monitor quality and improve academic processes. conversely, the key decision-makers and planners of the university Emphasize the principle of continuous improvement, waste reduction, and increased stakeholder satisfaction in all activities related to the planning, budgeting, evaluation processes, etc. Successful implementation of Lean higher education requires codified implementation mechanisms to empower human capital. On the other hand, faculty and other staff should feel proud to be part of the University and care about its success. Therefore, it is necessary to define each personal responsibility to support the unit/department and the University in achieving the objectives of the Lean approach. Based on the present study results, it is suggested that senior managers should try to improve the university climate by designing mechanisms and activities to motivate the staff and maintain their sense of loyalty and organizational commitment. In addition, risk-taking needs to be strengthened due to a changing and improving organizational climate. In contrast, it is suggested that by designing and launching the suggestion system, the ideas and feedback from key stakeholders be used to provide quality control and continuous improvement of university processes and give them feedback. Furthermore, the University's vision, mission, strategies, and goals should be designed to implement the Lean-approach. In this regard, the organizational values should be defined based on continuous improvement and respect for stakeholders. In brief, the requirements for implementing the Lean approach are the readiness to establish it. Hence, before designing and implementing continuous improvement programs, universities should pay attention to the critical factors of the success of the Lean approach, and even before in their financial, material and human resources in the organization. Additionally, continuous quality improvement seeks input from key stakeholders on the University's level of readiness and compliance with the Lean approach components. So the successful implementation of Lean programs requires the full attention of academic leaders so that the organization can continue to grow and be able to build a sustainable competitive advantage.

Aim and Introduction. The aim’ s paper is to critique the book "Pure Culture in higher education Towards Continuous Improvement" based on the Islamic approach of merit-based organizational culture. However, the concept of decentralized organizational culture has been studied with many ambiguities, which we will discuss in this study. The nature of this book is both conceptual and practical. In this way, it is possible to predict the expectations of the institutions that are in the process of implementing Lean management today or want to make a binding decision in this regard. This book is addressed to theorists and specialists in the practical field of management of higher education institutions. According to the issues raised in the critique of the forthcoming book, the following goals are pursued: Content critique with an Islamic approach to a worthy organizational culture; Critique of methodology with Islamic approach to merit-based organizational culture. Methodology. This qualitative research answered two questions with an analytical-critical method and an interpretive-Islamic approach. How can a decent-oriented organizational culture be criticized in terms of content with an Islamic approach? Moreover, what is the critique of a worthy organizational culture based on an Islamic approach from a methodological point of view? The validity of the present study also confirmed by Islamic citations. The layer of artifacts formed. Scientific critique is the product of a model based on which it deals with a selected problem, but this model is also derived from a special method that is defined and designed based on a special methodology, and when we go further, the effect of assumptions can be constructed with general, fundamental and basic views. The Foundation also considered methodologies. Based on this, five successive stages, including: scientific criticism, model, method, methodology, and governing and a priori philosophy distinguished. Our approach in this study is scientific critique. Critical view with a scientific approach is a comparative view, and if we consider the nature of comparative studies as comparative research, then such studies considered as a branch of critical view that compares commonalities or similarities and others compare the strengths and weaknesses or weaknesses of the subject under study or analyze the relationship between them. This article is of a qualitative type that reviews the book "Pure Culture in higher education towards Continuous Improvement" with an Islamic approach based on merit-based organizational culture. Findings. The culture of realization and promotion of the results of this research achieved in the direction of indigenous-Islamic culture. In addition, this study emphasized with an approach and in the light of Islamic culture. As a result, by exploiting this issue in the light of Islamic epistemology, concepts, models, and tools for implementing changes in academic management models based on Lean management and other concepts of process-oriented management obtained for theorists and experts in the field of management of Iranian higher education institutions. Are beneficial. In the section on beliefs, the discussion of science and knowledge is a branch of reason, in other words, rationality. In those armies of intellect and ignorance that Imam Sadegh (as) says, one of these armies of intellect is science. Rationality is an essential element in both culture and science. Rationality means that the way a person looks and deals with all phenomena based on the gift that God has placed in him and he must identify the relations, the rules, and the regions. Identify things that are true and not without rules and discovering relationships. Rationality is the meant by individuals and all aspects of human life. It extracted from this divine treasure, as the prophets said. If man eliminated, neither living nor training makes any sense. Therefore, the main subject of the Islamic approach is man and its main axis is monotheism. This is the main difference in the organizational culture of a pure university. Therefore, monotheistic vision must be current and valid in all the pillars of a worthy organizational culture. Discussion and conclusion. A review of this book shows that the framework based on Edgar Schein's three layers. If the deepest layer of the university organization, as the core of "beliefs and assumptions", placed according to the principle of monotheism, monotheistic vision and belief. In the second layer to observe pure values ​ ​ and concepts of value and loss that form the core of pure thinking, " "Cohesion" maintained and by relying on the principles and laws that are in line with the implementation and realization of the goals of Islam. The main purpose of this book is to define the concept of pure culture maturity in higher education institutions and to explain its descriptive factors and key dimensions in the light of the ontological and epistemological assumptions and assumptions of this research. Help their organizational goals. However, the pure culture used in this book is a new approach that completed by adding a humanistic view based on the explanatory-symbolic intellectual framework, the functionalist intellectual framework governing previous researches. In this approach, the researcher pays more attention to the human being-the university employee-assuming that organizational culture formed in networks consisting of meanings, perceptions, and two-way relationships.

Objectives: The purpose of the present research is to investigate studies on the components of Lean management in universities and higher education of institutions. Method: The method was qualitative and a kind of meta-synthesis. The research population consisted of all the related sources with Lean management in universities and higher education of institutions from 2000 to 2019 there were 2136 sources. First, 89 sources were selected based on abstract. then, 76 sources were selected based on the content, which eventually analyzed 68 sources as related resources by theme analysis examined. in order to verify the quality of data, validity and reliability have been provided. Results: Based on the synthesis of related articles, components of Lean management in universities and higher education of institutions include six main categories: continuous improvement, process-reengineering, value creation, respect for People, empowerment, competency based. Conclusion: The six main themes from this meta-synthesis study can be effective model for Lean management in universities and higher education of institutions and have beneficial results in promoting quality, efficiency, effectiveness and waste reduction in higher education.

The purpose of current qualitative research is to identify the dimensions and components of Lean university model of the Farhangian Teacher education University (FTEU) and to design the model of Lean university. Methods: The methodology of this research is qualitative from the type of grounded theory (systematic approach). For this purpose, theoretical sampling and in-depth interview were conducted with the experts and the interviews continued to reach the theoretical saturation. For analyzing the data, an open, axial and selective coding system was used. Results: Data analysis showed that the causal conditions constitute of the four main categories (stakeholder needs, human capital, process improvement, effective evaluation, Being systematic in University, professionalism), the main phenomenon constitute of the two main categories (waste reduction, value creation), strategy constitute of the six main categories (supply and allocation of financial resources, participation, Motivation, change management, trust building and professional selection), environmental conditions constitute of the four main categories (political environment, cultural and social environment, global and technological conditions and the economic environment), contextual characteristics constitute of the five main categories (organizational structure and rules, organizational culture and climate, physical space and equipment, organizational identity, information and communication technology) and outcomes constitute of the three main categories (Individual, social and academic consequences). Conclusions: The results showed that in order to create a Lean university with the least amount of waste and the most valuable, it should be considered the factors that affect universities' Leanness. Also, In order to move to the Lean university, a systematic and comprehensive approach must be considered in the form of factors and components of causal conditions, strategies, contextual factors, environmental conditions, and outcomes.

This study aims to identify the requirements and consequences of Lean management in Iranian education using a qualitative approach. The field of research included professors of Iranian universities in the field of management as well as the field of educational administration in 2021. The measurement tool was an interview about the requirements and consequences of implementing Lean management. Interviews with 15 academic experts continued until theoretical saturation was achieved. To ensure the validity of the instrument during the research, the review of participating experts as well as the supervision of three non-participating professors was used. The participants' repeated review method was used to ensure the reliability of the data. Using Maxqda software, 417 basic conceptual propositions in the requirements section and 346 basic conceptual propositions in the consequences section were identified. By combining and combining them, 18 central codes for requirements and 19 central codes for consequences were obtained. Introduce and promote pure methods, use of experts, conscious and step-by-step measures, stakeholder conditions, effective evaluation, identification of wastes, role of values and redefining values, under the heading of requirements and 7 categories of education excellence, establishing justice educational, technological benefits, increasing stakeholder satisfaction, increasing educational productivity, responsibility and value creation of social leaders and scientific presence in the global arena were under the heading of the consequences of pure implementation in education.