Introduction: The purpose of this study is to investigate the effect of social capital on the emotional-cognitive readiness of faculty members for scientific collaborations with the presence of a mediation of psychological capital. Methods: This practical research was conducted in an analytic-survey method. The statistical population consisted of all faculty members of two medical universities in Iran (709 people), and the sample size is calculated to be 250 people. The stratified and random sampling method was used. All data for this study were collected using three standard questionnaires: (a) Nahapiet and Ghoshal's social capital questionnaire, (b) emotional-cognitive readiness questionnaire, and (c) Lathan's psychological capital questionnaire. The Kolmogorov–Smirnov test was used to check the normality of data distribution. Spearman correlation and Structural equation modelling (SEM) were used to analyze and test hypotheses using PLS 3 and SPSS version 25. Results: The results showed that social capital and psychological capital and their dimensions affect cognitive-emotional readiness for scientific collaboration. Also, the findings indicate that the level or the degree at which social capital alone contributes to cognitive-emotional readiness is weaker than when it is mediated by psychological capital. Conclusion: Through the creation and development of social and psychological capital, university administrators can gradually create a common language and, as a result, common insight among faculty members to provide the basis for more scientific collaboration.

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.

Purpose: The goal of the present study was to investigate the contextual factors affecting the scholarly communication of the faculty members in Iran’ s Universities. Methodology: The study aimed to be an applied analytic survey. The statistical population included the faculty members working in all universities in Iran. The data gathering instrument was a researcher-made questionnaire containing 35 questions. The obtained Alpha Cronbach correlation coefficient was. 881 which proved the reliability of the questionnaire. The data were analyzed based on multiple regression analysis using Amos and SPSS 21. Finding: The multiple regression analysis showed that among the contextual factors, the variable of the relationship with government, the academic freedom, the social environment and political and cultural environment can statistically explain the variance of scholarly communication. Conclusion: : It is concluded that there is significant relationship between the scholarly communication with the scientific products. Moreover, the scholarly communication can explain the variance of the scientific production.

Introduction: Academic social networks have greatly influenced scholarly communication in the last decade. The purpose of this study was to determine the role of these networks in the scholarly communication of students and faculty members of Iran University of Medical Sciences. Methods: The study used a descriptive-survey method. The study population included post-graduate students and faculty members of Iran University of Medical Sciences. Using the stratified random sampling method, we selected 450 persons. A self-administered questionnaire was used for data collection. Its validity was evaluated by six faculty members, and its reliability was estimated by using Cronbach's alpha, which was 0. 96. The results were analyzed by the SPSS-19 software. Results: Information searching with a mean of 3. 59, and information publishing and sharing with a mean of 3. 38 were significant advantages of utilizing academic social networks for scholarly communications. Moreover, the lack of educational workshops were the most important deterrents in using these networks. Testing the hypotheses also indicated that there was a significant relationship between social network use and scholarly communication of students and faculty members. The mean scores of research collaborations, finding research topics, and information search among students were higher than those of faculty members. Finally, there was no statistically significant relationship between academic degree, age, and social network use. Conclusion: the results showed that the use of social networks in scholarly communication between users was effective. Thus, introducing the capabilities of the networks and conducting educational workshops can enhance the productivity of the networks in all scholarly communication dimensions.

Improving participation in voluntary activities in Iran is important because increasing productivity among young people, given the country's young population, contributes to community sustainability. Therefore, a better understanding of volunteer motivation in Iranian youth is needed. The Volunteer Functions Inventory (VFI) for assessing volunteer motivations has good psychometric properties and is adapted to several languages, but no validated Iranian translation yet exists. The purpose of this study was to investigate the psychometric Characteristics of voluntary functions inventory in members of Iranian Red Crescent Society. Sample size was 595 members of Youth Organization of Iranian Red Crescent Society from 31 provinces and 175 cities of Iran that were selected by multi-stage cluster sampling method and responded to voluntary functions inventory. Data were collected using a demographic sample and voluntary functions inventory (VFI). Confirmatory factor analysis using principal components method was used for data analysis. The results of the present study showed that the voluntary functions inventory had validity and reliability. Also, the factor structure showed that 29 items and 6 factors well assess people's attitudes to volunteering, and the structure of this inventory was well-fitted and confirmed all goodness of fit models. The present study provides the use of the Iranian translation of the Voluntary Functions Inventory (6 scales and 29 items) to assess volunteer motivation among young Iranian volunteers.

Background and Aim: In effect, every scientific endeavor consisted of scientific communication and scientists’ involvement in particular field of study; and scientific board members as the most outstanding elements play a key role in scientific productions. Therefore, a constructive scientific communication requires obtaining credible and valid information. In so doing, this study tries to investigate the valid indicies in scientific communication (reading and citing) from Kharazmi University faculty members’ points of view. Methods: The study is a descriptive survery. The population included faculty members of Kharazmi University. Self-selected sampling was used. In other words, the questionnaires were given to all faculty members, some participated and some did not. Totally 130 questionnaires were collected. The research instrument was a researcher-made questionnaire with a confirmed relibility and validity. Data were analyzed using SPSS v. 20. Results: According to the results, the main credibility criteria used by researchers for reading an item were: topical relevance and validity of content and soundness of author's logic and arguments in paper. The main credibility criteria for citing an item include validity of content, topical relevance, and validity of data used in the paper. The main credibility criteria for using open access sources were peer reviewed quality of the content, and the reputation of authors. Quality of content is an important criterion both for reading and citing an item. Conclusion: With respect to findings, it can be said that faculty memebers evaluate the credibility of information in both study and in citing mostly on the basis of meaning of information. For open access materials, peer-reviewing and content were important. Thus, it is recommended that the all stakeholders and the persons involved in the scientific comunication system, set the quality control in proiority.

The main purpose of this study was to examine the relationship between cultural intelligence with social capital and intellectual capital in faculty members of Islamic Azad University, Abadeh branch. Research type was descriptive- correlative. The sample of the study consisted of 48 faculty members of Islamic Azad University, Abadeh branch in 2013- 2014 academic year. To collect research data, three questionnaires were used: questionnaire of cultural intelligence that was compiled based on Early and (2003) with 20 items, consisting of 3 components (metacognitive, cognitive, motivational and behavioral), intellectual capital questionnaire according to theory of Bontis and et al (2000) with 39 items, consisting of 3 components (human capital, structural capital, and communicational capital), and Social capital according to theory of Nahapiet and Ghoshal (1998) with 13 items consisting of 3 components (cognitive, structural and communicational capital). Content validity of the questionnaires were approved by educational sciences and management experts. The reliability of questionnaires was determined through calculation of cronbach alpha coefficients that resulted in 0.85, 0.87 and 0.88 respectively. In the present study, the Pearson correlation coefficient was used to decide on the significance of relationships. Research finding revealed that there isn't any significant relationship between cultural intelligence with social capital and intellectual capital and theirs components. Also, there is a significant relationship between social capital with intellectual capital (r=0.75) and theirs components.

This research was carried out with an aim of identification and analysis of factors influencing scholarly production of faculty members of Agriculture Faculty of the University of Tehran (1994-1998). Statistical population consisted of all faculty members of Agriculture Faculty (N=148). Total respondents were 108 faculty members who constituted the sample population. Data were collected through questionnaire. Appropriate statistical techniques, included descriptive statistics, correlations, mean comparisons and multivariate regression. Findings indicate that the average number of publications in forms of research project, written report, article, and book (either written or translated) per capita in the last five years, were 2.5, 1.6, and (.5, .3) respectively. The highest and lowest per capita publications in form of book belong to Irrigation and Food Science & Technology departments (respectively, 1.40 and 0.33), from article aspect, Plant Protection and Agricultural Machinery departments (respectively, 17.9 and 55), and with regard to research reports, Animal Science and Food Science & Technology departments (respectively, 141 and 30). Calculated correlation coefficients indicate a significant relationship between independent variables of age, teaching hours, participation in congress and scientific forums, motivational and economical factors, academic position, record of academic service, and scholarly production as the dependent variable. Findings of multivariate regression show that academic position, participation in congress and scientific forums, age, scientific achievements, self-actualization, statistical and foreign language skills, positively affect scholarly production, whereas administrative responsibilities, unauthorized interventions, disproportionate allocation of budgets & facilities to departments affect the scholarly production in a negative manner. They totally explain 69.9% of variance in scholarly production as the dependent variable.

BACKGROUND: Social participation and group interaction are the basic and expected indicators of serving in the job of the faculty. Some improvements are needed for universities and professors in this area, which they can be better identified by studying the main beneficiaries. In this regard, this study was aimed to identify strategies to increase social capital and interaction of medical universities’,faculty members. MATERIALS AND METHODS: This qualitative study which was a qualitative content analysis type was performed on 22 faculty members of Isfahan, Mashhad, Tabriz, Iran, Army, Shahrekord, Sabzevar, Arak, and Khomein universities through semi‑, structured interviews and purposive sampling. Data were analyzed using qualitative content analysis. RESULTS: According to finding, in order to improve the social interactions of medical universities’,faculty members, there were 2 factors and 8 main categories including organizational factors (“, organizational dynamics, ”,“, organizational security, ”,“, standardization of selection and evaluation, ”,“, value creation, ”,and “, establishing a compensation system”, ) and individual social factors (“, education and social programs, ”,“, personal skills and beliefs promotion, ”,and “, personality and learning”, ). CONCLUSIONS: The obtained strategies in this study to improve social capital and group interactions and group participation of medical universities’,faculty members can be planned and implemented by managers and can be used for faculty members themselves.

Background The most well-known aspect of professionalism in the faculty is professional ethics. Professional ethics at the university is a set of ethical principles and standards of conduct that determine the behavior of its members. In fact, academic professional ethics is a process of rational thinking that aims to realize scientific values in the scientific community and how to maintain and disseminate it. Method The present study is a combination of correlation and post-event method and its statistical population is all respected faculty members of universities around the country. From this statistical population 435 faculty members were selected using stratified random sampling method. Is. The research instrument was a researcher-made questionnaire consisting of 7 components and 30 items. Data were analyzed using descriptive and inferential statistics (Pearson and Spearman correlation test, structural equation modeling test, one-sample t-test and analysis of variance). Data were analyzed using SPSS 25 and LISREL 8/80 statistical software. Results The components of professional ethics in order of priority with respect to the mean score are: scientific responsibility, self-reliance, professional ethics, belief in social responsibility, communication capital, cognitive capital, social capital, sense of belonging, and scientific community. Structural capital has been respected. Conclusion Although the professional ethics of faculty members are rated above average, there is still a large gap with desirable status.