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.

This qualitative case study explores the perspectives of faculty members on the complex dynamics surrounding grading practices in Turkish higher education, with a special focus on public and private universities. The findings of the study reveal that the prevalence of bell curve grading, especially in private universities, is perceived to benefit underperforming students. Additionally, non-academic factors affecting grading highlight the subjective nature of the grading practice, suggesting that grades alone might not accurately reflect students' true performance. Parental expectations and university administration demands, particularly in private universities, were acknowledged to influence the tendency of the faculty to adjust the grades upward. A subjective approach to grading might be a reaction of faculty to a consumerist mindset in higher education in which maintaining student satisfaction is prioritized and transactional relation becomes more pronounced. At both types of universities, faculty expressed a tendency among students to feel entitled to higher grades regardless of their actual academic performance. This shift in student attitudes has transformed the perception of faculty and contributed to grade inflation.

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.

The purpose of this applied descriptive survey was to measure the productivity of higher education. The research population consisted of first level different university faculty members and assistants from whom a cluster sample of 34 participants from Allameh Tabataba'I University, Tehran University and Sharif Industrial universities were randomly selected to partake in the study. The research data were collected employing a researcher-made productivity measurement questionnaire comprising four factors tapping quality, value added, efficiency and effectiveness. Smart-PLS software was employed to confirm the validity and reliability of the questionnaire and the structural and general fitting of the proposed model. The research data were analyzed via SPSS software and dependent samples t-test to answer the research questions. The findings demonstrated that overall productivity of higher education was below expectations and that higher education productivity facets including quality, value added, efficiency and effectiveness were far below favoured averages. The findings accentuate consistent measurement, causal scrutiny and planning as prerequisites for productivity enhancement of higher education.

Social problems which threaten future life of human beings and capacities of modem technologies in challenging those problems have increased the need to launch interdisciplinary courses. During the past 40 years, such courses have been very useful for human societies and researchers have come up with new methods to combine scientific interest with large-scale skills. Therefore, faculty members and students have been attracted to such courses. This paper will study conceptual nature of interdisciplinary courses and explains some relevant experiences as well as their fortes and weaknesses. In conclusion, proposals will be offered for launching interdisciplinary courses.

One of the current social changes occurring in Iran is women's educational revolution and their extensive participation in various activities of the society. Within the past three decades, especially after the Islamic Revolution, the Iranian society has experienced an evolutionary expansion in women’s education. The greater number of women who have been admitted to the universities is a proof to the growth of female’s participation in higher education. In this research, we explore the social implications of the growth in women’s higher education. Using Boudon’s theory concerning the results occurring at systems of interaction, a survey research was conducted and the corresponding hypotheses were probed. Our population consisted of 2000 women from various provinces of Iran  The implications were measured by variables of: 1. Rising age of marriage, 2. Declining fertility rate, 3. A better nurturing of the children, 4. More extensive social participation, 5. The mode of espouse selection, and 6. Participatory decision making within the family. The results showed that: as education level rises, the age of marriage and also woman’s choices in espouse selection increase, while fertility decreases. The only case that a significant relationship could not be found was that of child rearing. Higher education also showed significant relationship with these variables. That is, it revealed significant relationship indices with women’s social participation, women’s involvement in participatory decision making within the family, women’s increased control over family issues, and their enhanced awareness about citizenship rights.

Internationalization is an important phenomenon in 21st century higher education. Numerous researches in this field have carried out in different countries as well as in Iran. One of the significant aspects of internationalization is the quality of higher education. Essentially, entering the world community and internationalizing higher education is not possible without considering its quality and components. Since the accreditation is one of the most widely known higher education quality assurance methods. In the present study, an attempt was made to examine the types of current efforts in this field by examining the experiences of leading countries in accreditation such as the United States, the United Kingdom and other successful countries in this field like Malaysia. In this study, using a descriptive approach and a method of collocational analysis, the question was answered whether the efforts of selected countries in accrediting higher education have been in the direction of its internationalization? The results showed that there is a relationship between the components of accreditation and internationalization. Countries that pay more attention to accreditation and evaluation and have achieved international quality standards, especially members in international quality assurance networks such as INQAAHE, APQN, etc., have been more successful in acquiring internationalization components.