Management, Education and Development in Digital Age

The aim of this study was to design and explain a native model of consumption culture with an emphasis on household waste management in Rasht metropolis. This study was applied in purpose and descriptive–exploratory in nature, conducted using a qualitative approach. Data were collected through semi-structured interviews with university scholars and municipal managers and analyzed using thematic analysis based on the systematic approach of Attride-Stirling. Participants were selected through purposive theoretical sampling, which continued until theoretical saturation was achieved. To ensure validity and reliability, data triangulation and peer review techniques were employed. The findings revealed a hierarchical model consisting of three overarching dimensions (meaning-making and identity system, waste governance and policy system, and organizational–institutional domain) and six organizing factors. The results indicate that consumption behavior and waste management are shaped through the complex interaction of cultural–value, psychological, cognitive–educational, institutional–legal, technological, and structural factors, with institutional and legal components playing a dominant role in influencing citizens’ behaviors. The proposed model demonstrates that household waste management is not merely an individual-level phenomenon but is strongly influenced by governance structures, policy frameworks, and organizational capacities; therefore, effective improvement requires integrated interventions across cultural, educational, policy, and infrastructural domains.

This study aimed to design the internal and hierarchical relationships among the dimensions of organizational attractiveness in Iran’s public sector using interpretive structural modeling. This applied study employed a descriptive-survey design. The statistical population consisted of public administration experts who had conducted research on organizational attractiveness. Using purposive sampling, 12 experts were selected. Data were collected through a pairwise comparison questionnaire based on the interpretive structural modeling approach. The data analysis process included forming the structural self-interaction matrix, converting it into the initial and final reachability matrices, determining the driving power and dependence of each dimension, leveling the variables, and finally drawing the interpretive structural model. The interpretive structural modeling results indicated that the “professional and structural development” dimension was positioned at the third and lowest level of the model, functioning as the foundational driver with the strongest influence on the other dimensions. The “economic-livelihood” and “psychological-value” dimensions were located at the second level and showed a reciprocal relationship. The “institutional credibility and procedural transparency” dimension was placed at the first and highest level of the model and demonstrated the greatest dependence, indicating that it is the final outcome of interactions among the other dimensions. Organizational attractiveness in Iran’s public sector is a multidimensional and hierarchical phenomenon. Strengthening professional development, transparent career paths, continuous learning, digital infrastructure, and merit-based structures can enhance economic, psychological, and institutional dimensions of attractiveness and improve the public sector’s capacity to attract and retain talented human resources.

This study aimed to rank the environmental-market, structural-resource, managerial-leadership, and cultural-social factors underlying organizational failure and to explain their mechanisms in non-governmental secondary schools in Tehran. This applied study employed an explanatory sequential mixed-methods design. In the quantitative phase, 107 teachers, administrative employees, deputies, and managers working in non-governmental secondary schools in Tehran during the 2022–2023 academic year were selected through convenience sampling. Data were collected using a researcher-developed 33-item questionnaire assessing contextual factors and organizational failure. Content validity was confirmed using the content validity ratio and content validity index, while internal consistency was assessed using Cronbach’s alpha. Quantitative data were analyzed through Pearson correlation and stepwise multiple linear regression in SPSS version 26. In the qualitative phase, 15 participants whose organizational failure scores were in the highest quartile were selected through purposive extreme-case sampling. Semi-structured interviews were conducted until theoretical saturation, and the data were analyzed using six-phase thematic analysis in MAXQDA version 24. All four contextual factors were positively and significantly associated with organizational failure. Structural-resource factors had the strongest correlation with organizational failure, followed by managerial-leadership, environmental-market, and cultural-social factors. The regression model showed that the four predictors collectively explained 66.9% of the variance in organizational failure. Structural-resource factors ranked first with a standardized coefficient of β = .330, managerial-leadership factors ranked second with β = .303, environmental-market factors ranked third with β = .242, and cultural-social factors ranked fourth with β = .167. The qualitative analysis identified four corresponding themes: structural fragility and resource erosion, reactive leadership and owner-centered governance, environmental pressure and educational market instability, and cultural fragmentation and declining social capital. Organizational failure in non-governmental secondary schools is a multidimensional and reinforcing process in which structural-resource fragility plays the central role and is intensified by reactive leadership, environmental instability, and cultural fragmentation. Prevention therefore requires simultaneous improvement of financial and human resource structures, participatory leadership, organizational learning, stakeholder trust, and adaptive capacity.

This study aimed to develop and validate a context-sensitive outcome-oriented educational management model for schools in Afghanistan. An exploratory sequential mixed-methods design was employed. In the qualitative phase, the systematic grounded theory approach of Strauss and Corbin was applied. Fourteen experts in education, management, social sciences, policy-making, and cultural studies were recruited through purposive and theoretical sampling. Data were collected through semi-structured interviews and analyzed using open, axial, and selective coding in MAXQDA 2020. Interviews continued until theoretical saturation was achieved. In the quantitative phase, a researcher-developed questionnaire derived from the qualitative categories was administered to 14 experts. Face and content validity were examined through expert judgment, and internal consistency was assessed using Cronbach’s alpha. Data were analyzed using the Shapiro–Wilk test, one-sample t test, Friedman test, and Kendall’s coefficient of concordance. Qualitative analysis identified a “systematic and deepening gap” as the central phenomenon and organized the model into causal conditions, contextual conditions, intervening conditions, strategies, and consequences. One-sample t-test results showed that all model dimensions were significantly higher than the theoretical midpoint of 3.00, and the overall model was statistically confirmed, t(13)=18.44, p<0.001. The Friedman test indicated significant differences among the rankings of the model dimensions, χ²(5)=61.72, p<0.001. Strategies ranked first, followed by consequences. Kendall’s coefficient of concordance was 0.88, indicating a very high level of agreement among the experts regarding the relative importance of the model dimensions. Outcome-oriented educational management in Afghan schools requires intelligent decentralization, accountable delegation of authority, teacher empowerment, locally responsive planning, stakeholder participation, and supportive evaluation. Its implementation must also include adequate resources and compensatory support for disadvantaged schools to prevent the further expansion of educational inequalities.

This study aimed to develop a grounded theory-based paradigm model for the development of the innovation ecosystem in Iran’s sports services industry. This qualitative study was conducted using the systematic grounded theory approach proposed by Strauss and Corbin. The participants included university faculty members, senior managers of the Ministry of Sport and Youth, managers of knowledge-based companies, sport start-ups, incubators and accelerators, investors, and researchers active in innovation and sports services. Sampling began purposively and continued through theoretical and snowball sampling until theoretical saturation was achieved. In total, 20 in-depth semi-structured interviews were conducted. Data were analyzed concurrently with data collection through open, axial, and selective coding using the constant comparative method. To enhance credibility, the extracted findings and categories were reviewed by 10 experts. Coding dependability was also assessed through inter-coder agreement, which yielded an overall agreement rate of 91%. Data analysis resulted in the extraction of 154 open codes, 22 subcategories, and one core category. The causal conditions included increasing turbulence and complexity in the sports business environment, acceleration of digital and technological transformation, and weak institutional infrastructure for converting knowledge into innovation. The contextual conditions comprised actor diversity, institutional capacity, interaction and networking infrastructure, learning capacity, and environmental characteristics. The intervening conditions included macro-environmental instability, weak governance, financial limitations, cultural barriers, and knowledge and technological constraints. The main strategies were the development of collaboration and value co-creation networks, intelligent governance, sustainable investment, human capital development, and digital transformation. The consequences included improved competitiveness, strengthened innovation and social capital, technological advancement, and an enhanced national and international position for the sports services industry. The development of the innovation ecosystem in Iran’s sports services industry is a network-based, multilevel, and context-dependent process that requires institutional coordination, effective collaboration among actors, sustainable financing, stronger human and technological capabilities, and participatory governance.

This study aimed to develop and explain a media literacy model for primary school principals in Hormozgan Province and to identify its underlying dimensions, components, and indicators from the perspective of educational management experts. This applied qualitative study employed an emergent grounded theory approach. The research population consisted of educational management experts holding doctoral degrees and possessing scholarly publications, research experience, and professional expertise in the field. Using purposive and theoretical sampling, 15 experts were selected until theoretical saturation was achieved. Data were collected through semi-structured interviews and analyzed using open, axial, and selective coding procedures. The credibility of the findings was confirmed through expert consensus, brainstorming sessions, and content validity ratio assessment. The inferential findings revealed a comprehensive media literacy model comprising 5 major dimensions, 18 components, and 116 indicators. The identified dimensions included individual factors, educational factors, organizational and managerial factors, technology, and cultural and indigenous factors. Key components encompassed individual awareness and knowledge, information technology skills, attitudes toward media, critical thinking and analytical abilities, specialized training, organizational support, access to emerging technologies, artificial intelligence, social acceptance of media literacy, and family and community involvement. Expert prioritization demonstrated that individual factors represented the most influential dimension in shaping principals’ media literacy competencies, followed by educational, organizational-managerial, technological, and cultural dimensions. The findings indicate that media literacy among primary school principals is a multidimensional construct influenced by personal, educational, organizational, technological, and socio-cultural determinants. The proposed model provides a comprehensive framework for enhancing principals’ media competencies, improving educational decision-making, promoting responsible media engagement, and strengthening school leadership effectiveness. Sustainable development of media literacy requires continuous professional learning, technological infrastructure, institutional support, and consideration of local cultural and environmental contexts.

This study aimed to develop and validate a good governance model emphasizing the role of developing managers committed to social responsibility in public organizations, focusing on governorates in Northwest Iran. This applied study used an exploratory sequential mixed-methods design. In the qualitative phase, data were collected through semi-structured interviews with 30 experts, senior managers, experienced specialists, and university professors in public administration and human resource management. The qualitative data were analyzed using thematic analysis. In the quantitative phase, a researcher-made questionnaire derived from the qualitative findings was administered to 63 managers, experts, and specialists related to governorates in Northwest Iran. The validity of the instrument was assessed through expert judgment, factor analysis, convergent validity, and model-fit indicators, while reliability was confirmed using Cronbach’s alpha and composite reliability. Quantitative data were analyzed using Pearson correlation and partial least squares structural equation modeling. The qualitative analysis identified accountability, transparency, rule of law, environmental and climate issues, participation and consultation, justice orientation, ethical principles, legal and professional responsibility, and effectiveness and efficiency as the core components of the model. Pearson correlation results indicated positive and significant relationships among all research components. Structural equation modeling confirmed all proposed model paths, and the t-values supported the significance of the structural relationships. The coefficient of determination for the overall model was 0.890, indicating strong explanatory power. Ethical principles showed the highest explanatory value with an R² of 0.901, followed by accountability with 0.882, justice orientation with 0.868, transparency with 0.860, effectiveness and efficiency with 0.856, and legal and professional responsibility with 0.852. The findings indicated that good governance in public organizations cannot be achieved merely through structural reforms or formal regulations; rather, it requires the development of managers who are ethically, legally, professionally, socially, and environmentally responsible. The final model provides a localized framework for strengthening accountability, transparency, justice, rule of law, participation, efficiency, and public trust in governorates in Northwest Iran.

This study aimed to identify and explain the components of occupational perfectionism among managers of the Education Organization in Kermanshah Province. This qualitative study was conducted using a grounded theory approach. The participants consisted of 15 experts and managers affiliated with educational management in Kermanshah Province, who were selected through purposive sampling based on expertise, managerial experience, research background, and familiarity with the administrative structure of the Education Organization. Data were collected through semi-structured interviews, and the interview process continued until theoretical saturation was achieved. The data were analyzed through open, axial, and selective coding. To enhance the credibility and trustworthiness of the findings, participant feedback, review of extracted concepts, and qualitative validation procedures were applied. The inferential findings indicated that occupational perfectionism among educational managers is a multidimensional and dynamic construct that can be explained through a paradigm model. The causal conditions included striving for excellence, need for approval, rigid standards, goal orientation, concern over mistakes, perceived family pressure, and rumination. The contextual conditions consisted of order and organization, a culture of social approval, educational and family background, personal discipline, and organizational rules. The intervening conditions included organizational structure, workplace climate and culture, time pressure, work transition, and moderating personality traits. The main strategies identified were stress management, self-awareness training, acceptance of limitations, improvement of interpersonal relationships, increased flexibility, time management, and focus on long-term goals. The consequences of the model were dual in nature. Adaptive perfectionism led to improved managerial performance, increased productivity, attention to detail, and organizational excellence, whereas maladaptive perfectionism was associated with job burnout, anxiety, chronic stress, reduced self-confidence, interpersonal conflicts, lower job satisfaction, and turnover intention. The results showed that occupational perfectionism in educational management is not a fixed personal trait, but a phenomenon shaped by the interaction of individual, organizational, and supportive factors. When accompanied by organizational support, self-awareness, and effective coping strategies, perfectionism can contribute to professional excellence and improved performance. However, in the absence of support and under rigid evaluative systems, it may become a source of burnout, psychological pressure, and reduced managerial quality. Therefore, revising performance evaluation systems, strengthening organizational support, and providing training in self-awareness and stress management are essential for educational managers.