In recent decades, social changes and changes related to technology have affected both the tasks of managers and the methods for development, functioning and relations inside and outside organizations. Accordingly, new factors have attracted attention in organizations and organizational theories and some old concepts have become more significant. Increasing the awareness about these facts and concepts and using them in organizations has an important effect on expediting organizational affairs. In this article, these new facts are referred to as “the basis for organizational SUCCESS. Mention is made of some samples of these concepts and their effect and position in organizations, and especially in archives, is studied. Findings show that achieving organizational SUCCESS in any organization, including archives, demands the manager and staff to learn and employ special skills such as: organizational culture, organizational learning, organizational relations etc.

In 2016, Jihad Daneshgahi Publishing Organization published a book entitled «University Socialization: Skills and Strategies for Improving the Quality of Life and Academic SUCCESS». This book has been written about some aspects of the quality of the university situation. In the present article, the author compares the content of the book with another book «Your Guide to College SUCCESS: Strategies to Achieving Your Goals» by Santrock and Holonen, and reviews the book.

With the advent of process-oriented research, the strategy studies have found their place in L2 composition pedagogy. One such issue is investigation into the impact of writing strategy use on increasing the quality of writing product. The present study proficiency level and strategy use, the nature of such strategies, if any, and whether any of them predicts good writing.The participants, 23 Iranian EFL graduates and undergraduates taking their essay writing course, were requested to write an essay of controlled length on a given topic. Based on their scores on a standardized test of language proficiency, the students were assigned to the elementary, intermediate, and advanced levels. Next, they attended an interview with the researcher, reading their essays and reporting what processes they underwent and what strategies they used as they produced the text. The students were provided with a strategies checklist to identify theirs, or to add new ones, if any. The thinkaloud protocols were tape-recorded. Data analysis aimed to identify writing strategies as implemented by each student at the specified level. Surprisingly, lack of similarity in writing behavior among members of supposedly homogeneous and across different groups was observed. Moreover, increasing free voluntary reading and writing, decreasing writing apprehension, and of course practice were characterized predictors of writing SUCCESS.