Background Unethical Behavior and lack of adherence to scientific ethics, is a serious problem in higher education. In this line, the aim of the present study, is explanation of the lack of scientific integrity and its associated factors among GRADUATE students of Isfahan University. Method This study is an applied-correlation research. Population of the study includes all GRADUATE students of Isfahan University. Among all, 290 subjects were selected as a sample group. Data were gathered by self-report questionnaire. Data were analyzed by using SPSS and Amos software. Results More than 70 percent of students said they did not commit any of scientific misconduct raised in this study and the most frequent cases of academic dishonesty are mild rather than severe cases. Further analysis also shows that among the independent variables, the attitude towards teachers to deterrence and negative attitude to fraud have a direct effect on academic dishonesty. Conclusion The lack of professor's serious commitment to scientific integrity on the one hand and the relatively positive attitude of students to commit academic dishonesty are among important factors underlie the misconducts of students. Along with other preventive measures, including laws and policy making, education and raising awareness of scientific actors have high priority.

Dissertations and theses are essential components in the process of knowledge production within universities and higher education institutions. Improving their quality and standards is key to ensuring the advancement of knowledge and strengthening its connection within social and cultural context. Based on thematic analysis of semi-structured interviews with twenty-two faculty members from Allameh Tabataba'i University, this article seeks to identify the supervisory styles employed by faculty and assesses their views on opportunities and challenges they face in fulfilling this role. According to three continuums - the level of engagement, supervisory method, and attention to students' behavioral and personality characteristics-the main supervision styles can be categorized into five: delegators, disciplined caregivers, emotional supporters, personal and collaborative mentors, each with subcategories. These styles are shaped less by formal organizational rules and frameworks and more by personal experiences, preferences, power dynamics within the university, subcultures around these dynamics, and situational factors, leading to various opportunities and limitations for faculty members.