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.

The present study aimed at exploring the elements of HIGHER EDUCATION in addition to introducing its composing main factors and categories in Iran and eventually presenting a comprehensive model according to the context of Iran. This is a qualitative study using grounded theory method. In order to collect the data with the purpose of finding the categories of the model, 16 semi-structured interviews with specialists and professors of the area of HIGHER EDUCATION and PRIVATIZATION of HIGHER EDUCATION were conducted. The sample was selected based on snowball sampling. Then, the model was accredited using member checking method. The results were presented in the form of a model consisted of 13 main categories including causal factors (Time requirements, Economic legal base), contextual factors (Cultural context, Political context, Legal context), interfering factors (Scientific axis, Policy-oriented), strategies (Supportive and financial, connectionsCorrective actions), and outcomes (Big consequences, Academic and individual consequences, Unwanted results). Also, PRIVATIZATION of HIGHER EDUCATION was considered as the core category in this study. Based on the findings, some recommendations were presented

This study was conducted with the purpose of addressing the production of scientific works in the field of PRIVATIZATION of HIGHER EDUCATION abroad and the acquisition of discussions and components focused by studies, the results of the studies and the descriptive and formal analysis of the studies. Accordingly all works produced within the period of 2000-2015 in the Faculty of EDUCATION and Psychology database of Shahid Beheshti University were studied. The works were extracted from 33 journals in the field of HIGHER EDUCATION, including 24 scientific documents including 18 articles, 5 books and a thesis in the field of private HIGHER EDUCATION and analyzed by descriptive - analytic method. The findings are presented in three parts, the first part, related to the issues and factors considered by the study results showed that topics including the reason of PRIVATIZATION of HIGHER EDUCATION, goals, advantages and disadvantages and different types of private HIGHER EDUCATION institutions have been more focused by the researchers. In the second part the results indicated that indiscriminate expansion of the private sector in HIGHER EDUCATION has led to lower quality, rising unemployment, failure to reduce financial dependence on public sector budgets, lack of responsiveness to labor market needs and priorities of individual interests to the social interests. In the third part the result of formal and descriptive analysis of the studies showed that 58.3% of the studies have been conducted within the years of 2011-2015 and 83% of the studies have used qualitative research and library method and only 17% have used the quantitative method and interviews and questionnaires. In terms of national and transnational studies 71% of the studies were national and 29% of the studies were transnational. In terms of cooperation and partnerships the group research was 8% HIGHER than the individual research.

This article, critically, reviws the basis of PRIVATIZATION of HIGHER EDUCATION argument. By addressing the issues of distributive justices along with the quality and ethical values, directing investment in EDUCATION to increase producation, rather than mere reliance on market demands. It argues that PRIVATIZATION is not the proper solution to the problems facing HIGHER EDUCATION. These issues can be addressed through implemenation of serious reforms in the HIGHER EDUCATION systems, to increase management efficiency, strategic planning, and participation. Government can play a significant role in achieving these goals through mainting their control over these institution.

Given the expansion of PRIVATIZATION in HIGHER EDUCATION and the emergence of a variety of monetary universities in the country, the necessity of research and identification of the effects of PRIVATIZATION of HIGHER EDUCATION is felt. The aim of the current study is analysis of scientific papers share in PRIVATIZATION of HIGHER EDUCATION in Iran, Identification of the effects of PRIVATIZATION and researchers' attainment of strategies and proposals in period if 1991-2016. To achieve this aim, Search the databases updated with the prestigious; 28 articles extraction and then the content analysis method were studied. After extraction, correlation of the important factor of issues was calculated by Shannon entropy and suggested 223 strategies and solutions of the typology was content analysis. Study results showed that, despite the extraordinary expansion of PRIVATIZATION and its importance, the contribution of research and articles to this field is very low and among the positive effects of PRIVATIZATION, the categories of income earning universities, diversification, saving spending and reducing government financial pressure, the quantitative scientific growth and the prevention of centralization, have the highest coefficient of importance and are in the first to third priority. Among the negative effects of PRIVATIZATION too, the categories of unemployed graduates, the reduction of the quality of teacher and student EDUCATION, the classification of EDUCATION for the benefit of the upper classes of the society, the quantitative growth PRIVATIZATION, degree orientation and fraud and corruption EDUCATIONal, structural problems high priority factor and first to third priority.

The role of HIGHER EDUCATION is undeniable in the sustainable development of developing and developed countries. In developed countries, the importance of these specialized training centers has been properly recognized and the governments have invested in developing the HIGHER EDUCATION system based on economic, social, political and cultural policies so that this system trains the specialized human resources for different economic, social and cultural sectors of the society. In the developing countries, the governments have adopted the PRIVATIZATION of HIGHER EDUCATION policy in the form of PRIVATIZATION of public HIGHER EDUCATION and entry of private sector in HIGHER EDUCATION for different reasons such as increasing demands for HIGHER EDUCATION, inability of governments to respond to the increasing demands of HIGHER EDUCATION because of the shortage of funds, demographic changes of HIGHER EDUCATION applicants, emphasizing and encouraging of international organizations such as World Bank, changes in work market trends and the need for diverse expertise. In Iran, the PRIVATIZATION of public HIGHER EDUCATION has taken place in the form of Payam-Nour Universities, University of Applied Science and Technology, evening courses and students’ admission along with receiving tuition fees. Universities of Applied Science and Technology need to consider some requirements for their quality development in order to succeed in private HIGHER EDUCATION. This article attempts to introduce the PRIVATIZATION of HIGHER EDUCATION and the important requirements for the quality development of Universities of Applied Science and Technology.

In the past two decades, such reasons as reduced costs, optimal allocation of resources, increased performance, the emergence of knowledge-based economy and the changing demographic composition of applicants for entry to universities have accelerated the trend toward PRIVATIZATION in the HIGHER EDUCATION sector. In Iran, the growth of PRIVATIZATION of HIGHER EDUCATION was introduced and proposed in the Third Development Plan, but has faced some limitations. This paper aims to explore the challenges and obstacles to the expansion of private HIGHER EDUCATION. In this study, after expressing the theoretical framework, attempts are made to answer the following questions: first, what main challenges are encountered by the Iran's PRIVATIZATION of universities and second, what strategies can be used to overcome these problems. This exploratory study research was carried out by means of interviews with relevant experts and questionnaires (both open and closed questionnaires). Research findings extracted 26 problems related to the PRIVATIZATION of universities of which the following were considered by the experts as of the greatest importance: absence of laws supporting private investment, low purchasing power of people, lack of ability to pay fees by students, structural problems in HIGHER EDUCATION management systems, lack of academic freedom in universities and government’s domination of social and cultural affairs of universities. The second question is answered toward the end of the research paper where strategic proposals to eliminate or reduce problems is presented.

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.

Purpose: The present study was conducted with the aim of providing a model for socio-economic challenges of EDUCATION PRIVATIZATION. Methodology: This study in terms of purpose was applied and in terms of implementation method was qualitative. The research population was experts of PRIVATIZATION, strategic marketing and EDUCATIONal of EDUCATION of Tehran city in 2020 year. The sample was considered according to the theoretical saturation principle 11 people who were selected by purposive sampling method. Data were collected through semi-structured interviews whose validity was confirmed by four experts and two research colleagues and its reliability was obtained by Cohen's Kappa coefficient of 0. 63. Data were analyzed by thematic analysis method including open, axial and selective coding in MAXQDA12 software. Findings: The results showed that for socio-economic challenges of EDUCATION PRIVATIZATION were identified 184 indicators in six sub-themes of incentives, deterrents, strengths, weaknesses, consequences and mechanisms and two main themes of macro level and micro level,So that 78 indicators were at the macro level and 106 indicators were at the micro level. Finally, the model of socio-economic challenges of EDUCATION PRIVATIZATION was designed. Conclusion: The identified themes about socio-economic challenges of EDUCATION PRIVATIZATION have practical implications for officials and planners of EDUCATION system. They can provide the ground for proper implementation of EDUCATION PRIVATIZATION with using the results of this research and other researches.

Objective: The increasing social demand for university admission and the inability to provide funding for HIGHER EDUCATION growth have encouraged many governments to get private sector participation in the area. In Iran, private HIGHER EDUCATION came to surface in 1958, and the activity of this sector has continued with a large fluctuation. In the course of action, the centers face various challenges that have made it difficult for them to operate. This article examines the most critical challenges facing the private sector in HIGHER EDUCATION in Iran. Materials and Methods: The statistical population of this study consists of 75 experts and includes a variety of executives and HIGHER EDUCATION experts. In order to collect data, questionnaires were employed. Content validity was used to determine the validity of the questionnaire, and the Cronbach's alpha coefficient was used to assess its reliability. To analyze the data, first through some central features and dispersion, descriptive findings were explained, and then a one-sample T-test was used to compare the mean with the expected level. Discussion and conclusion: Some of the challenges in the private sector of HIGHER EDUCATION stem from the decisions and actions of the Ministry of Science, Research and Technology such as increasing student admission in Payame Noor, Azad, and vocational universities, expanding state-run university branches, issuing unauthorized licenses for the establishment of new NGOs, unclear policies, numerous decisionmakers in the Ministry of Science, Research and Technology, not engaging the private sector in policy-making decisions, planning and regulation, and generalizing some shortcomings of institutions to the entire private sector of HIGHER EDUCATION. The existing administrative and organizational structure also poses challenges such as restrictions on NGOs using official platforms, lack of coordination from one government administration to the next, lack of a centralized NGO to organize, oversee and evaluate private institutions, lack of cooperation among government organizations, the existence of semi non-governmental institutions in the list of NGOs, and the existence of various institutions in the same name and title as nongovernmental HIGHER EDUCATION institutions. The legal challenges include lack of specific private sector regulations, lack of a proper ranking system, lack of uniform development criteria, not imposing the law on poor quality institutions, and the objection of some to the PRIVATIZATION of HIGHER EDUCATION due to violation of Article 30 of the Constitution. Existing social and cultural conditions also lead to challenges such as declining enrollment due to decline in population growth, the poor reputation of private HIGHER EDUCATION institutions in society, perceptions of the low quality of EDUCATION among graduates, lack of willingness among organizations to recruit graduates from private universities, lack of job opportunities for graduates of private universities, a misconception of the nongovernmental institutions, a restriction on the low-income class in having access to private HIGHER EDUCATION centers, and the mass media inaccurate information on nongovernmental organizations. The financial challenges include the inability of the private sector to invest in HIGHER EDUCATION, inadequate government funding in NGOs, and people's reluctancy to donate to such establishments. The EDUCATIONal challenges include failure to meet the standard faculty to student ratios and the recruitment of qualified professors at prestigious state-run universities, as well as the obstacles to the development of such institutions.