The Big Five Inventory (BFI) is one of the most widely used personality questionnaires, but very few studies have been conducted on its psychometric properties in Iranian population. This study was carried out with the aim of studying the psychometric properties of the BFI questionnaire. For this purpose, 390 university students in Tehran (210 girls AND 180 boys) with an age range of 18 to 56 years (M = 27.52; SD = 8.79) were selected using the convenience sampling method AND completed BFI AND NEO-FFI questionnaires. Cronbach's alpha, multitrait-multimethod matrix, AND confirmatory factor analysis were used to estimate the psychometric properties of the questionnaire. The result of the confirmatory factor analysis showed that 15 of the 44 items did not have a strong factor loading (higher than 0.40) on the corresponding factors AND were therefore removed from the questionnaire. The fit indices showed that the Persian version of 29 questions (BFI-29) with 5 factors has a good fit with the data. The reliability analysis also showed that the range of Cronbach's alpha coefficients of the factors is from 0.70 to 0.79. The lowest Cronbach's alpha coefficient was related to agreeableness factor AND the highest was related to conscientiousness. The findings from the multitrait-multimethod matrix showed that the BFI-29 questionnaire has good convergent AND divergent validity with the NEO-FFI questionnaire. In general, based on the results of the present study, it can be said that the BFI-29 questionnaire has desirable psychometric properties AND whenever a short tool for personality measurement is needed, this questionnaire can be used.

Aim: The aim of the present research is to recognize the main AND effective factors in achieving excellence in UNIVERSITIES AND supreme educational INSTITUTES to maintain the comprehensive quality management patterns.Method: The method of the article in data collection is descriptive-survey method. The following factors are studied AND analyzed in the present paper: individual AND group acquiring opportunities, staff share in decision-making AND programming, to submit authority to the staff, to encourage the novel ideas AND innovative behaviors, reorganization of supply chain of resources AND to register the characteristics of staff, regarding the required capabilities of organization as key effective factors in achieving transcendence in UNIVERSITIES AND supreme educational INSTITUTES.Results: Chi-squred test in this research is greater than critical amount AND in a significant level is smaller than level of error (0.05).the result of the survey shows that all the factors AND variables in this study are affective in achieving the organizational transcendence in UNIVERSITIES. (95% level of confidence).conclusion: The managers of UNIVERSITIES AND institutions of higher education should consider all of the affective mentioned factors in achieving excellence in UNIVERSITIES.

Excellent models most widely used organizational in Europe where is has become the bases of majority of national AND regional excellent awards. It has recently been revised, using input from EFQM members AND assessors AND taking account of changing commercial factor.UNIVERSITIES AND higher education INSTITUTES are as a progenitor in societies then they should be the best excellent organizations.  The benefits of using the EFQM Excellence Model are:· Provides the basis for sustainable excellence· Provides an Holistic framework which covers the whole organization· Allows the organization to take a hard look at itself- as in a mirror· Generates improvement activity from a systematic method of self assessment.· Provides an opportunity to benchmark AND compare processes AND results with other users; is applicable to all organizations AND widely used throughout Europe· Provides the capability to track AND measure progress through a robust scoring methodology· Gives an opportunity to translate internal assessment data directly into the formats used by National AND European award AND recognition programmers should the organization wish to apply for awards.This is the first paper that study AND review excellence models benefits AND performance in IRAN UNIVERSITIES AND higher education INSTITUTES.

During recent decades, we increasingly encounter with new gains in ICT applications in the field of education AND research. These developments have changed the expectations of those involved in education AND research of the level of services which are provided. Nowadays, professors AND students like to have an easy AND instant access to new scientific AND research sources AND references, to interact with each other without a need for a face-to-face meeting, AND to employ technology to teach AND learn efficiently. To fulfill these expectations, UNIVERSITIES AND higher education INSTITUTES should continuously assess AND well equip themselves to reach a desired level of access to AND use of ICT. In this study, an e-readiness assessment model for UNIVERSITIES is designed based on reviewing literature on e-readiness assessment models AND opinions of ICT experts at UNIVERSITIES AND higher education INSTITUTES; then it is modified to adapt to social AND technological conditions of the country. This model consists of four dimensions including "management, strategies AND policies based on ICT", " ICT access AND” infrastructures", "human resources", AND "the use of ICT at UNIVERSITIES AND higher education INSTITUTES". Besides, it is composed of 25 indicators. The model was implemented at two UNIVERSITIES, Iran University of Science AND Technology (a state university) AND Qazvin Islamic Azad University (a private one); then their e-readiness is measured AND assessed. The proposed model is recognized as an appropriate tool for identifying the strengths AND weaknesses of the UNIVERSITIES AND higher education INSTITUTES in their efficient access to AND use of ICT AND analyzing the digital divide among them.

Purpose: The purpose of this research was to compare the sense of belonging to the school, the perception of the school atmosphere AND the ACADEMIC vitality of elementary school boys in non-profit AND normal schools in Qain city. Method: The method of this research was descriptive AND comparative. The statistical population of this research included all elementary students of non-profit AND normal schools in Qain city in the ACADEMIC year of 2023-2024. From among the statistical population, 114 students (57 regular students AND 57 male students from non-profit schools) were selected as the research sample using available sampling method. In order to collect research data, Barry, Betty AND Watt (2004) School Belonging Questionnaire, Reddy AND Rhodes (2007) Perception of School Atmosphere Questionnaire AND Martin AND Marsh (2008) ACADEMIC Vitality Questionnaire were used. In order to analyze the research data, multivariate analysis of variance (MANOVA) was used. Findings: The results of the research data analysis showed that there is a significant difference between the variables of feeling of belonging to school, perception of school atmosphere AND ACADEMIC vitality in non-profit AND normal school students (p<0.005). In other words, the sense of belonging to the school, the perception of the school atmosphere, AND the ACADEMIC vitality of non-profit students are more than the students of normal schools.Conclusion:The results of this research showed that the scores of normal students in the studied variables are lower than those of non-profit students, so normal schools should provide training to strengthen ACADEMIC variables

Purpose: The aim of this study was to provide a strategic model for institutionalizing the culture of endowment in UNIVERSITIES AND higher education institutions in order to provide strategies for university development. Materials AND Methods: This research has a hybrid strategy. In the qualitative part, the statistical community includes experts in the field of endowment. Scientific experts include related professors in the field of teamwork AND people active in the field of teamwork AND are professional experts. The quantitative population studied in this study includes all donors AND acquaintances of Hormozgan province AND managers of higher levels of UNIVERSITIES AND institutions of higher education, whose number is 135 according to statistics. For quantitative analysis, confirmatory factor analysis tests AND structural equation modeling were used. For data analysis, Spss AND Pls software were used AND for the qualitative part, the foundation data method AND Maxqda10 software were used. Findings: The research findings showed that UNIVERSITIES AND higher education institutions to move towards institutionalization of endowment should pay attention to the variables of education, facilitator, strategies, culture, barriers, results. Conclusion: The results showed that the managers of UNIVERSITIES AND higher education institutions can take measures to support their activities in UNIVERSITIES by using endowments.

Due to the importance of public budget in Iran, the aim of this research is to develop a model for intellectual perception of those who are involved in budget preparation at Iranian UNIVERSITIES. For this purpose, using Grounded Theory Method AND deep AND unstructured interviews with the people who are directly involved in the budget preparation process at the sample Iranian UNIVERSITIES, we established a paradigm model containing causal conditions, axial phenomenon, context, intervening conditions, action/interaction strategies, AND the consequences. The research is done using MAXQDA software version 10 for open coding AND Excel 2013 for axial AND selective coding.After open, axial, AND selective coding, it is extracted that the axial phenomenon in this research is "budgeting as a negotiation process". This axial phenomenon along with context AND intervening conditions lead to some action or interaction strategies. Finally, the phenomenon of "slack in budget preparation" is appeared as the main consequence of this paradigm model.

In current complex AND competitive world that leads to the fast growth of business schools AND fading global borders, introducing a business school’s brAND to its shareholders has a special importance. Hence in the competitive educational environment, making differentiation AND creating a strong university’s brAND is very essential. By considering the importance of this issue, the debate of measuring Tehran business schools’ brAND equity based on the proposed model by Pinar et al has been taken into consideration. In this research, the required data were collected using questionnaire filled by 372 students of 6 state UNIVERSITIES including-Tarbiat Modares University, University of Tehran, Sharif University of Technology, Shahid Beheshti University, Kharazmi University AND Allameh Tabataba’i University. Respondents were chosen based on the stratified rANDom sampling method. The results of the research suggested that for creating a strong university’s brAND some of the brAND equity dimensions are more important than the others. Among the core dimensions, emotional environment was distinguished as the most important dimension that followed by perceived quality, brAND loyalty, brAND awareness AND university reputation. In addition, among recognized supporting dimensions of a business school’s brAND equity, physical facilities were the most important one which was followed by library services, student living AND career development. According to the provided results, this project provides an opportunity to develop the current practical knowledge in measuring the business schools’ brAND equity especially in Iran AND also it helps business AND management UNIVERSITIES to recognize the suitable measures of their brAND equity AND specify the required proceedings for the brAND development.

The root cause of many workplace incidents is the lack of knowledge on occupational safety AND health principles. Despite the safety AND health authorities in organizations, safety AND health is the general responsibility of all other experts working in an organization. Experts AND managers are expected to think, decide AND work safely in workplaces. However, we don’, t have enough information about the level of safety AND health-related education when they were in UNIVERSITIES. In addition, there is not too much reliable published reports on the ACADEMIC teaching of safety AND health courses AND syllabus in higher education in Iran. Therefore, the current study was aimed to provide a general view of the status of occupational safety AND health teaching subjects in different ACADEMIC disciplines (excluding specialized fields in occupational safety AND health) in the Iranian higher educational system. Firstly, the latest edition of the entire program (curricula) of all ACADEMIC disciplines held in Iranian UNIVERSITIES was downloaded. Secondly, the required information, including discipline title, program’, s degree, number of required (core) AND elective (non-core) courses, AND program’, s date of approval, were recorded in an Excel sheet. Every course’, s title AND syllabus were then studied to find out any safety AND health-related topics. Finally, data were analyzed AND reported. 251 ACADEMIC disciplines in the Ministry of Health AND Medical Education (MOHME) AND 771 disciplines in the Ministry of Science, Research AND Technology (MSRT) were investigated. Most of the curriculums have been revised by both ministries since 2011. Results showed that 20 percent of the MOHME disciplines AND 10. 4 percent of MSRT disciplines were included in the occupational safety AND health courses. The number of courses with health AND safety content (syllabus outline) in the MOHME AND the MSRT were 168 AND 173. Most health AND safety courses presented in the MOHME ACADEMIC majors were in the basic medical sciences category of disciplines. A majority of MSRT covered ACADEMIC safety AND health courses AND topics were presented in the engineering category of disciplines. Presenting lessons with health AND safety content at the MOHME was more practical than that of the MSRT. The quality AND quantity of teaching on safety AND health topic were not at satisfactory levels. Revising the course syllabus of the ACADEMIC disciplines AND adding theoretical AND practical courses related to each field's specific health AND safety curriculum can make a significant contribution in improving the general knowledge of the safety AND health of the university graduates. In turn, it improves future workplace safety AND health conditions, managers’,insights AND decision-makers on the importance of safety AND health at work. It protects the people's life AND the property of the organization.