Journal of Research in Educational Systems

Abstract Purpose: The purpose of this article is to present a model for the development of educational managers' skills in the era of the fourth industrial revolution.
Research method: The research method of this article is applied research in terms of its purpose and in terms of data collection method, it is a type of qualitative research of thematic analysis method. The statistical population of the research is specialists and experts in the field of educational management, curriculum planning, and technology management in the country in 1403. Research sampling method is also an available method. The data collection tool is a semi-structured interview and the data analysis method is thematic analysis and three-stage coding.
Research findings: 44 indicators were extracted for the skills of educational managers in the era of the fourth industrial revolution. These indicators were divided into 8 components, which are: 1- Cognitive pre-skills, 2- Physical pre-skills, 3- Content skills, 4- Social skills, 5- Skills resource management, 6- system skills, 7- problem solving skills and technology skills. Also, 8 components were classified in three general dimensions or comprehensive concept. These three dimensions are 1- pre-skills, 2- basic skills and 3- functional skills.
Conclusion: Based on the results of this research, it was determined that educational centers should be able to develop the pre-skills and skills of educational managers in order to realize their efficiency and effectiveness in accordance with the era of the fourth industrial revolution.

Abstract The purpose of this study was to design an individual development model as a strategic approach in human resources development of knowledge-based organizations and in knowledge-based companies selected by Campus Technology Park and Vice Chancellor of Tehran Telecommunication Company. The research method was mixed exploratory. The study population consisted of managers and staff of the knowledge base of selected companies of Pardis Technology Park and telecommunication network assistant of 980 who were selected by Cochran formula, 276 persons. Data collection was done by a researcher-made questionnaire of personal development with reliability (α = 0.90) and its content validity was also verified. The results of the qualitative section showed that individual development consisted of seven dimensions of individual factors, organizational factors, managerial factors, development process and strategies of individual development, and ultimately the results of individual development. Quantitative results also showed that the model was well-fitted to the data and all aspects of the individual development program remained in the final model; only a few components were excluded from the model.

Abstract This study is preliminary based on two main goals. One study on what has happen to Institutionalizing of knowledge management and secondly considering element for to Institutionalizing of knowledge management to a model. This study was conducted through Appling is on the basis of qualitative and grounded theory of research. For achieving such goals, we have used three different techniques: documentary method, focus group and interview. Statistical society of this study comprises faculty members of universities and talented expertise from related field. The focus group including 6 faculty members from universities and we selected 4 faculty members and two expertise in order to conduct deeply consideration through interviews. We have applied the purposive samling.  In order to analyses data gained through interview we used Strauss method for coding the data that it was comprises of open coding, axial coding and selective coding. The findings show that Institutionalizing of knowledge management is faced with challenges that we point out 10 crucial challenges and the reason behind of such challenges are due to lack of appropriate organizational culture, lack of specialized bodies, insufficient managerial capabilities and inadequate infrastructures. Subsequently we could identify 3 different captions for Institutionalizing of knowledge management as follow: 1) management 2) organizational culture 3) infrastructure (human resources and supplies and equipment’s). Accordingly, we have provided subtitles for each caption. Such model can play a crucial role in Institutionalizing of knowledge management in Iranian universities. Based upon such model we develop a program for implementation of knowledge management.