اسماعیل کاظم پور

Purpose: Organizational ecology helps to managers so that can look at the organization from a different perspective and take steps towards its growth and improvement. Therefore, the current research was carried out with the aim of designing a paradigmatic model of organizational ecology management in education. Methodology: The current research was qualitative which carried out on specialist and expert professors in the field of population ecology and organization in the field of education and similar organizations in 2022 year. The research sample was 15 people, which whose number was determined according to the principle of theoretical saturation, and they were selected by purposive sampling method. The tool of the current research was a depth semi-structured interview, which its validity and reliability were confirmed, and its data were analyzed with the coding method based on grounded theory of Strauss and Corbin (2000). Findings: The findings of the present research showed that the organizational ecology management in education had 85 concepts, 36 sub components and 12 main components. In this study, the main components in the category of causal conditions were included problems related to macro policy making and abandonment and in the circle of the lack of importance of the organizational ecology discussion, in the category of intervening conditions were included weakness in completing the criteria of positive and progressive organizational indicators and managerial and institutional gaps, in the category of background conditions were included factors related to the macro system, in the category of strategies were included culture and organizational management strategies, attitudinal and discourse strategies, interactive strategies and social influence strategies and in the category of consequences were included social and cultural development, institutional and educational development and political development. Conclusion: According to the identified concepts and sub and main components for the organizational ecology management in education, organizational specialists and planners can accordingly take an effective step towards improving organizational ecology in education.

The principles and concepts of the quantum theory have been extensively developed and have become a paradigm in various disciplines, including management and leadership sciences. This is particularly evident in management leadership of educational organizations within universities. Universities must restructure their management leadership methods to effectively address issues and align with the successful higher education systems of other countries. The present study aimed to design a model of quantum curriculum leadership at Farahangian University. The research design was mixed-methods, with an exploratory approach in the qualitative section and a descriptive-correlational approach in the quantitative section. The qualitative section included professors of educational sciences and administrators as experts, while the quantitative section included all professors of educational sciences from Farhangian University. The sample size in the qualitative section was 17 interviewees (faculty members) selected through purposive sampling based on saturation principle, and in the quantitative section, it was 283 individuals selected through cluster random sampling. Data collection tools in the qualitative section consisted of semi-structured interviews, and in the quantitative section, a researcher-made questionnaire with 135 items derived from theoretical foundations, research background, and experts’ interviews. In the qualitative section, validity was assessed through expert judgment, and reliability was assessed through test-retest and internal consistency. In the quantitative section, content validity, structural validity, and reliability were assessed using Cronbach's alpha and composite reliability, indicating the validity and reliability of the instruments. Data analysis in the qualitative section involved grounded theory analysis, while in the quantitative section, descriptive and inferential statistics (Kolmogorov-Smirnov test, Index values and Path analysis) were used. The results of the Kolmogorov-Smirnov test indicated that these assumptions were confirmed (p> 0.05). The findings of the study also showed that the presented model is a good fit. The findings revealed that quantum curriculum leadership consists of two factors including dimensions and components; causal conditions including planning in the higher education system and evaluation of quantum curriculum; and consequences including learning and professional development. The strategies include managerial, applied education, and executive organization, while the context includes environmental, economic, and scientific factors. The obstacles include technology, concentrated education, and structured organization.