درخت حوزه‌های تخصصی

Purpose: comprehensive quality management is the art of managing the entire complex for accomplishing the best outcome. Thus, the present research was done to identify the dimensions and elements of comprehensive quality management at Islamic Azad University. Methodology: The present research was an applied research of qualitative type. The research population consisted of experts in comprehensive quality management and evaluation at Tehran City; according to the principle of theoretical saturation, the sample size was estimated 12 individuals, chosen through snowball and purposive sampling methods. The research instrument was a semi-in-depth interview whose validity was confirmed through triangulation method, and its reliability, via interrater consistency coefficient, was estimated above 0.71. The data were analyzed through coding method in MAXQDA-2018 Software. Findings: The coding results suggested that comprehensive quality management at Islamic Azad University had three dimensions of internal, external, and academic quality development along with service assessment. The internal dimension included elements of leadership, curricula planning, the staff competence level, competent faculty members, assessment quality, quality of the physical atmosphere, educational equity, information technology quality, feedback on performance, the students’ competence level as well as the curriculum. The external dimension included cultural, social, economic, geographical – environmental elements. Finally, the dimension of academic quality and service assessment included elements of commercialization, skills, economic development, responsivity, value creation, as well as development of academic quality and service assessment. Conclusion: considering the dimensions and elements identified for comprehensive quality management at Islamic Azad University, the ground could be provided for accomplishing comprehensive quality management as well as achieving useful and excellent outcomes.

Purpose: Considering the importance of media literacy and competency development in this field, the present research was conducted with the aim of assessing the suitability and prioritization of the components of the media literacy competency development model of English language teachers. Methodology: This study in terms of purpose was applied and in terms of implementation method was mixed (qualitative and quantitative). The research population in the qualitative part was the experts of Farhangian University and principals of the first and second period schools of Tabriz city, which based on the principle of theoretical saturation number of 15 people were selected as a sample. The research population in the quantitative part was English language teachers of the first and second period schools of Tabriz city, which based on Cochran's formula number of 384 people were selected as a sample. The research tool in the qualitative part was a semi-structured interview, which its data was coded in MAXQDA software, and in the quantitative part was a researcher-made questionnaire, which its data was analyzed by structural equation modeling and weighted matrix in SPSS and SmartPLS software. Findings: The findings showed that the media literacy competency development of English language teachers has 50 sub components in 12 main components, including the media access, production and communication, technology development at the global level, media literacy promotion infrastructure, provision of educational equipment, management of students' entry into the virtual world, lack of possibilities of educational assistance, lack of acceptance of virtual media among teachers, critical thinking training, creating a learning environment and learners' participation in the educational structure, media literacy competency development, establishing educational justice and developing and updating teachers' skills. Also, all the main components had an average variance extracted higher than 0.50 and Cronbach's and combined reliability higher than 0.70, and the media literacy competency development model of English language teachers had a good fit and their effects on each other were significant (P<0.05). In addition, respectively the components of technology development at the global level, establishing educational justice, media literacy competency development, developing and updating teachers' skills, media access, production and communication, lack of acceptance of virtual media among teachers, management of students' entry into the virtual world, creating a learning environment and learners' participation in the educational structure, critical thinking training, media literacy promotion infrastructure, provision of educational equipment and lack of possibilities of educational assistance were of higher importance. Conclusion: According to the identified components for the media literacy competency development and their prioritization can be taken an effective step to media literacy competency development of English language teachers.