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The optimal implementation of Computer Assisted Language Learning (CALL) in Iranian EFL higher education faces some challenges despite its incremental growth. It is, therefore, necessary to investigate the current challenges affecting university professors' and students' adoption of CALL in Iranian EFL contexts. For this purpose, data were collected through semi-structured interviews with three purposeful sampling groups of participants, both before and after the temporary shutdown of the educational sector due to COVID-19 spread. Therefore, 33 interviewees—university EFL professors, students, and Information Technology Support Engineers (IT-SE)— took part in an interview which took approximately 90 minutes for each, conducted in person or over WhatsApp and Skype platforms. All the interviews were audio recorded and transcribed for thematic analysis by the first researcher and an assistant researcher. The obtained results highlighted nine major categories of themes that indicated the obstacles and challenges of optimal CALL implementation. These challenges are related to 1) technological dimension, 2) teacher dimension 3) student dimension, 4) software and hardware dimension, 5) sanctions and filtering dimension, 6) curriculum dimension, 7) the nature of e-learning dimension, 8) socioeconomic and cultural dimension, and 9) university administrators' dimension.  It was the sanctions and filtering dimension, the nature of e-learning dimension, and the socioeconomic dimension that were exclusive to this study. Each of these major themes includes a set of minor themes. The results can contribute to educational planners, curriculum and material developers, and teachers to develop education programs for optimal CALL implementation in Iranian EFL higher education by removing the challenges.
 

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In this study, Virtual Reality (VR) was employed in an English course intended to promote oral presentation skills in Iranian academia, and the possible impact of the course on learners’ self-efficacy regarding presenting, Foreign Language Anxiety (FLA), and speaking skills was investigated. Eight participants attended a 6-session course, and practiced academic oral presentation in a virtually simulated environment. Prior to the course, semi-structured interviews were administered; in addition, participants’ weekly reflection notes and self-assessments were gathered throughout the course. Moreover, post-course semi-structured interviews and written follow-up interviews were conducted afterward. The findings revealed that the learners reported higher levels of self-efficacy regarding presenting after the course, due to a perceived improvement in their presenting style, as well as their presentation content and slides. Additionally, the course had contributed to lowering the learners’ FLA due to presence in the Immersive Learning Environment (ILE), ample practice opportunities, and collaborative avatar interactions. Moreover, the learners mentioned that the course had helped them to improve their speaking skills due to academic vocabulary expansion, pronunciation enhancement, fluency upgrade, and grammatical adjustment. The findings can provide insights for language educators with regard to the use of virtual reality for simultaneously fostering language and academic skills, as well as facilitating internationalization in higher education.

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This study investigates the potential of interactive English as a Foreign Language (EFL) learning tools powered by Artificial Intelligence (AI) to enhance digital competence among higher education students. The primary aim is to detail the learning process in several aspects: Interactive EFL Learning Based on AI, its impact and implications, and Students' Digital Competence. The research employs a qualitative approach, utilizing qualitative interviews and classroom observation. A sample of 80 students from three different universities participated in using AI-powered EFL tools (ChatGPT) over a semester. The study employed intervention assessments to measure changes in digital competence and English writing proficiency. Additionally, student feedback was collected through structured interviews and observation to explore their experiences and perceptions. The collected data were processed and analyzed using manual coding techniques by compiling every response and organizing the summary.The results indicate that AI-based EFL tools significantly improve students' digital competence, including their ability to use technology effectively for writing tasks. Students demonstrated enhanced engagement, better language skills, and increased confidence in using digital tools for academic purposes. However, challenges such as technological anxiety and varying levels of tool effectiveness were also identified. This study highlights AI's efficacy in enhancing digital competence within the EFL environment, adding to the expanding corpus of research on the topic. The results offer important insights for educators and policymakers aiming to improve English language education using innovative AI-based approaches.
 

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Remarkable progresses of science and extensive development of modern technologies have led academic ability to become one of the tools of power. Accordingly, governments are trying to promote their higher education system in such a way that their position would improve on the basis of its performance. One of the most effective ways is to develop a comprehensive and integrated model for evaluation and ranking of universities and higher education institutions. Reaching such a model needs identifying factors and criteria that are related to evaluating the universities performance, choosing compatible factors with Iran’s higher education system, classification of the criteria and finally, representing them in a model. In this research, according to the literature review and expert’s point of view, eight factors were presented as the basic parts of the model as follows: educational, research, cultural, student, management and human resource, information technology, quality assurance and educational and research space factors. By using factor analysis, the extracted criteria were classified according to these eight factors and the final model was presented. The use of this model will cause integrating the system of performance evaluation of universities and higher education institutions. It will further help them to pursue their competition in such a way that consequently help the country to reach the desired scientific capability.

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Nowadays, the development of the main pillar is moving towards the globalisation of higher education and skilled human resources; the main character is the country's progress. So that higher education in the spatial planning strategy document, one of the most important factors of growth and scientific development and the realisation of the goals and strategic plans, human resource development that upbringing religious human resources, specialists and skills tailored to the needs of the country, the region and the world referred and the happen this paramount issue only through the institutions of education, especially higher education system possible. The importance of this issue this study aims to deem the role of collegiate sports as an important chapter in the growth and development of human capital in higher education, which includes the majority of the student class. This thread was raised to impose specific planning and provide a new pattern with a dynamic vision that leads to an increase in the functionality and capabilities of human resources, and with this action can be taken a fundamental step in the development of higher education. This research methodology was descriptive-analytical, which was done by collecting and analysing information. In order to achieve the research objectives, some problems and obstacles were identified, which caused disorder in the development of higher education and human resources. The obtained results showed that collegiate sport is important, and in case pays attention to them, one will see progress and development of higher education in the country and the world. 

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This article discusses the democratization of access to higher education opportunities in Iran. Access to educational opportunities was studied through exploring the scores the national university entrance exams. The main research question was: "How the inequality in access to higher education opportunities is explained?" To solve this problem, we constructed a theoretical model on the basis of capital theory: Access to higher educational opportunities is the function of modernization of parents’ economic and cultural capital. The results showed that cultural capital weight in access to educational opportunities, is more than that of economic capital.

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The objective of study was designing a structural model for organizational mindfulness: A mixed research. This study was an explanatory sequential design and ​​an applied research. In qualitative part, population were experts of management schools of public universities of Tehran, and sample were 14. In quantitative part, population were the management faculty members of management schools of public universities of Tehran (351 members), sample were 226 using two-stage cluster sampling and targeted available were implemented. Organizational mindfulness, professional learning community and transformational leadership questionnaires were distributed and gathered in 2014-2015. Analyses showed accepted reliability and validity. In qualitative part for collecting mindfulness indicators, content analysis and open coding were used. The quantitative statistical methods were exploratory and confirmatory factor analysis and structural equation modeling. The structural equation modeling contained one exogenous construct of transformational leadership; two endogenous constructs of professional learning community and organizational mindfulness. Results demonstrated transformational leadership had significant and direct effects on professional learning community and on organizational mindfulness. There is direct and significant effect of professional learning community on organizational mindfulness. Results also showed transformational leadership (idealized influence, inspirational motivation, individualized consideration) had direct effect on professional learning community (collective responsibility for learning, collaboration focused on professional learning). Transformational leadership also has direct and meaningful effect on organizational mindfulness (rapidity and agility, flexibility, accountability, conditional learning and development of recognition, trust and openness). Also professional learning community has direct effect on creation of organizational mindfulness.  

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Creation of capacity concentrates on understanding obstacles halting people, governments, and organizations from the realization of development goals. It also makes them achieve results of consistent development. The goal of this study is to propose a conceptual analysis of elements and results of organizational capacity building in higher education to respond to expectations of the society. The directionality of this research is developmental and its methodology is content analysis using an analogy approach concentrating on words, inspections, and precision in the text in order to analyze, describe, explain, and interpret the texts through creating primary codes and coding. The statistical population of this project involves academic scholars and the set of documents and papers related to the questions and variables in this study. 13 samples chosed through Snowball sampling. In this section, semi - structured interview method was used to collect data. To assess the accuracy of findings we used theoretical validation through the points posed by the scholars in the field known as the specialist committee to assess as well as Cohen's kappa coefficient for assurance of accuracy of study method and data collection in the intended phenomenon. By confirmation of the focal group and the estimation of the coefficient 0.761, the research findings had the ability to validate and trust. Results showed that organizational capacity building contains five major concepts of strategic, structural, systemic and procedural, cultural, resources and infrastructures development and a social responsiveness concept as the outcome of the phenomenon under investigations. Therefore, it is suggested to study individual analysis and environmental analysis levels in creating capacity.   

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Teachers perform a substantial role in students’ learning (Tikly& Barret, 2013). Their relationship with students coupled with the range of emotional factors at play in their behavior can stimulate the development of students’ affective learning (Woolfolk Hoy & Weinstein, 2006). Their status as a prominent figure in the classroom lowers once the students perceive a sense of injustice. Hence, it is well worth looking at instances of injustice in teachers’ behaviors toward students. Regarding the leading role of fairness in teachers’ behaviors toward students and the effect of their fair treatment on students’ learning, the present study aims to qualitatively scrutinize TPP, a unique example of unfairness in educational contexts (Babad, 2009), in the context of higher education in Iran.
To this end, thirty graduate and undergraduate students of both genders were interviewed. They were all majoring in English Translation, English Literature, and English Language Teachingat different universities and institutes of higher education in Mashhad, Tehran, Shiraz, and Ahvaz (e.g., Ferdowsi University of Mashhad, Tarbiat Modares, Tehran, Shahid Beheshti, Alzahra, Shiraz, Shahid Chamran, Imam Reza, and Tabarn Universities). They answered five questions which were related to their feelings about a pet and an instructor who has a pet, the characteristics of a pet, the terms they use to call a pet, and the reasons for which a teacher-pet relationship ends. Then, the collected data were analyzed using Interpretative Phenomenological Analysis.
The results showed that the students had negative feelings towards the instructor and his/her pet, and their negative feelings triggered negative and hostile reactions against the instructor and his/her pet. It was also revealed that they tended to use offensive terms to call pets. Moreover, they mostly described pets negatively, and most of them believed that pets are incompetent students who become pets to compensate for their insufficient knowledge of the field of study. The participants also asserted that the teacher-pet relationship can be broken off if both the instructor and his/her pet cannot take advantage of each other. Finally, the reasons underlying the findings were discussed.
 

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Nowadays is education as a means of development is responsive to learning organizations. Though education, we can improve the knowledgs, skils, and attitudes of employees and thus creat an organization responsive to technological needs for organizational. The aim of this study was to present a model for environments facilitative to learning transmissions in higher education. The statistical population in the ganalatative phase consists of 30 individuals, including eight managers, six university professors, ten clears, and six experts in human resources education To reach saturation snowball sampling was done. Semi-stoctared interviews were conduced. researchers did analysis them by struss and corbeen. The reliability and validity of the data in both phase were examed though participants and experts analayzis. The pivotal issue in the present study is professional participation in education and practical implementation of learning. Based on the causal, bachground and rtervetional conditions, a final model has been presented. The resnlts of the guatatative phase demonstrated that the obtained model has fit indices and is confirmed.

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Community service learning (CSL) has been regarded as a pedagogical tool which provides students with opportunities to participate in a service activity to meet social needs and simultaneously gain benefits for themselves. There has been a tendency in the world to include CSL in higher education training programs. This study aims to investigate Vietnamese EFL teachers’ and students’ perceptions of CSL and their practices of a CSL-integrated course at a university of foreign languages in central Vietnam. The study involved 61 teachers and 201 students and employed quantitative and qualitative approaches. The findings revealed that both teachers and students showed strong support for CSL, and that the teachers, especially more experienced teachers, had more positive beliefs than the students about the five categories surveyed: perceptions of CSL, role of the school, benefits for teachers, benefits for students, and feasibility of CSL integration. Also, the participants believed that CSL was to be a tool to help students develop professionally, personally, and academically.

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Simulation in the new generations of games has paved the way for employing flipped classes. Given the significance of learning English for Specific Purposes (ESP), this complementarity study with a full-factorial design using Augmented Reality- (AR)-mediated English for Nursing Purposes (ENP) classrooms was administered in the fall semester of the academic years 2019-2020. This way, 240 (from among 249) male (n=89) and female (n=151) students from Medical University of Isfahan were selected and randomly divided into Commercially-Off-the-Shelf (COTS) sets with interdisciplinary and disciplinary circles to learn ENP listening and reading comprehension in homogeneous and heterogeneous make-up. The data were collected through a questionnaire, continuous assessment, journaling, real-world assessment, and an interview. The gathered data were analyzed descriptively and inferentially through repeated measures ANOVA, which, in turn revealed that AR-mediated ENP Learning (AAEL) led into students' comprehension and outperformance in both instructional-learning and professional contexts. Along these lines, practicing ENP reading and listening via self-made AR-assisted activities in interdisciplinary circles with heterogeneous make-up facilitated students’ progress and performance. Accordingly, it can be argued that educational stakeholders have been inspired by and shaped the EdTech-assisted scenarios. The findings can be tapped into for developing new language curricula in higher education.

1. Introduction
With the extensive use of mobile technology in higher education studies, namely mobile learning or m-learning, diversified language learning applications (apps) based on m-learning are emerging in the instructional-learning settings. Among these new apps, the belonging together of the various sights of the augmented reality games through simulation allows the students to move toward understanding of the world. The main goal of this complementarity study with self-explanatory sequential mixed-methods was to explore the practicality of augmented reality game-mediated modules for supporting and easing the learning process of English receptive skills in medical higher education. In addition, this study explored the perceived learning outcomes of augmented reality game-mediated modules in English for nursing purposes classrooms of medical universities.
Research Question(s)
The main research question of this study can be formulated as follows:
To what extent do the augmented reality game-mediated tasks facilitate students’ English for nursing purposes skills learning?

2. Literature Review
The theoretical framework of this study follows the cognitive load theory for game-mediated learning (Taşçı & Titrek, 2020) that underlines the interactivity of practice for learning through the simulated chapters of the new generations of games.

3. Methodology
 The participants were selected from among the male (N = 89) and female (N = 151) students (N = 240) through random sampling using the design of experiments. They were students of nursing, operating room, and midwifery who took the obligatory two-credit courses of English for nursing purposes in the academic years 2020-2021 at the Isfahan University of medical sciences. To assess the participants’ English proficiency levels, they took part in a test of Ministry Health Language Examination (MHLE). In this way, they were randomly divided into two groups of ready-made and self-generated augmented reality games to practice and learn the reading and listening skills of English for nursing purposes in the disciplinary and interdisciplinary bands. While in the disciplinary bands the participants from the same academic discipline practiced the content materials, in the interdisciplinary bands the participants from different academic disciplines practiced the materials. In so doing, initially, the participants’ attitudes towards mobile-game-based learning was solocited.18 online instruction sessions were carried out through Adobe Connect. Meanwhile, the participants’ reading and listening skills were assessed continuously from 0-20 scores. In tandem, the researchers wrote the journals during the course. Six weeks after the very final sessions of the course, the participants’ professional receptive skills were assessed in the healthcare fields. Finally, to solicit the participants’ views regarding learning English for nursing purposes skills through the medium of the augmented reality game-mediated tasks in the disciplinary and interdisciplinary bands, an interview session was conducted. The gathered data from the assessment of the participants during the course were analyzed through the mixed effect models. The researchers’ journals and the participants’ responses to the interview questions were conventionally content analyzed through MAXQDA 2020.

4. Results
The results revealed that augmented reality game-mediated English for nursing purposes learning led into students’ comprehension and outperformance in both instructional-learning and professional settings. The analysis of qualitative data indicated that the participants applied different strategies during the study. Most frequently cited were cognitive and support strategies with addressing the (academic and professional) need (e.g., adopting proactive role, vicarious learning).
Practicing English for nursing purposes reading and listening skills via self-generated augmented reality game-mediated tasks in interdisciplinary bands facilitated students’ progress and performance. Accordingly, it can be argued that educational stakeholders have been inspired by and shaped the educational technology-mediated scenarios. The findings can be tapped into for developing new language curricula in medical higher education.
Another important finding was that easy addressing the needs was linked to the facilitative effects of peers' supports. Helping each other to address the comprehension needs, and particularly patients' needs, may therefore be beneficial. Fostering a supportive social and psychological instructional-learning context was perceived by students as important for facilitating comprehension.
 

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Scholarly publication has turned into a growing concern affecting the lives of academics across the world. The increasing demand by higher education institutions for publications in high-profile venues has created various policy issues, including the ones about the language of publication, and more specifically, about writing and publishing in English by speakers of other languages. In this study, we investigate policies of publishing in English in Iranian higher education based on qualitative content analysis of 30 national policy documents and 170 university bylaws released by 46 Iranian universities over the past twenty-three years. The emerging policy lines reveal that the research evaluation system and the structure of incentives as well as institutional pressure mechanisms all tend to act in favor of publishing in English in a context where it is the academic language of only a small minority. The implications of such policy directions for higher education in Iran are discussed along with possible messages for other contexts around the world.  
 

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There has been mounting pressure on L2 academic staff to take on the role of researchers, thereby contributing to the knowledge economy in higher education. To this end, they have been required to acquire different types of literacies including digital, assessment, and feedback literacies, to name but a few. More recently, statistical literacy has been proposed as an important asset to researchers. Yet, what remains rather unnoticed and unclear is the nature and status of statistical literacy as an important dimension of literacy in teacher education, development, and appraisal research, inasmuch as the existing body of knowledge on statistical literacy is more focused on students rather than teachers. Informed by the relevant literature, this paper brings to attention academic staff’s lack of statistical literacy, as one of the possible driving forces behind their disinclination to do research and calls for further attention to L2 ـ specific statistical literacy as an appraisal tool in faculty evaluation schemes in higher education sector. The implications are discussed in the light of the literature.  

1. Introduction

In line with the internationalisation movement in higher education coupled with the ever ـ increasing demands enjoined by policymakers has constantly brought forth unexampled pressure on university teachers to assume greater responsibility in their career. In addition to their traditional role of teaching, university teachers have found themselves cast in the role of mentor, guide, pastoral carer, counselor, and more recently teacherpreneur. Encouraged by several initiatives and pressured by external forces, university teachers have been drawn into all these new roles save one, teacher as researcher. And herein lies a concern as to whether university teachers are able to serve new responsibilities. Such a paradoxical situation continues to bring to bear mounting pressure on academics.
In the context of the competitive milieu, universities have been obsessed with acquiring more international reputation and prestige, as a consequence of which world rankings have become a major concern in higher education contexts around the world. In view of the very nature of university rankings which is more directed towards research, the burning question herein is whether university teachers are prepared and inclined to play an active role in the researcher to fulfil their knowledge production mission. In addition, as suggested by the literature, much of what is known about statistical literacy and statistics anxiety comes from research on students with little room for teachers. Although there are different reasons as to why teachers tend to shy away from involvement in research, it is widely accepted in academia that statistics is an important ingredient of research, in particular quantitative research, and it could, therefore, be possibly a source of inhibition for teacher ـ researchers. With this end in view, this paper is an attempt to situate statistical literacy in a broader domain of language teachers’ multiple literacies.

2. The enigmatic nature of statistical language

Statistics tends to be an important course in many academic curricula and in particular in the field of education. In the domain of applied linguistics and TESOL, statistics is also of great significance not only in BA programme, where students need to acquaint themselves with core statistical concepts introduced in testing and assessment modules, but also in masters and doctoral programmes, where students are often required to submit a compulsory dissertation/thesis to graduate. One reason for teachers' and students’ apprehension and inhibition tends to be perhaps the language of statistics which is less straightforward in humanities and social sciences, compared to other academic fields such as STEM and medical education. Such a demand for statistics education in the field of language education, has risen the need for statistically literate teachers. Nonetheless, literature has shown that statistics remains enigmatic for researchers across different academic fields.

3. Teacher statistical literacy

There are various definitions of statistical literacy in the literature. There is a general tendency across academic fields which treats research as a demanding task for which rarely do university teachers have the minimum specialist knowledge required to conduct research on their own. This concern tends to be aggravated in quantitative and mixed methods research, in the event that university teachers’ unawareness of statistical concepts can potentially make research a daunting experience, leading to statistics anxiety. The literature is replete with numerous studies on statistics anxiety in different academic fields. It is, therefore, not uncommon to expect academic procrastination among students whose teachers themselves are of insufficient statistical knowledge. The solution to the challenge of statistics anxiety lies with identifying and removing the underlying factors contributing to statistics anxiety. Further research, however, is needed to understand the direction of the association between statistical literacy and statistics anxiety, if any. There has long been a common stereotype in the academic world, which absolves university teachers of all responsibility for statistical data analysis in their research projects. Not only is such a mentality generally reinforced by masters and doctoral students, but it is also propagated by some academic staff. The advocates are under the impression that statistics, similar to other academic fields, is a specialty and a distinct academic discipline and hence needs to be left to those with expert knowledge of the field, i.e., statisticians. And this is why some L2 university teachers as researchers simply ask statisticians to help them with data analysis. There is an opposite view, however, which tends to hold researchers accountable for every aspect of research including data analysis.
Informed by a constructivist dimension of learning, university teachers should be, therefore, encouraged to not only believe in, but also exercise agency, that is playing an active role in their knowledge production mission, for which they need to be both competent producers and consumers of (statistical) knowledge. They should be convinced of the indispensableness of statistical knowledge as a professional and pedagogical asset. In conclusion, this paper calls for statistical literacy appraisal as a needs analysis and professional development tool to evaluate L2 university teachers’ both knowledge of and attitude towards statistical reasoning. Minimising statistics anxiety and academic procrastination, statistical literacy would then make lecturer ـ researcher transition smooth

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Higher education attainment and labour force participation, especially among females, have been increasing for the past decades in Iran. If labour market is not flexible enough to adjust with the new trends, it may have negative effect on female education and participation rate. In this paper, we investigate the effects of higher education attainment on labour force participation, with an emphasis on female education in Iran using the data from the household budget surveys for the period 2001-2007. We use a logit model with cross section and pooled data and control for personal and household characteristics such as age, gender, marriage, and family income. Our findings show that participation rate is at maximum for middle-aged groups, and the married people are of more participation rates in labor market than current and former singles. The results also indicate that probability of labour force participation increases with the level of education especially for females and decreases with the family income.   

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Although email correspondence is a common means of communication between scholars from different cultures, little attention is paid to writing academic emails in tertiary education. The present investigation is aimed at studying the influence of genre education on the formation of academic writing skills and understanding the principles of academic correspondence. The main methods used in the study were experiment and survey. The research was carried out on the basis of National Research Nuclear University MEPhI. The participants of the study were postgraduate (PhD) students (n = 100) with a major in Physics, Electronics, Computer Science, and other technical areas. The results of the study show that the students made considerable progress in their academic email writing skills even after a short period of explicit instruction applying the genre-based approach. Most of the students changed their way of thinking about writing emails for academic purposes in English and became aware of the norms of formal writing. Moreover, the results of the experiment and survey justify the necessity of including academic email writing in the curriculum of teaching Academic English and demonstrate strong potential of genre-based learning in other genres involving academic writing. 

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While there is a growing interest in poetry writing, it is important to explore students' experiences of writing poetry related to their meaningful lived experiences in an English as a Foreign Language setting. The study aims to investigate students' perceptions, emotions, and desires toward the activity of autobiographical poetry writing. Valid responses were obtained from 143 EFL students through a Qualtrics online survey, which examined their experiences in composing autobiographical poetry and its impact on their perceptions, emotions, and desire to learn poetry. The participants came from ten universities across various regions in Indonesia. Descriptive statistics and thematic analysis revealed that participants perceive writing autobiographical poetry to be a challenging experience due to technical language and poetic style. They also demonstrated a range of emotions, notably fear and anxiety, despite believing that the activity is beneficial. Although most of them experienced many challenges in autobiographical poetry writing, they expressed a desire to continue learning how to write poetry in the future. Participants were able to express their personal experiences in meaningful ways through their poems despite their anxiety about poetry writing. Hence, this study can serve as a stepping stone toward integrating poetry into Indonesian EFL curricula as a form of meaningful literacy

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The main objective of the present study is to investigate the relationship between the managers’ entrepreneurship and the quality of the staff’s working life and determining math pattern for the employee's quality of work life based on the managers' entrepreneurship. The research population includes all managers of Islamic Azad University employed in different branches of the university. Using the stratified and cluster random sampling, 456 mangers, along with three employees under the supervision of each manager (total 1368 staffs) were chosen from different branches of Islamic Azad University. The assessment tools were the researcher-made questionnaires of entrepreneurship and the quality of work life. The questionnaire of entrepreneurship was administered to the managers, and the questionnaire of the quality of work life was administered to three staffs under the supervision of each manager. The results of the analysis of the multi-variation regression showed that there is a relationship between the managers’ entrepreneurship and the quality of the staff’s working life (p £ 0.05 & β= 0.10), and the math pattern for the quality of the staff’s working life based on the  managers’ entrepreneurship in the branches of Islamic Azad University is as follows: The quality of the staff’s working life = 0.10 × the managers’ entrepreneurship + 135.621.

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            intellectual property is the right, which has the economic value of transaction; however here the subject matter is not any definite material object. Iran has been poorly developed in intellectual property so that it lags behind others about one or two decades in this regard. According to the third clause of Article 2 of the Act concerning objectives and duties of Ministry of Science about evaluation and approval of inventions, and also Article 45 of the Act concerning the Fourth Program of Development regarding designing the comprehensive system of intellectual property by Ministry of Science, this system has important duties beyond this sector in this domain. In this research, the tenfold roles of higher education in the intellectual property system are formulated, and the respondents’ viewpoints about the degree of importance of each are compiled. Beside these efforts, the practical experiences of 26 prestigious universities in the world the area of intellectual property with emphasis on the subject of invention are aggregated. At last, a collection of strategic suggestions to promote the role of Iranian higher education in intellectual property is presented.            
 * Corresponding Author’s E-mail: salehi514@gmail.com

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As higher education plays an exceptional role in training skilled and creative labor force, today, not only developed countries but even many developing countries devote a major share of their GDP to higher education, intending to expand both quantity and quality of their higher education to speed up the trend of growth and development. In this article, applying the data envelopment analysis (DEA) model, first the efficiency of Iranian higher education is investigated with respect to sustainable development and environmental considerations. Then, applying the autoregressive distributed lags (ARDL) model, the efficiency of Iranian higher education is evaluated with respect to realization of a continuous growth during 1990-2015. The results of the first model show an inefficient performance of Iranian higher education with respect to sustainable development. The second model indicates the following results: First, that the increase of productivity in higher education has a positive and significant influence on economic growth. Second, that investment in higher education has a positive impact on economic growth after two lags, showing that in higher education long run policies are more effective on economic growth than short run ones. Third, that the investment on higher education is less effective on economic growth than investment on public education.