I received my Bachelor's degree in Educational Technology from the University of Isfahan in 2014. I then went on to earn my Master's degree in Educational Management from the same university in 2016. My master's thesis examined the relationships between organizational structure, organizational learning capabilities, and organizational indifference among employees at the University of Isfahan. I completed my academic training with a PhD in Higher Education Management, which I received from the University of Isfahan in 2020. My doctoral dissertation focused on ritualism and creativity within the Iranian higher education system.
I am currently an Assistant Professor in the Department of Education at the University of Isfahan. My research interests include Higher education, Leadership, e-learning, Human Resource Development, Organizational Behavior, Mentoring, Qualitative Research and Mixed Research.
Higher education, Leadership, e-learning, Human Resource Development, Organizational Behavior, Mentoring, Qualitative Research and Mixed Research
Educational Technology
Educational Management
Organizational Training
Higher Education Management
- Bachelor, Educational Technology, University of Isfahan [Isfahan - Iran]
- Master's degree, Educational Management, University of Isfahan [Isfahan - Iran]
- Ph.D., Higher Education Management, University of Isfahan [Isfahan - Iran]
Measurement and Evaluation, Research Methodology, Organizational Behavior, Scientific Writing, Budgeting and Financial Management
Research Output
Articles
Publication Date: 2025
Integration of Education (19919468)29(2)pp. 368-384
Introduction. Although previous research has separately addressed proactive personality and emotion regulation, the combined effect of these variables on learning agility – particularly among talented students – remains underexplored. This study fills this gap by focusing on how specific emotion regulation strategies mediate this relationship. In today’s rapidly evolving educational landscape, learning agility has emerged as a crucial meta-competency for adapting to new challenges. This study investigates how emotion regulation strategies mediate the relationship between proactive personality and learning agility among talented students. With the increasing recognition of the role of personality traits and emotion regulation in effective learning, understanding these dynamics is essential for supporting students in navigating academic and social demands. Materials and Methods. The research sample comprised 297 talented students from the University of Isfahan, Isfahan University of Medical Sciences, and Isfahan University of Art. Participants completed three assessments: the Gravett and Caldwell Learning Agility Questionnaire, Gross and John’s Emotion Regulation Questionnaire, and the condensed Bateman and Crant Proactive Personality Questionnaire. Data analysis included statistical methods to determine both direct and mediating effects of proactive personality and emotion regulation strategies on learning agility. Results. The analysis revealed that proactive personality significantly affects learning agility, and emotion regulation strategies – specifically reappraisal and suppression – mediate this relationship. Students who effectively manage their emotions are better equipped to exhibit higher levels of learning agility, indicating a stronger ability to adapt and thrive in academic environments. Discussion and Conclusion. This study highlights the pivotal role of emotion regulation in enhancing learning agility, emphasizing that effective emotion management can significantly influence academic success. The findings suggest that interventions focusing on emotion regulation could improve learning outcomes for talented students. Future research should further explore additional factors influencing learning agility and develop targeted strategies to support student adaptation in diverse educational settings. © Shavaran S. H. R., Nasr Esfahani Karladani M., Davarpanah S. H., 2025. The content is available under a Creative Commons Attribution 4.0 License.
Publication Date: 2023
Journal Of Higher Education Policy And Leadership Studies (27171426)4(2)pp. 129-135
Highlights ∙ With the spread of the COVID-19 pandemic, universities were obliged to shift from in-person to online education to continue educational activities. This mandatory migration from face-to-face to online structures has been accompanied by challenges and opportunities. ∙ Our study found that challenges of online education from the perspective of student teachers included challenges related to the LMS (high cost of the internet, lack of adequate network coverage in rural areas, weak servers), faculty (teachers' weakness in online teaching, refusing to use all of the LMS facilities, a large amount of assignments), and student (family environment, hardware equipment, enhancing cheating motivation, unfair competition, vision problems). In addition, according to student teachers, opportunities for online education included flipped teaching, evaluation with a feed-forward approach, mastery learning, strengthened self-confidence in shy learners, and easy access to faculty members. ∙ Overall, the results indicate that online education, despite all the challenges, provides opportunities which can be effective if used appropriately. © 2023 The Author(s).
Publication Date: 2022
International Journal of Human Rights in Healthcare (20564902)15(3)pp. 276-287
Purpose: Aggression has been introduced as one of the serious problems in public health. The purpose of this paper is to evaluate the ability of the extended theory of planned behavior (TPB) to predict the physical and verbal aggression behavior. Design/methodology/approach: In this research, 462 teenagers were evaluated through the demographic questionnaire along with the main structures of the TPB as a predictor of behavior. After one month of follow-up, physical and verbal aggression was evaluated. Demographic data were analyzed descriptively by SPSS21 and predictability of the structures for intention and behavior of the physical and verbal aggression was analyzed by AMOS. Findings: Mean and standard deviation of participants’ age were 14.70 and 1.12 years, respectively. In this research, 22.5% of the participants did not show physical aggression over the last one month and 20% of them did not show verbal aggression over the last month. Path analysis revealed that the variables of the TPB predicted 61% and 32% of variance of intention and physical aggression behavior, respectively, while these variables could describe 43% and 22% of the variance of intention and verbal aggression behavior, respectively. All of the concepts could be significant predictors of the behaviors. Subjective norms were the best predictor of the intention for physical and verbal aggression. Intention and perceived behavioral control were good predictors of physical and verbal aggression. Research limitations/implications: Given the role of subjective norms in intention and also the role of intention and perceived behavioral control of people for aggression, it can be concluded that emphasis on social and psychological education about subjective norms, peer groups and self-control can help reduce this problem. Originality/value: A few studies have predicted behavior occurrence in the future. Given the lack of focus on the role of constructs that may bring about future behaviors, the current research was conducted to use the structures of the TPB to predict behavioral intention as well as perpetration of physical and verbal aggressive behaviors, independently. © 2021, Emerald Publishing Limited.
Publication Date: 2021
Journal Of Higher Education Policy And Leadership Studies (27171426)2(3)pp. 30-56
Today, the Iranian higher education (IHE) exhibits a paradox. Despite the rapid growth of the higher education system and pervasion of the university institution in Iran, and notwithstanding the increasing number of higher education institutions/students/graduates, and research projects, and the improved position of Iranian universities in international ranking systems, there are concerns about the inefficiency of the university system. It seems that the university in Iran has deviated from its institutional functions and has become afflicted with anomie and malfunctioning and, as Merton (1938) puts it, presents a kind of ritualism. Accordingly, this paper reports on a qualitative study of ritualism in Iranian higher education. The central finding is that ritualism is significantly present in IHE, and especially in research. This ritualism is manifested in 3 domains of causes, indicators and consequences. The findings indicate that indicators of ritualism in IHE: such as quantitativism, certificationism, scientific fashion, and symbolism have resulted in false branding, academic corruption, and system inefficiency. These phenomena have taken root in the universities, albeit influenced by the external environment. Overall, a certain group of factors is suggested as leading to academic ritualism: lack of academic independence, commercialization, international norms (language and ranking systems), and institutional norms (reward systems, hierarchy based on nonacademic discourse, and symbolic violence). Such a pattern amounts to a serious malfunctioning of the higher education system. © 2020 Ali Khorsandi Taskoh. All rights reserved.
