Journal of Iranian Social Studies

Abstract Extensive changes in recent decades have affected Iranian universities and due to these changes focusing on cultural programs has increased. Cultural planning requires a comprehensive understanding of the community's values, attitudes, and behaviors, because each cultural policy ultimately needs to be accepted by its target audience. Therefore, identifying the status quo can be considered as a prerequisite for cultural planning. The objectives of this paper are to identify the status quo of Art universities and the students by investigating their cultural traits, and to present suitable strategies for cultural planning. This paper is based on a qualitative research, which was conducted at two universities – Tehran University of Art and Tehran College of Fine Arts. The methods used to collect data, were in-depth unstructured interview and focus group analysis. The most important finding of this research is the significant difference of cultural conditions between art students and students of other majors. This difference should not be treated in a superficial manner. The first step in addressing this differentiation is to discriminate the origins of the differences. The results indicate that some of these differences are related to the nature of art majors, and thus inevitable, while some other differences must be tracked down and taken into account by policy makers.  

Abstract By analyzing foundational and historical concept of the University, from Platonic academy to Kantian University, this article tries to show (a) how it, the phenomenon of University, has been constructed throughout the history of human thought (b) which science it exactly belongs to (c) who, and how far, can indeed theorize about it and (d) what our problem, as Iranian academic society, would be about it.  From the beginning of the philosophy, academy was one of the most important issues has always attracted philosophers to think about. At first, Plato, in academy, put forward the way of how different sciences must be confronted to each other and how all components of society must be trained. In thirteenth century, under the influence of Plato’s pupil, Aristotle, universities of Oxford, Bologna and Paris were established. Through a reconsideration of the concept of Platonic academy and Aristotelian school, I will study the constituents of University in modern era, that all have been nurtured by Kantian thoughts. Then I show why the seeds of University, as we know it nowadays, have been planted by Kant. At the end, by analyzing unconscious metaphysics, I will try to open a noble way to theorize about our own University.  

Abstract Social Integration is one of the basic concepts and also the starting point of sociological analysis and its analysis is considered as one of the foundations of the contemporary sociology. Social Integration deals with how people and society interact. It focuses on the exploration, and explanation of the interrelationship between the individual and the Society. The study of social integration in different organizations (for example, the university) and at different levels (for example, students) has been of interest for some researchers. Based on the theory of social bonding, the four main elements create social integration which is comparable to the Four Elements of Parson's Functionalist theory. In the present research, multiple scale of social integration (Ross and Strauss, 1995) has been used which is based on Hirschi's theory of social bonding.  The study was a survey and data were collected from 200 female and male students of Isfahan university. The results of study indicate that, the degree of social integration of the students is high (72%). There is no significant difference in the social integration between male and females. Components of social integration including commitment, beliefs, attachment, and reported involvement are correspondent to elements of Parsons model (AGIL), respectively, goal attainment (G), the latency of patterns (L), integration (I) and adaptation (A).  

Abstract Students' attitudes toward issues such as family, marriage, and the relationship between the two sexes can make us more aware of their future plans for life, which is very important in social-cultural policy-making. How do young people consider marriage? What are their desirable criteria for marriage? How have these criteria been biased toward gender equality, or are they still emphasizing different criteria between men and women? What is the student's perspective on gender division of labor? How they consider civil codes on the family, as well as women's employment and social and cultural activities?  Answering these questions can improve our understanding of the distance or agreement between student values and attitudes with formal values and attitudes. Undoubtedly, these attitudes vary among students in terms of gender, social class, ethnicity, city of location, etc. Our  effort in this paper is to understand and interpret these differences. In this article, we try to understand the attitude of the students towards family, marriage and gender relations and to understand the changes and resistances in these areas.  We seem to encounter attitudes and claims for equality in some areas and traditional attitudes in other areas. In other words, we see changes in some areas and resistance in other areas. It may be argued that students look at male-female relations with a kind of instrumental wisdom, where they make benefits from the change, they accept it; and they reject it when the change opposes their own interests. It means that we are confronted with changes and concurrent compromises on gender-related issues.  Our method in this research is the secondary analysis, based on the research of the students' attitudes and values in the two periods of 2003 and 2015. We  analyze the trends and changes made during this time-frame.      

Abstract Corruption is one of the main subjects of organizational studies and a focus of social sciences in recent decades due to its various effects on organizational and social outcomes. Because of its importance in corruption studies, methods to evaluate the level of corruption have been developed in different disciplines. Major types of corruption that are controversial in political and social arena are economic and academic corruption. The effect of academic corruption is extremely important due to the role that universities and higher education institutions play in the overall development of societies in the modern world. This paper clears the importance of academic corruption and then provides a model for measuring this type of corruption. In this article, we first review different tools and indices of measuring corruption and then suggest a model of measuring academic corruption. The fundamental premises of this method are: 1) Every social organization has two domain of activities: internal activity domain in which interactions of personnel happen, and external activity domain in which the interaction of organization with other organizations is considered. 2) Interviewing individuals who have the most experiences and perceptions within their organization is the most important way for measuring quality of activities of an organization. Explanatory interviews with academic actors can produce valid data and useful visions about academic corruption and integrity of academic organization. In this method, six groups of academic actors are interviewed and their experiences, perceptions, and their attitudes are examined. By using this method, we can compare corruption in different academic organizations.  

Abstract It is not possible to establish a modern college system by teaching the language and behavior of faculty members to a small group of people in a feudal society (Michel Foucault, 2011: 149). In recent years, the growing trend of graduate studies has created the exchange market, especially in places close to academic spaces. The massive and extra advertising has begun to do the proofreading services but gradually change to the selling of graduate thesis and dissertations. The question arises about this phenomenon is why scientific practitioners have this will to offer their work to those who work and make money in this way? This article seeks to answer this question and through an ethnographic observation and discourse analysis. The prevalence of the discourse of business, has blocked the emergence of true language of science at the universities. The science has fallen from its true position and has given its place to the language of business.