University of Isfahan Journal of Applied Sociology 2008-5745 35 1 2024 03 20 Social Vulnerability of the Citizens of Isfahan in the Face of the COVID-19 Pandemic: A Mixed Study Social Vulnerability of the Citizens of Isfahan in the Face of the COVID-19 Pandemic: A Mixed Study 1 30 27907 10.22108/jas.2023.138624.2427 FA Zahra Maher Assistant professor, Department of Social Sciences, University of Isfahan, Isfahan, Iran Zahra Zakeri Nasrabadi Assistant professor, Department of Social Sciences, Payam-e Noor University, Tehran, Iran Journal Article 2023 08 06 Introduction Social vulnerability refers to the varying degrees of sensitivity and the adverse effects experienced by individuals due to social, economic, and political factors in the face of a risk (Burton et al., 2018; Crimmins, 2020; Eisler et al., 2021). The scientific and systematic analysis of citizens' vulnerability to the conditions of the COVID-19 pandemic is crucial in identifying and understanding the significant disparities in vulnerability among different socio-economic groups. This analysis not only reveals weaknesses in policy and crisis management, but also helps in formulating appropriate policies to direct economic and cultural resources towards supporting these vulnerable groups and taking effective actions aligned with citizens' needs. In this study, we adopted a hybrid approach to examine the COVID-19 pandemic as a social phenomenon. Firstly, we explored the lived experiences of the citizens of Isfahan and the types of hardships they had faced during the pandemic. Subsequently, we measured and described the state of vulnerability and its various indicators in the entire population of Isfahan. This comprehensive analysis enabled us to analyze the different types of damages caused by the crisis and assess the level of vulnerability among various social groups on a broader and generalizable scale. Materials & Methods In terms of methodology, this research followed a mixed qualitative-quantitative sequential approach. The qualitative method employed was of a phenomenological nature. To gather qualitative data, a purposive sampling technique was utilized to select a sample of 30 individuals, who had experienced significant damage from the coronavirus due to their specific circumstances. Semi-structured interviews were conducted with these participants and the conversations were transcribed into text format. The data obtained were then analyzed using Colaizzi's method of data analysis, which involved coding and interpretation. In the quantitative part of the study, a survey was conducted to measure the vulnerability of Isfahan citizens to exposure to Corona on a representative sample of all citizens aged 19 to 64 years in the city of Isfahan. The sample size was determined using Cochran's formula and a quota sampling method was employed. A total of 483 citizens were included in the study. Discussion of Results & Conclusions The findings of this study revealed that the damages experienced by the participants in the face of the coronavirus could be categorized into 5 main categories: social damages, economic damages, educational damages, cultural damages, and institutional damages. Each of these categories further consisted of sub-categories. Under economic damages, 3 sub-categories were identified: treatment costs, burnout, and economic pressure. Educational harms encompassed 3 sub-categories: degradation of education quality, weak internet infrastructure, and reproduction of class inequalities. Cultural damage was found to have 2 sub-categories: erosion of cultural capital and transformation in customs. Institutional harms were classified into 4 sub-categories: inefficiency of government policies, wandering of institutions, institutional mistrust, and inefficiency of the care system. Social harms were divided into 4 sub-categories: intensification of domestic conflict, weakening of social ties, social stigma of Corona, and suspension of social relief. It is important to note that generalizing these results to all citizens of Isfahan required a comprehensive study to be conducted on a representative statistical sample of the society. Furthermore, basing policy-making decisions on these results depended on answering the question of whether the severity of vulnerability among Isfahan citizens in all these dimensions was uniform across different social classes, including low, middle, and high classes. In alignment with the qualitative findings, the quantitative part of the research indicated that the citizens of Isfahan had an average score close to or higher than the average range of scores (equal to 3) in most social harms. However, when comparing the severity of social vulnerability across different dimensions, it was observed that the citizens of Isfahan experienced more cultural and institutional damages compared to other types of damages during the COVID-19 epidemic. On the other hand, they were relatively less vulnerable in terms of economics, work, and family relationships. Introduction Social vulnerability refers to the varying degrees of sensitivity and the adverse effects experienced by individuals due to social, economic, and political factors in the face of a risk (Burton et al., 2018; Crimmins, 2020; Eisler et al., 2021). The scientific and systematic analysis of citizens' vulnerability to the conditions of the COVID-19 pandemic is crucial in identifying and understanding the significant disparities in vulnerability among different socio-economic groups. This analysis not only reveals weaknesses in policy and crisis management, but also helps in formulating appropriate policies to direct economic and cultural resources towards supporting these vulnerable groups and taking effective actions aligned with citizens' needs. In this study, we adopted a hybrid approach to examine the COVID-19 pandemic as a social phenomenon. Firstly, we explored the lived experiences of the citizens of Isfahan and the types of hardships they had faced during the pandemic. Subsequently, we measured and described the state of vulnerability and its various indicators in the entire population of Isfahan. This comprehensive analysis enabled us to analyze the different types of damages caused by the crisis and assess the level of vulnerability among various social groups on a broader and generalizable scale. Materials & Methods In terms of methodology, this research followed a mixed qualitative-quantitative sequential approach. The qualitative method employed was of a phenomenological nature. To gather qualitative data, a purposive sampling technique was utilized to select a sample of 30 individuals, who had experienced significant damage from the coronavirus due to their specific circumstances. Semi-structured interviews were conducted with these participants and the conversations were transcribed into text format. The data obtained were then analyzed using Colaizzi's method of data analysis, which involved coding and interpretation. In the quantitative part of the study, a survey was conducted to measure the vulnerability of Isfahan citizens to exposure to Corona on a representative sample of all citizens aged 19 to 64 years in the city of Isfahan. The sample size was determined using Cochran's formula and a quota sampling method was employed. A total of 483 citizens were included in the study. Discussion of Results & Conclusions The findings of this study revealed that the damages experienced by the participants in the face of the coronavirus could be categorized into 5 main categories: social damages, economic damages, educational damages, cultural damages, and institutional damages. Each of these categories further consisted of sub-categories. Under economic damages, 3 sub-categories were identified: treatment costs, burnout, and economic pressure. Educational harms encompassed 3 sub-categories: degradation of education quality, weak internet infrastructure, and reproduction of class inequalities. Cultural damage was found to have 2 sub-categories: erosion of cultural capital and transformation in customs. Institutional harms were classified into 4 sub-categories: inefficiency of government policies, wandering of institutions, institutional mistrust, and inefficiency of the care system. Social harms were divided into 4 sub-categories: intensification of domestic conflict, weakening of social ties, social stigma of Corona, and suspension of social relief. It is important to note that generalizing these results to all citizens of Isfahan required a comprehensive study to be conducted on a representative statistical sample of the society. Furthermore, basing policy-making decisions on these results depended on answering the question of whether the severity of vulnerability among Isfahan citizens in all these dimensions was uniform across different social classes, including low, middle, and high classes. In alignment with the qualitative findings, the quantitative part of the research indicated that the citizens of Isfahan had an average score close to or higher than the average range of scores (equal to 3) in most social harms. However, when comparing the severity of social vulnerability across different dimensions, it was observed that the citizens of Isfahan experienced more cultural and institutional damages compared to other types of damages during the COVID-19 epidemic. On the other hand, they were relatively less vulnerable in terms of economics, work, and family relationships.

https://jas.ui.ac.ir/article_27907_e561a7b4c1f3e28da9b1aa9d46e0b4bb.pdf

University of Isfahan Journal of Applied Sociology 2008-5745 35 1 2024 03 20 A Qualitative Study on the Issue of "Justice" in Medical Education in Iran A Qualitative Study on the Issue of "Justice" in Medical Education in Iran 31 52 28150 10.22108/jas.2024.136573.2362 FA Ahmad Kalateh Sadati Associate professor, Department of Sociology, Faculty of Social Sciences, Yazd University, Yazd, Iran Sara Sadeghieh M.Sc. Student, Department of Sociology, Faculty of Social Sciences, Yazd University, Yazd, Iran Kamran Bagheri Lankarani Ph.D., Health Policy Research Center, Institute of Health, Shiraz University of Medical Sciences, Shiraz, Iran Journal Article 2023 02 06 Introduction Justice, a multifaceted concept, encompasses a spectrum of theoretical and societal constructs. While often perceived as a self-evident and assumed notion, justice simultaneously presents a complex and challenging dimension in our society. Medical education stands as a domain where the principles of justice find nuanced expression. The experiences of medical students during their university journey offer valuable insights into their comprehension and conceptualization of justice, particularly as members of the social elite. This study embarked on an exploration and analysis of perceptions and experiences of justice within the context of medical education, encompassing perspectives from students, professors, and medical education officials. Materials and Methods This qualitative study was conducted in 2022 to investigate perceptions and experiences of justice in medical education in Iran. The focus was on medical sciences at universities across the nation. Participants were selected from universities affiliated with the Ministry of Health and Medical Education (MOHME), institutions that play a pivotal role in medical education in Iran. Adhering to qualitative research principles, 29 semi-structured interviews were conducted with professors, students, and teaching assistants in the universities of medical sciences. The interviews aimed to delve into their perspectives on justice within the medical education landscape. After transcribing the interviews, the data were subjected to thematic analysis, a systematic method for identifying patterns and themes within the collected data. Discussion of Results and Conclusion The study findings revealed that injustice permeated the medical education landscape, manifesting even before individuals embarked on their medical careers. The current entrance exam system, despite its intention to ensure fairness, disproportionately would favor individuals from higher socioeconomic backgrounds, perpetuating inequalities among diverse social groups. This suggested that the pursuit of medical education remained largely confined to the privileged elite. Within the medical education system itself, a complex web of injustices intertwined, often leaving students feeling a sense of unfairness. Enrollment practices, including various quota systems, were identified as sources of discontent and dissatisfaction. Furthermore, the students from privileged backgrounds enjoyed an advantage due to their superior personal and social circumstances. They were less concerned about their future job prospects, sometimes capitalizing on hidden or unreported income and securing more favorable post-graduation opportunities. The thematic analysis identified three overarching themes: unequal structures, commodity society, and unfair policies. The findings suggested that within the framework of a commodity-driven, capitalist society, even well-intentioned policies aimed at promoting educational justice could inadvertently contribute to perpetuating unfairness. This highlighted the insidious nature of inequality and commodification, transforming seemingly fair practices into unjust outcomes. Despite policymakers' efforts to foster justice in medical education, the prevailing context of inequality and commodification undermined these intentions. Ultimately, the study underscored the need for a comprehensive approach that addressed both the structural inequities and pervasive commodification of education. Only by addressing these root causes could we create a more just and equitable medical education system that truly reflected the ideals of meritocracy and fairness. Despite the intentions of policymakers to promote educational equity in the medical field, the prevalent context of commodification and inequality rendered these policies ineffective and potentially unjust. The practical implementation of these policies often fell short and their outcomes could exacerbate the existing inequities. To address these challenges, there was a need for adaptable social policies that could evolve alongside social changes. This necessitated a dynamic and up-to-date approach to social policy formulation. A fair distribution of job opportunities and proportional rewards was crucial to ensure that talent was not solely driven by material aspirations but rather fostered and channeled towards self-improvement and societal advancement. Moreover, there was a pressing need for theoretical clarification of the concept of justice. While the notion of justice was often taken for granted in Iranian society and among policymakers, its complexities demanded a thorough examination. The foundational principles of justice and their underlying theories required further development, discussion, and clarification. The absence of a unified understanding of justice among policymakers highlighted the significance of this theoretical issue. The authors believed it had to be a priority for the academic community. Introduction Justice, a multifaceted concept, encompasses a spectrum of theoretical and societal constructs. While often perceived as a self-evident and assumed notion, justice simultaneously presents a complex and challenging dimension in our society. Medical education stands as a domain where the principles of justice find nuanced expression. The experiences of medical students during their university journey offer valuable insights into their comprehension and conceptualization of justice, particularly as members of the social elite. This study embarked on an exploration and analysis of perceptions and experiences of justice within the context of medical education, encompassing perspectives from students, professors, and medical education officials. Materials and Methods This qualitative study was conducted in 2022 to investigate perceptions and experiences of justice in medical education in Iran. The focus was on medical sciences at universities across the nation. Participants were selected from universities affiliated with the Ministry of Health and Medical Education (MOHME), institutions that play a pivotal role in medical education in Iran. Adhering to qualitative research principles, 29 semi-structured interviews were conducted with professors, students, and teaching assistants in the universities of medical sciences. The interviews aimed to delve into their perspectives on justice within the medical education landscape. After transcribing the interviews, the data were subjected to thematic analysis, a systematic method for identifying patterns and themes within the collected data. Discussion of Results and Conclusion The study findings revealed that injustice permeated the medical education landscape, manifesting even before individuals embarked on their medical careers. The current entrance exam system, despite its intention to ensure fairness, disproportionately would favor individuals from higher socioeconomic backgrounds, perpetuating inequalities among diverse social groups. This suggested that the pursuit of medical education remained largely confined to the privileged elite. Within the medical education system itself, a complex web of injustices intertwined, often leaving students feeling a sense of unfairness. Enrollment practices, including various quota systems, were identified as sources of discontent and dissatisfaction. Furthermore, the students from privileged backgrounds enjoyed an advantage due to their superior personal and social circumstances. They were less concerned about their future job prospects, sometimes capitalizing on hidden or unreported income and securing more favorable post-graduation opportunities. The thematic analysis identified three overarching themes: unequal structures, commodity society, and unfair policies. The findings suggested that within the framework of a commodity-driven, capitalist society, even well-intentioned policies aimed at promoting educational justice could inadvertently contribute to perpetuating unfairness. This highlighted the insidious nature of inequality and commodification, transforming seemingly fair practices into unjust outcomes. Despite policymakers' efforts to foster justice in medical education, the prevailing context of inequality and commodification undermined these intentions. Ultimately, the study underscored the need for a comprehensive approach that addressed both the structural inequities and pervasive commodification of education. Only by addressing these root causes could we create a more just and equitable medical education system that truly reflected the ideals of meritocracy and fairness. Despite the intentions of policymakers to promote educational equity in the medical field, the prevalent context of commodification and inequality rendered these policies ineffective and potentially unjust. The practical implementation of these policies often fell short and their outcomes could exacerbate the existing inequities. To address these challenges, there was a need for adaptable social policies that could evolve alongside social changes. This necessitated a dynamic and up-to-date approach to social policy formulation. A fair distribution of job opportunities and proportional rewards was crucial to ensure that talent was not solely driven by material aspirations but rather fostered and channeled towards self-improvement and societal advancement. Moreover, there was a pressing need for theoretical clarification of the concept of justice. While the notion of justice was often taken for granted in Iranian society and among policymakers, its complexities demanded a thorough examination. The foundational principles of justice and their underlying theories required further development, discussion, and clarification. The absence of a unified understanding of justice among policymakers highlighted the significance of this theoretical issue. The authors believed it had to be a priority for the academic community.

https://jas.ui.ac.ir/article_28150_4c3c6ba7db5543c39b5b22999faea868.pdf

University of Isfahan Journal of Applied Sociology 2008-5745 35 1 2024 03 20 A Woman between the Sky and Earth: An Ethnographic Study of the Lives of Abandoned Women and Their Understanding of Abandonment in the Cultural Context of One of the Marginal Neighborhoods of Isfahan City A Woman between the Sky and Earth: An Ethnographic Study of the Lives of Abandoned Women and Their Understanding of Abandonment in the Cultural Context of One of the Marginal Neighborhoods of Isfahan City 53 82 27892 10.22108/jas.2023.138017.2406 FA Zohreh Bayati Komitaki Master of Sociology, Department of Social Sciences, Faculty of Literature and Humanities, University of Isfahan, Isfahan, Iran Ali Hashemianfar Associate professor, Department of Social Sciences, Faculty of Literature and Humanities, University of Isfahan, Isfahan, Iran Hamid Dehghani Assistant professor, Department of Social Sciences, Faculty of Literature and Humanities, University of Isfahan, Isfahan, Iran Journal Article 2023 06 11 Introduction Family institution is undeniably one of the most crucial and influential aspects of human life, shaping our present and future. Over the years, we have witnessed significant developments within the realm of family dynamics. Among the vulnerable families, there exists a subgroup known as disordered families. These families struggle to fulfill the basic functions and meet the essential needs of their children, including material, emotional, sexual, and socialization needs. Due to the inherent nature of family institution as the smallest social unit, disordered families are particularly susceptible to social harm. One specific group of vulnerable families that has received limited attention and lacks comprehensive scientific studies, both domestically and internationally, is that, in which the female head of the household has been abandoned by the father for various reasons. In this research, we aimed to investigate the lives of abandoned women within the cultural context of a suburban area in Isfahan City. By understanding the cultural nuances of this neighborhood and comprehending the experiences of abandoned women through the lens of suspension within this cultural context, we could gain valuable insights into their circumstances. The choice of this particular cultural context for our study stemmed from the preliminary observations made by the researcher. It became apparent that a significant number of abandoned women resided in this neighborhood with drug addiction being a prevalent reason for their abandonment by their husbands. This research sought to shed light on the lives of these women, their challenges, and the impact of abandonment on their overall well-being. By addressing this understudied issue, we could contribute to a better understanding of the complexities surrounding abandoned women and potentially develop interventions to support them in rebuilding their lives. Materials & Methods This study employed a qualitative approach, specifically utilizing an ethnographic method. The data collection process involved conducting semi-structured interviews and non-participatory observations with a sample of 21 abandoned women residing in the Joyabad Khomeini Neighborhood of Isfahan. The selection of participants was based on a combined purposive sampling approach, which incorporated snowball sampling and acute case sampling methods. Thematic analysis was employed as the data analysis technique, involving coding at 4 levels: first, second, third, and superior level codes. To ensure validity, two control measures were implemented. Firstly, member-checking was conducted, where the selected participants were asked to review and provide feedback on the analyzed findings, concepts, and categories. Secondly, a scientific peer review was employed to further validate the findings. Discussion of Results and Conclusion The findings of this research shed light on the experiences of abandoned women within the cultural context of this neighborhood. It was evident that the family structure of the abandoned women was highly vulnerable with a significant risk of collapse. The absence of the father figure had torn these families apart, leaving the wives and children to face numerous challenges. The cultural context of this neighborhood with its strong adherence to traditional values and customs had further complicated the situation for these abandoned women. The prevalence of addiction and drug-related issues in this harmful context posed a significant threat to the residents. The families of the abandoned women, particularly the children, were among the most affected groups in this neighborhood, susceptible to falling into the trap of injuries and deviations. Understanding the conditions of abandonment within this cultural context, it was clear that the abandoned women perceived their situation with a range of negative emotions. These included distress, confusion, indecision, doubt, despair, dislike of their husbands, mental and physical turmoil, a sense of destruction and burning of life, mental and psychological helplessness, a sense of displacement and fatigue, and longing for a different life. These perceptions could be attributed to the trauma of abandonment, which had deeply affected these women. In conclusion, it is crucial to address the challenges faced by abandoned women and their families to prevent further negative consequences. Efforts should be made to provide support, interventions, and resources to help these women overcome the trauma of abandonment and rebuild their lives in a healthier and more fulfilling manner. By addressing the underlying issues and providing the necessary assistance, we can work towards creating a more supportive and inclusive community for abandoned women. Introduction Family institution is undeniably one of the most crucial and influential aspects of human life, shaping our present and future. Over the years, we have witnessed significant developments within the realm of family dynamics. Among the vulnerable families, there exists a subgroup known as disordered families. These families struggle to fulfill the basic functions and meet the essential needs of their children, including material, emotional, sexual, and socialization needs. Due to the inherent nature of family institution as the smallest social unit, disordered families are particularly susceptible to social harm. One specific group of vulnerable families that has received limited attention and lacks comprehensive scientific studies, both domestically and internationally, is that, in which the female head of the household has been abandoned by the father for various reasons. In this research, we aimed to investigate the lives of abandoned women within the cultural context of a suburban area in Isfahan City. By understanding the cultural nuances of this neighborhood and comprehending the experiences of abandoned women through the lens of suspension within this cultural context, we could gain valuable insights into their circumstances. The choice of this particular cultural context for our study stemmed from the preliminary observations made by the researcher. It became apparent that a significant number of abandoned women resided in this neighborhood with drug addiction being a prevalent reason for their abandonment by their husbands. This research sought to shed light on the lives of these women, their challenges, and the impact of abandonment on their overall well-being. By addressing this understudied issue, we could contribute to a better understanding of the complexities surrounding abandoned women and potentially develop interventions to support them in rebuilding their lives. Materials & Methods This study employed a qualitative approach, specifically utilizing an ethnographic method. The data collection process involved conducting semi-structured interviews and non-participatory observations with a sample of 21 abandoned women residing in the Joyabad Khomeini Neighborhood of Isfahan. The selection of participants was based on a combined purposive sampling approach, which incorporated snowball sampling and acute case sampling methods. Thematic analysis was employed as the data analysis technique, involving coding at 4 levels: first, second, third, and superior level codes. To ensure validity, two control measures were implemented. Firstly, member-checking was conducted, where the selected participants were asked to review and provide feedback on the analyzed findings, concepts, and categories. Secondly, a scientific peer review was employed to further validate the findings. Discussion of Results and Conclusion The findings of this research shed light on the experiences of abandoned women within the cultural context of this neighborhood. It was evident that the family structure of the abandoned women was highly vulnerable with a significant risk of collapse. The absence of the father figure had torn these families apart, leaving the wives and children to face numerous challenges. The cultural context of this neighborhood with its strong adherence to traditional values and customs had further complicated the situation for these abandoned women. The prevalence of addiction and drug-related issues in this harmful context posed a significant threat to the residents. The families of the abandoned women, particularly the children, were among the most affected groups in this neighborhood, susceptible to falling into the trap of injuries and deviations. Understanding the conditions of abandonment within this cultural context, it was clear that the abandoned women perceived their situation with a range of negative emotions. These included distress, confusion, indecision, doubt, despair, dislike of their husbands, mental and physical turmoil, a sense of destruction and burning of life, mental and psychological helplessness, a sense of displacement and fatigue, and longing for a different life. These perceptions could be attributed to the trauma of abandonment, which had deeply affected these women. In conclusion, it is crucial to address the challenges faced by abandoned women and their families to prevent further negative consequences. Efforts should be made to provide support, interventions, and resources to help these women overcome the trauma of abandonment and rebuild their lives in a healthier and more fulfilling manner. By addressing the underlying issues and providing the necessary assistance, we can work towards creating a more supportive and inclusive community for abandoned women.

https://jas.ui.ac.ir/article_27892_94e693d8c92008ab62ad2ccf51631e87.pdf

University of Isfahan Journal of Applied Sociology 2008-5745 35 1 2024 03 20 Identifying the Antecedents and Consequences of Boundary Spanning of Industry and University Communication with a Mixed Meta-Synthesis Approach Identifying the Antecedents and Consequences of Boundary Spanning of Industry and University Communication with a Mixed Meta-Synthesis Approach 83 108 28290 10.22108/jas.2024.138906.2431 FA Saeid Norollahee Ph.D. student in Educational Management, Department of Educational Sciences, Faculty of Humanities, Bu-Ali Sina University, Hamedan, Iran 0009-0000-7037-9122 Siroos Ghanbari Professor, Department of Educational Sciences, Faculty of Humanities, Bu-Ali Sina University, Hamedan, Iran Journal Article 2023 08 30 Introduction Boundary spanning is a critical strategy for fostering the growth and development of both industry and university institutions. This strategy necessitates identifying the requirements, drivers, and antecedents that influence the interaction between industry and university, ultimately leading to enhanced effectiveness for both parties. Moreover, as a collaborative strategy between industry and university, boundary spanning has significant impacts on various organizational components, resulting in consequences that contribute to the growth and development of both sectors. Previous research has examined the relationship between boundary spanning and specific variables on a case-by-case basis. Variables like academic motivation, deep understanding of organizational procedures, complex communication and interpersonal skills, organizational structure, environmental dynamics, organizational agility, and flexibility have been investigated in relation to boundary spanning. However, a comprehensive research effort that identifies the antecedent-consequence components of boundary spanning and elucidates the role of each variable in the industry-university relationship is lacking. To address this gap and provide a comprehensive model of boundary spanning variables in the context of industry and university, it is necessary to conduct a comprehensive review of previous studies and systematically examine the antecedents and consequences within a framework. Therefore, this research aimed to answer the following questions: 1) What are the antecedents of boundary spanning between industry and university? 2) What are the ramifications of boundary spanning between industry and university? Materials & Methods This research employed a qualitative study design, utilizing a systematic review approach and a mixed research synthesis approach. The research focused on English-language studies published between 2012 and 2023 sourced from various scientific databases. Sampling was conducted in a targeted manner. To achieve the research objectives, the 7-step model proposed by Sandelowski and Barroso (2007) was employed. Discussion of Results & Conclusion During the analysis of the selected studies, a total of 148 categories were identified and extracted. Subsequently, the number of categories was reduced to 94 through further analysis. Finally, these categories were classified into general categories, resulting in 16 thematic components. Among these components, 6 components fell under the broader category of Antecedents, while the remaining ten were categorized as Consequences. The research findings revealed that the antecedents of boundary spanning could be classified into 6 general categories: structural-technological antecedents, structural-organizational antecedents, individual-organizational antecedents, leadership style, psychological-individual antecedents, and team-building antecedents. The research findings indicated that the consequences of boundary spanning could be classified into 10 general categories. These included the development of knowledge management skills, promotion of organizational creativity and innovation, enhancement of social capital, establishment of effective communication networks, impact on organizational performance, fostering of psychological capital, individual career-related outcomes, personal development, promotion of organizational commitment, and potential organizational role damage. Furthermore, this study emphasized the importance of fulfilling specific requirements for the successful implementation of boundary spanning in the industry-university relationship. Neglecting these requirements could hinder favorable outcomes in terms of industry-university communication. To enhance and strengthen the interaction between industry and university, various solutions could be implemented, such as offering internship programs for students in the industry, organizing joint meetings between university faculty and industry officials, facilitating exchange visits between industry employees and university staff, recruiting graduates from the university, providing training opportunities for company employees in universities, facilitating researcher transfers between academia and industry, licensing university patents to companies, offering industry study opportunities, conducting joint research programs, and engaging in community-level problem-solving projects. Employing the boundary spanning strategy can greatly benefit these initiatives. Introduction Boundary spanning is a critical strategy for fostering the growth and development of both industry and university institutions. This strategy necessitates identifying the requirements, drivers, and antecedents that influence the interaction between industry and university, ultimately leading to enhanced effectiveness for both parties. Moreover, as a collaborative strategy between industry and university, boundary spanning has significant impacts on various organizational components, resulting in consequences that contribute to the growth and development of both sectors. Previous research has examined the relationship between boundary spanning and specific variables on a case-by-case basis. Variables like academic motivation, deep understanding of organizational procedures, complex communication and interpersonal skills, organizational structure, environmental dynamics, organizational agility, and flexibility have been investigated in relation to boundary spanning. However, a comprehensive research effort that identifies the antecedent-consequence components of boundary spanning and elucidates the role of each variable in the industry-university relationship is lacking. To address this gap and provide a comprehensive model of boundary spanning variables in the context of industry and university, it is necessary to conduct a comprehensive review of previous studies and systematically examine the antecedents and consequences within a framework. Therefore, this research aimed to answer the following questions: 1) What are the antecedents of boundary spanning between industry and university? 2) What are the ramifications of boundary spanning between industry and university? Materials & Methods This research employed a qualitative study design, utilizing a systematic review approach and a mixed research synthesis approach. The research focused on English-language studies published between 2012 and 2023 sourced from various scientific databases. Sampling was conducted in a targeted manner. To achieve the research objectives, the 7-step model proposed by Sandelowski and Barroso (2007) was employed. Discussion of Results & Conclusion During the analysis of the selected studies, a total of 148 categories were identified and extracted. Subsequently, the number of categories was reduced to 94 through further analysis. Finally, these categories were classified into general categories, resulting in 16 thematic components. Among these components, 6 components fell under the broader category of Antecedents, while the remaining ten were categorized as Consequences. The research findings revealed that the antecedents of boundary spanning could be classified into 6 general categories: structural-technological antecedents, structural-organizational antecedents, individual-organizational antecedents, leadership style, psychological-individual antecedents, and team-building antecedents. The research findings indicated that the consequences of boundary spanning could be classified into 10 general categories. These included the development of knowledge management skills, promotion of organizational creativity and innovation, enhancement of social capital, establishment of effective communication networks, impact on organizational performance, fostering of psychological capital, individual career-related outcomes, personal development, promotion of organizational commitment, and potential organizational role damage. Furthermore, this study emphasized the importance of fulfilling specific requirements for the successful implementation of boundary spanning in the industry-university relationship. Neglecting these requirements could hinder favorable outcomes in terms of industry-university communication. To enhance and strengthen the interaction between industry and university, various solutions could be implemented, such as offering internship programs for students in the industry, organizing joint meetings between university faculty and industry officials, facilitating exchange visits between industry employees and university staff, recruiting graduates from the university, providing training opportunities for company employees in universities, facilitating researcher transfers between academia and industry, licensing university patents to companies, offering industry study opportunities, conducting joint research programs, and engaging in community-level problem-solving projects. Employing the boundary spanning strategy can greatly benefit these initiatives.

https://jas.ui.ac.ir/article_28290_a48c1e67628d9111ae74c020eb805fa5.pdf

University of Isfahan Journal of Applied Sociology 2008-5745 35 1 2024 03 20 Analyzing Mashhadi Parents' Lived Experiences in Relation to Their Children's Environmental Education Analyzing Mashhadi Parents' Lived Experiences in Relation to Their Children's Environmental Education 109 138 28444 10.22108/jas.2024.139823.2449 FA Amirali Boroumand Ph.D. student in Environmental Planning, Department of Environmental Planning, Management, and Education, Faculty of Environment, University of Tehran, Tehran, Iran Mohammad Javad Amiri Assistant professor, Department of Environmental Planning, Management, and Education, Faculty of Environment, University of Tehran, Tehran, Iran Journal Article 2023 11 16 Introduction Analyzing pro-environmental and destructive behaviors is a critical issue in the field of environmental social sciences. In the literature of environmental sociology, these behaviors are defined in various ways, such as "actions that have a positive or negative impact on the environment" (Stern, 2000), "responsible or irresponsible behaviors to protect or harm the environment" (Thøgersen, 2006), and "actions that are friendly or hostile to the environment and align with the principles of sustainability" (Swanson et al., 2023; Lockie, 2023). At the social level, numerous studies on eco-friendly behaviors, including sustainable consumption (Istrate et al., 2020), waste reduction and recycling (Sharma et al., 2019), and sustainable transportation (Holden et al., 2019), have emphasized the crucial role of family environmental education, particularly in the early stages of childhood. Similarly, research on destructive and harmful environmental behaviors, such as the spread of environmental pollution (Waris et al., 2021), wildlife trafficking (Boroumand & Amiri, 2023), and climate change (McMichael et al., 2006), has revealed the direct and indirect effects of education as a significant root of contemporary environmental challenges. Given the importance of this topic, it is necessary to focus on the process of child socialization and their understanding of human-environment interactions through the process of "education" in the formulation and resolution of environmental crises. The new paradigms in sociology and environmental psychology prioritize environmental education, leading to a renewed emphasis on fostering a moral relationship between humans and their living environment during the socialization process (Barragan-Jason et al., 2023; Boroumand, 2023). The international research literature strongly suggests a significant relationship between children's environmental education by parents and their environmental knowledge, attitudes, and behaviors (Iwaniec & Curdt-Christiansen, 2020). However, no study has yet explored the environmental education of Iranian families and parents and its effect on children's cognitive, value, and behavioral systems. This study aimed to address this gap by studying and formulating parents' lived experiences regarding their children's environmental education. Materials and Methods This research employed a qualitative approach, utilizing the Grounded Theory method and semi-structured in-depth interviews, following the systematic approach of Strauss and Corbin (1997), which aligns with the socio-interpretivist paradigm. The researchers concurrently collected, classified, and analyzed the research data, creating a storyline from the relationships between the central category and other categories. Since in Grounded Theory, sampling cannot be planned in advance and is based on theoretical saturation, 22 parents (11 couples), who provided rich and comprehensive information to address the research questions, were interviewed using snowball sampling. This allowed for the enumeration of categories and dimensions, as well as the in-depth understanding of the relationships between the categories, enabling presentation of a comprehensive explanatory theory. The analysis of the interview transcripts was conducted in 3 stages: open, axial, and selective coding. In the open coding stage, the data were separated and categorized word by word with a code or concept assigned to each. During the axial coding stage, the raw codes related to each other in terms of characteristics and concepts were placed into subcategories. In this stage, the categories were connected in the form of a network. Finally, in the selective coding phase, the main categories and the core category emerged with the help of the coding results. Throughout the data collection and concept development, these steps were reviewed iteratively. At this stage, the researchers answered the fundamental questions and explained the strategies and consequences of the core phenomenon using the paradigm analysis of three parts of the condition (causal and intervening) and discussed their mutual influence over an extended period. In the final stage, this theory provided a framework that led to the emergence of the results through multiple arguments. The researchers then reconstructed and summarized their findings in a coherent manner to provide useful and informative information for the reader. Discussion of Results & Conclusion The findings of the present study revealed that the causal conditions shaping parents' environmental education were their "reaction to environmental crises", "parental responsibility", "influence of children's interactions with nature in other areas of their lives", and "parents' commitment to the next generation". The background conditions included "parents' childhood experiences of interacting with nature", "ability to experience nature at home", and "parents' religious beliefs". The intervening conditions were "responsibility training for children", "children's health concerns", and "concerns about computer addiction and virtual spaces". The strategies employed by parents were "facilitating play and experimentation in nature", "interpreting nature and providing environmental education", and "encouraging pro-environmental behaviors and discouraging destructive ones". The consequences were "children's practical sensitivity to the environment", "their tendencies to participate more actively in environmental conservation as adults", and "individual development". The core phenomenon extracted from the analysis was "strengthening the children's ecological identity". This aligned with Schultz's (2000) assertion that parents' personal experiences of constructive interactions with nature in childhood and the ability to experience nature at home are crucial factors in the environmental education of children. The strategies identified in the present study's model of parental environmental education are consistent with the findings of previous research in the field of environmental education, such as the studies by Kahn and Kellert (2002), Sobel (2008), and Haj Hosseini et al. (2019), which emphasized the importance of facilitating play and experimentation in nature. Unlike the study results of Aguirre-Bilshuski et al. (2017) in New Zealand where parents reported a lack of sufficient knowledge and information to justify environmental behaviors, the parents interviewed in the present study did not express any self-statements indicating a lack of environmental knowledge. This difference might be attributed to the fact that the sample population in this research consisted of environmental activist parents, who likely had a higher level of environmental knowledge compared to the general population. In conclusion, this study provided a comprehensive understanding of the factors, strategies, and consequences involved in the environmental education of children from the perspective of parents. The findings contribute to the existing literature on environmental education and can inform the development of more effective programs and policies to promote environmental stewardship among children and families. Introduction Analyzing pro-environmental and destructive behaviors is a critical issue in the field of environmental social sciences. In the literature of environmental sociology, these behaviors are defined in various ways, such as "actions that have a positive or negative impact on the environment" (Stern, 2000), "responsible or irresponsible behaviors to protect or harm the environment" (Thøgersen, 2006), and "actions that are friendly or hostile to the environment and align with the principles of sustainability" (Swanson et al., 2023; Lockie, 2023). At the social level, numerous studies on eco-friendly behaviors, including sustainable consumption (Istrate et al., 2020), waste reduction and recycling (Sharma et al., 2019), and sustainable transportation (Holden et al., 2019), have emphasized the crucial role of family environmental education, particularly in the early stages of childhood. Similarly, research on destructive and harmful environmental behaviors, such as the spread of environmental pollution (Waris et al., 2021), wildlife trafficking (Boroumand & Amiri, 2023), and climate change (McMichael et al., 2006), has revealed the direct and indirect effects of education as a significant root of contemporary environmental challenges. Given the importance of this topic, it is necessary to focus on the process of child socialization and their understanding of human-environment interactions through the process of "education" in the formulation and resolution of environmental crises. The new paradigms in sociology and environmental psychology prioritize environmental education, leading to a renewed emphasis on fostering a moral relationship between humans and their living environment during the socialization process (Barragan-Jason et al., 2023; Boroumand, 2023). The international research literature strongly suggests a significant relationship between children's environmental education by parents and their environmental knowledge, attitudes, and behaviors (Iwaniec & Curdt-Christiansen, 2020). However, no study has yet explored the environmental education of Iranian families and parents and its effect on children's cognitive, value, and behavioral systems. This study aimed to address this gap by studying and formulating parents' lived experiences regarding their children's environmental education. Materials and Methods This research employed a qualitative approach, utilizing the Grounded Theory method and semi-structured in-depth interviews, following the systematic approach of Strauss and Corbin (1997), which aligns with the socio-interpretivist paradigm. The researchers concurrently collected, classified, and analyzed the research data, creating a storyline from the relationships between the central category and other categories. Since in Grounded Theory, sampling cannot be planned in advance and is based on theoretical saturation, 22 parents (11 couples), who provided rich and comprehensive information to address the research questions, were interviewed using snowball sampling. This allowed for the enumeration of categories and dimensions, as well as the in-depth understanding of the relationships between the categories, enabling presentation of a comprehensive explanatory theory. The analysis of the interview transcripts was conducted in 3 stages: open, axial, and selective coding. In the open coding stage, the data were separated and categorized word by word with a code or concept assigned to each. During the axial coding stage, the raw codes related to each other in terms of characteristics and concepts were placed into subcategories. In this stage, the categories were connected in the form of a network. Finally, in the selective coding phase, the main categories and the core category emerged with the help of the coding results. Throughout the data collection and concept development, these steps were reviewed iteratively. At this stage, the researchers answered the fundamental questions and explained the strategies and consequences of the core phenomenon using the paradigm analysis of three parts of the condition (causal and intervening) and discussed their mutual influence over an extended period. In the final stage, this theory provided a framework that led to the emergence of the results through multiple arguments. The researchers then reconstructed and summarized their findings in a coherent manner to provide useful and informative information for the reader. Discussion of Results & Conclusion The findings of the present study revealed that the causal conditions shaping parents' environmental education were their "reaction to environmental crises", "parental responsibility", "influence of children's interactions with nature in other areas of their lives", and "parents' commitment to the next generation". The background conditions included "parents' childhood experiences of interacting with nature", "ability to experience nature at home", and "parents' religious beliefs". The intervening conditions were "responsibility training for children", "children's health concerns", and "concerns about computer addiction and virtual spaces". The strategies employed by parents were "facilitating play and experimentation in nature", "interpreting nature and providing environmental education", and "encouraging pro-environmental behaviors and discouraging destructive ones". The consequences were "children's practical sensitivity to the environment", "their tendencies to participate more actively in environmental conservation as adults", and "individual development". The core phenomenon extracted from the analysis was "strengthening the children's ecological identity". This aligned with Schultz's (2000) assertion that parents' personal experiences of constructive interactions with nature in childhood and the ability to experience nature at home are crucial factors in the environmental education of children. The strategies identified in the present study's model of parental environmental education are consistent with the findings of previous research in the field of environmental education, such as the studies by Kahn and Kellert (2002), Sobel (2008), and Haj Hosseini et al. (2019), which emphasized the importance of facilitating play and experimentation in nature. Unlike the study results of Aguirre-Bilshuski et al. (2017) in New Zealand where parents reported a lack of sufficient knowledge and information to justify environmental behaviors, the parents interviewed in the present study did not express any self-statements indicating a lack of environmental knowledge. This difference might be attributed to the fact that the sample population in this research consisted of environmental activist parents, who likely had a higher level of environmental knowledge compared to the general population. In conclusion, this study provided a comprehensive understanding of the factors, strategies, and consequences involved in the environmental education of children from the perspective of parents. The findings contribute to the existing literature on environmental education and can inform the development of more effective programs and policies to promote environmental stewardship among children and families.

https://jas.ui.ac.ir/article_28444_ef49814015773031ff4386d4d49e7c92.pdf

University of Isfahan Journal of Applied Sociology 2008-5745 35 1 2024 03 20 Investigating the Relationship between Perceived Relative Deprivation and Clannish Divergence in Mamasani and Rostam Counties Investigating the Relationship between Perceived Relative Deprivation and Clannish Divergence in Mamasani and Rostam Counties 139 163 28489 10.22108/jas.2024.140947.2488 FA Soheila Lashkari Ph.D. student of Sociology, Shiraz University, Shiraz, Iran Asghar Mirfardi Associate professor in Sociology, Shiraz University, Shiraz, Iran 0000-0002-1219-4485 Habib Ahmadi Professor in Sociology, Shiraz University, Shiraz, Iran Aliyar Ahmadi Associate professor in Demography, Shiraz University, Shiraz, Iran Journal Article 2024 03 10 Introduction Clans and traditional local divisions can lead to separations and social distancing within communities. In such cases, influential clan leaders may reinforce distinct local and cultural identities through rituals, genealogies, and historical narratives, which can intensify inter-clan competition. Mamasani Region, comprising Mamasani and Rostam counties in Fars Province, is home to 5 independent clans. As societies undergo political and social transformations, the relationships within Mamasani and Rostam counties can be analyzed through the lens of clan dynamics. Feelings of relative deprivation can contribute to the strengthening of ethnic and inter-ethnic divisions. Such perceptions of deprivation may reduce solidarity, cohesion, and social interaction among groups. In the multi-clan Mamasani region, it is important to investigate trends of divergence and convergence over time to inform policymaking and community management. Changes and developments in the economic, cultural, and social spheres of Mamasani and Rostam counties require a deeper understanding of the relationship between relative deprivation and clannish divergence. Given the lack of existing research on this topic, this study aimed to explore the connections between relative deprivation and the social, political, economic, and cultural dimensions of clannish divergence among the people living in the clans of Mamasani and Rostam counties. Materials & Methods This study employed a cross-sectional survey design. The target population was all individuals aged 20 years and above residing in Mamasani and Rostam counties, which comprised 5 distinct clans: Bekash, Javid, Domshanziari, Mahoor and Milati, and Rostam. A sample of 450 participants was selected using a random multi-stage cluster sampling approach. Data were collected through a self-administered, structured questionnaire containing closed-ended Likert scale items. The data were analyzed using descriptive and inferential statistics with SPSS version 26 software. Discussion of Results & Conclusion The findings revealed that the average levels of clannish divergence and perceived relative deprivation among residents of Mamasani and Rostam counties were higher than expected. There was a significant positive correlation between feelings of relative deprivation and clannish divergence, including its social, political, economic, and cultural dimensions. Interestingly, age was not significantly associated with clannish divergence. However, education level showed a significant relationship, with individuals having middle school or undergraduate education reporting the highest levels of clannish divergence and those with postgraduate or doctoral degrees reporting the lowest. Additionally, activity status was found to be a significant factor with students and workers exhibiting the highest levels of clannish divergence and the unemployed reporting the lowest. Multivariate regression analysis indicated that the independent variables explained 9.5% of the variance in the dependent variable of clannish divergence. Given the prominent role and importance of relative deprivation in the multi-clan Mamasani region, addressing this issue was crucial for promoting clannish convergence. Experts recommend evidence-based policy interventions focused on fostering distributive justice across political, social, economic, and cultural domains. Emphasizing meritocracy over particularism in the selection of managers and leaders and leveraging the natural and human capacities of different clans could be effective strategies for improving the sense of justice and social cohesion within the community of Mamasani Region. Introduction Clans and traditional local divisions can lead to separations and social distancing within communities. In such cases, influential clan leaders may reinforce distinct local and cultural identities through rituals, genealogies, and historical narratives, which can intensify inter-clan competition. Mamasani Region, comprising Mamasani and Rostam counties in Fars Province, is home to 5 independent clans. As societies undergo political and social transformations, the relationships within Mamasani and Rostam counties can be analyzed through the lens of clan dynamics. Feelings of relative deprivation can contribute to the strengthening of ethnic and inter-ethnic divisions. Such perceptions of deprivation may reduce solidarity, cohesion, and social interaction among groups. In the multi-clan Mamasani region, it is important to investigate trends of divergence and convergence over time to inform policymaking and community management. Changes and developments in the economic, cultural, and social spheres of Mamasani and Rostam counties require a deeper understanding of the relationship between relative deprivation and clannish divergence. Given the lack of existing research on this topic, this study aimed to explore the connections between relative deprivation and the social, political, economic, and cultural dimensions of clannish divergence among the people living in the clans of Mamasani and Rostam counties. Materials & Methods This study employed a cross-sectional survey design. The target population was all individuals aged 20 years and above residing in Mamasani and Rostam counties, which comprised 5 distinct clans: Bekash, Javid, Domshanziari, Mahoor and Milati, and Rostam. A sample of 450 participants was selected using a random multi-stage cluster sampling approach. Data were collected through a self-administered, structured questionnaire containing closed-ended Likert scale items. The data were analyzed using descriptive and inferential statistics with SPSS version 26 software. Discussion of Results & Conclusion The findings revealed that the average levels of clannish divergence and perceived relative deprivation among residents of Mamasani and Rostam counties were higher than expected. There was a significant positive correlation between feelings of relative deprivation and clannish divergence, including its social, political, economic, and cultural dimensions. Interestingly, age was not significantly associated with clannish divergence. However, education level showed a significant relationship, with individuals having middle school or undergraduate education reporting the highest levels of clannish divergence and those with postgraduate or doctoral degrees reporting the lowest. Additionally, activity status was found to be a significant factor with students and workers exhibiting the highest levels of clannish divergence and the unemployed reporting the lowest. Multivariate regression analysis indicated that the independent variables explained 9.5% of the variance in the dependent variable of clannish divergence. Given the prominent role and importance of relative deprivation in the multi-clan Mamasani region, addressing this issue was crucial for promoting clannish convergence. Experts recommend evidence-based policy interventions focused on fostering distributive justice across political, social, economic, and cultural domains. Emphasizing meritocracy over particularism in the selection of managers and leaders and leveraging the natural and human capacities of different clans could be effective strategies for improving the sense of justice and social cohesion within the community of Mamasani Region.

https://jas.ui.ac.ir/article_28489_89ef6ef79bbd9c0aa04d67e4ad3db31d.pdf