Readiness for Change in the Relationship between Abusive Supervision and Innovative Self-efficiency of Employees of Shiraz University of Medical Sciences

Background: The negative behaviors and abuse of supervisory tasks have negative consequences for employees and organizations. One of these consequences is reduction of readiness for change and innovation capability in organizations. Therefore, the aim of this study was to investigate the role of readiness for change in the relationship between abusive supervision and innovative self-efficiency of employees of Shiraz University of Medical Sciences in 2015. Methods: This is a cross-sectional study using path analysis. In this study, 216 employees of Shiraz University of Medical Sciences were selected using random sampling. The research questionnaires included abusive supervision, readiness for change, and innovative self-efficiency of employees that their reliability and validity were approved. Data were analyzed using SPSS 22, Lisrel 8.50, Pearson’s correlation coefficient, and simple and multiple regressions. Results: The results showed that abusive supervision had a significant negative effect on different aspects of readiness for change (P<0.0001). Emotional readiness for change had a significant positive effect on employees’ innovative self-efficiency (P<0.0001) and played a mediation role in the relationship between abusive supervision and employees’ innovative self-efficiency. Conclusion: Since innovation leads to changes in the organization; therefore, employees should be prepared for these changes in advance. This preparation can be increased or decreased by the supervision methods used by the managers and their supervisory behaviors

The Validation of the Conceptual Scale of Hayat Tayyaba based on Islamic Texts

The purpose of this research is to validate the conceptual scale of Hayat Tayyaba based on Islamic sources.&nbsp; The research approach was quantitative and the method used was descriptive-survey.&nbsp; The statistical population of the research consisted of all the faculty members of theology, education and Islamic education, doctoral students of theology and Islamic education, primary school and high school teachers of education department.&nbsp; 317 people were selected using simple random sampling method.&nbsp; The instrument used was a researcher-made questionnaire based on theoretical studies and research background and with a Likert scale.&nbsp; For its validity and reliability, content validity and Cronbach's alpha were used and analyzed by confirmatory factor analysis.&nbsp; Based on the results of the quantitative part, the conceptual scale of Hayat Tayyaba was confirmed by the research sample, and the results of the confirmatory factor analysis showed the significance of all the components of the conceptual scale

Presentation of a Causal Model of Campus Community Quality, Knowledge Sharing and Academic Performance among Students of Shiraz University of Medical Sciences

Introduction: As an intellectual and ethical environment, university campus increases motivation and enhances constructive interactions among students by creating and disseminating knowledge and leads to emergence of talents. The purpose of this study was to examine the relationship among university Campus community quality, knowledge sharing and students’ academic performance. Methods: This descriptive-correlational study was performed on all students of Shiraz University of Medical Sciences in 2013-14 academic years. 175 students were selected through random sampling method. Research tools were the College and University Community Inventory Ernest Boyer and the knowledge sharing behavior scale derived from the work of Van den Hooff and De Ridder cited in Salimi. The questionnaires were distributed among subjects after calculating the validity and reliability. Data were analyzed through simultaneous multiple regression analysis according to Baron and Kenny’s model. Results: Results showed that: 1) Campus community quality was a significant positive anticipant of students’ academic performance (p<0.0001T f=50.83). 2) Campus community quality anticipated 61% of students’ total knowledge sharing variance. 3) Campus community quality components had a significant influence on knowledge reception (p<0.0001, f=33.134). 4) Campus community quality anticipated 76% of students’ total knowledge reception variance. 5) Knowledge sharing and Campus community quality components had significant effects on students’ academic performance (p<0.0001, f=76.74). 6) Due to the mediating role of knowledge sharing, Campus community quality also was a significant positive anticipant of students’ academic performance. Conclusion: According to the results, in order to enhance and promote campus community quality and students’ knowledge sharing, the following are suggested: improving the quality of campus community in line with target-orientation, promoting scientific and ethical relations among the members, maintaining respect for students and enhancing university physical facilities, and encouraging students participation in knowledge sharing