Abedi Jafari, H., Taslimi, M., Faghihi, A., & Shekhzadeh, M. (2012). Thematic Analysis and Thematic Networks: A Simple and Efficient Method for Exploring Patterns Embedded in Qualitative Data Municipalities). Sterategic Management Thought, 5(2), 151-198. [in Persian].
Ali Mohammad Lou, M., Akbari, B & Mahdavianpour, E. (2014), Identifying Social Responsibility in Universities (USR) Using Fuzzy Delphi. Case study: Shiraz University. Ihej, 6(3), 161-192. [In Persian].
Aminkhandaghi, M. and Pakmehr, H. (2013). Domination of Disciplinary Tradition over Guidance School of Art Teachers' Art Curriculum Orientation: Challenges and Damages. New Educational Approaches, 8(1), 21-46. [In Persian].
Angreani, L. S., & Vijaya, A. (2017). Designing an Effective Collaboration using Information Technology Towards World Class University. Procedia Computer Science, 124, 577-584.
Attride-Stirling, J. (2001). Thematic networks: an analytic tool for qualitative research. Qualitative research, 1(3), 385-405.
Azizi, N. A. (2006). An Introduction to Higher Education in Iran with Emphasis on Humanities. Tehran: Institute of Cultural and Social Studies. [In Persian].
Azizi, N. A. (2014). Higher education and learner economics: the expectations of knowledge-based economic and industrial systems from the university. In M. Yemeni (Ed.), New Approaches and Perspectives in Higher Education. Tehran: Research Institute for Cultural and Social Studies. [In Persian].
Balaghat, S. R. (2011). Study of Humanities and its Interdisciplinary Fields Development Challenges in Iran: (The Case Study of Educational Science Course With 3 Lnterdisciplinary Fields, Comparative, Preschool and Primary Education. Interdisciplinary Studies in the Humanities, 3(4), 117-129. doi: 10.7508/isih.2011.12.006. [In Persian]
Baradaran Haghir, M., Noorshahi, N. & Roshan, A. R. (2023). The conceptualization of social responsibility of the university in Iran. Quarterly Journal of Research and Planning in Higher Education, 25(3), 1-26. [In Persian]
Beheshti, B., Safaei Movahed, S. and Bagheri, K. (2021). Inefficiency of Humanities in Iranian Universities, Based on Students' Lived Experience; A Phenomenological Research. Journal of Science and Technology Policy, 14(2), 67-80. doi: 10.22034/jstp.2021.14.2.1349, [In Persian]
Chan, S. J., & Lin, L. W. (2015). Massification of higher education in Taiwan: Shifting pressure from admission to employment. Higher education policy, 28, 17-33.
Danaeifard, H; Alvani, M & Azar, A. (1400). Qualitative Research Methodology in Management: A Comprehensive Approach, Tehran: Saffar Publications.
Farzaneh, M., Zeinabadi, H., Naveh ebrahim, A. & Abdollahi, B. (2023). Extracurricular Responsibilities of Faculty Members in the Context of a World-Class University: Introducing the Concept of Scientific Extraversion. Journal of Management and Planning In Educational System, 16(1), 65-96. doi: 10.48308/mpes.2023.103237
Fathi, K., Ebrahimzadeh, E., Farajolahi, M., & Khoshnodifar, M. (2011). Curriculum Internationalization in Iran’s Higher Education: A Distant Education Perspective. Journal of New Approaches in Educational Administration, 2(6), 77-106.
Fathi Vajargah, K. (2015). Basic Principles and Concepts of Curriculum Planning, Tehran: Alam Ostadan Publications.
Fomunyam, K. G., & Teferra, D. (2017). Curriculum responsiveness within the context of decolonisation in South African higher education. Perspectives in Education, 35(2), 196-207.
Hariri, N. (2011). Principles and Methods of Qualitative Research. Tehran: Principles and Methods of Qualitative Research. [In Persian]
Hatami, J. (2016). The challenge of teaching humanities in Iranian universities: a qualitative study. Journal of Research in Educational Systems, 10(32), 234-273. [In Persian]
Hennemann, S., & Liefner, I. (2010). Employability of German geography graduates: The mismatch between knowledge acquired and competences required. Journal of Geography in Higher Education, 34(2), 215-230.
Holm-Nielsen, L. B. (2013). Making a Strong University Stronger: Change without a Burning Platform. In Q. Wang, Y. Cheng and N. C. Liu (Eds), Building World-Class Universities: Different Approaches To A Shared Goal, (pp. 73- 87). Rotterdam: Sense Publisher.
Hosseinpour, M. (2012). The Research Pathology of Faculty Members in Human Sciences. Epistemological studies in Islamic University, 16(50), 45-64. [In Persian]
Jarvis, J. M. (2009). Planning to unmask potential through responsive curriculum: The “famous five” exercise. Roeper Review, 31(4), 234-241.
Keramati, M & Ansari, M. (2015). The employment status of graduates of educational sciences in Tehran University.
National Congress of Higher Education of Iran. SID.
https://sid.ir/paper/878284/fa [In Persian]
Khademi Kelelu, M., Khodayi, M., & Rahimi, B. (2023). Identifying and ranking barriers to employment of university graduates in the Iranian labor market, Journal of Social Problems of Iran, 13(2), 85-122. magiran.com/p2624330
Khosravi, E., salehi, A., Mahmoudnia, A., & Eimani Naeini, M. (2020). Indigenization of Educational Sciences in Iran, its Needs and Challenges, Irainian Journal of The Knowledge Studies in The Islamic University, 24(83), 289-308. magiran.com/p2184669 [In Persian].
King, N., Horrocks, C., & Brooks, J. (2018). Interviews in qualitative research: Sage.
Kumar, R., Karabenick, S. A., Warnke, J. H., Hany, S., & Seay, N. (2019). Culturally inclusive and responsive curricular learning environments (CIRCLEs): An exploratory sequential mixed-methods approach. Contemporary Educational Psychology, 57, 87-105.
Leveille, D. E. (2005). An Emerging View on Accountability in American Higher Education. Research & Occasional Paper Series: CSHE. 8.05. Center for Studies in Higher Education.
Maleki, D., Navehebrahim, A., Abdollahi, B., & Zeinabadi, H. (2023). Designing an Effective Accountability Model for Islamic Azad University: a qualitative approach based on Grounded Theory. Quarterly Journal of Research and Planning in Higher Education, 26(4), 113-142. [In Persian].
Mohammadi Mehr, G. (2015). Content analysis method (practical research guide). Tehran: Danesh Negar Publishing. [In Persian].
Nazarzadeh Zare, M. (2016). Designing and Explaining a Pattern for the Competency of the Tehran University Faculty Members with Emphasis on International Interactions. (PhD of Higher Education Management). University of Tehran, Faculty of Psycology and Education. [In Persian]
Nili Ahmadabadi, M. R. (2009). Responsive Curriculum in Higher Education Case Study: Isfahan State Universities, PhD Thesis, University of Isfahan, Faculty of Psychology and Educational Sciences. [In Persian]
Nili, M., Nasr, A., Sharif, M., & Merhrmohammadi, M. (2010). Social Prerequisites and Outcomes of Accountable Curriculum in Higher Education Case Study: Public Universities of Isfahan. Journal of Applied Sociology, 21(2), 57-76. [In Persian]
Sarkar Arani, M. R. (2014). Self-renewal of faculty members. In M. Yemeni (Ed.), New Approaches and Perspectives in Higher Education (pp. 437-484). Tehran: Research Institute for Cultural and Social Studies. [In Persian].
Taqizadeh Kerman, N., Hosseinqolizadeh, R. and Javidi Kalate Ja’farabadi, T. (2015). A Pathological Study of Knowledge Creation in Humanities Research Centers. Strategy for Culture, 8(30), 161-188. [In Persian].
Thompson, R. A. (2013). Socioemotional development: Enduring issues and new challenges. Developmental Review, 13(4), 372-402.
Torkzadeh, J., & Nekoomand, S. (2015). Validating the scale of university's power of response to environment. Asian Journal of Research in Social Sciences and Humanities, 5(8), 241-252.
Torkzadeh, J., parse, W., marzoghi, R., & mohammadi, M. (2020). framework of Responding to environment in higher education curriculum. Journal of New Approaches in Educational Administration, 11(45), 211-248. [In Persian]
Turkzadeh, J., & Keshavarzi, F. (2014). Changing and revising the curriculum of higher education with a strategic approach.
Conference of the Iranian Curriculum Studies Association. SID.
https://sid.ir/paper/844929/fa [In Persian]
Udvari-Solner, A., & Thousand, J. S. (2008). Creating a responsive curriculum for inclusive schools. Remedial and special education, 17(3), 182-191.
Vreuls, J., Koeslag‐Kreunen, M., van der Klink, M., Nieuwenhuis, L., & Boshuizen, H. (2022). Responsive curriculum development for professional education: Different teams, different tales. The Curriculum Journal, 33(4), 636-659.
Yamani, N. & Fakhari, M. (2014). Social Accountability of Medical Education Curriculum: Barriers and Implications, Iranian Journal of Medical Education, 13(12), 1082-1098. magiran.com/p1241000. [In Persian]
Yemeni Douzi Sorkhabi, M. (2001). An introduction to the performance of academic systems. Tehran: Shahid Beheshti University Press. [In Persian]
)