طراحی الگوی تبیین کننده بسترهای بازدارنده اجرای مسئولیت پذیری حرفه ای اعضای هیئت علمی: براساس نظریه داده بنیاد

Purpose: One of the expectations of universities and academics is to influence and influence the policy and improve the level of society based on wise decision-making, ;Faculty members, are considered elite and reference groups of the society and are expected to participate in the professional responsibilities of the university. This is despite the fact that at present, a kind of formal obligationism has cast a shadow on them and on the universities. Perhaps this situation not only indicates the lack of support or encouragement approach, but also concerns about the harm that sometimes happens to people in the way of voluntary activities. Due to this, the need to evaluate the effectiveness of accountability in higher education institutions has been considered for a long time, the existential philosophy of these institutions has always been centered on the production and dissemination of knowledge. For this reason and in order to properly manage organizational knowledge, appropriate tools are needed. Awareness of the state of knowledge management helps the organization to identify its knowledge weaknesses and deficiencies in order to maintain or increase competitive advantages (Darvishi, 2021). As long as universities do not conduct a survey in this field (knowledge assets), knowledge management will not lead to improved performance and organizational development. Therefore, correct dealing with the challenges and achieving the goals is only possible if the university can consciously and clearly manage the processes related to responsibility and knowledge creation. It is the top scientific rank among the universities of the country and the region. Therefore, the purpose of this research is to explore the university's approach to understanding and finally applying the work experiences of academic activists can be a policy to improve the professional responsibility of academic staff members in universities. It doubles the importance of this type of studies. In this regard, the main research questions are as follows: a. What are the challenges and obstacles of not realizing professional responsibility in the university? b. What are the constituent elements (main category, causal conditions, background, intervening conditions, strategies and consequences) of this pattern?

Materials and methods: This research, using the qualitative method and the systematic design of the data theory of the foundation, for this purpose, 27 members of the university faculty and policy makers in the field of higher education in the universities of Khuzestan province were interviewed in the field of research. Purposive sampling method was used to select the participants. The results of the interviews were analyzed through the grounded theory method in three stages of open coding, central coding and selective coding.
Discussion and conclusion: The results of data analysis in three stages, open, central and selective coding indicated twelve general categories, which in the form of a paradigmatic model include: causal conditions (predominance of research-oriented policy instead of quality policy and pedagogy policy, low The level of independence of academic institutions, the undesired function of policy-making, management and organization, the lack of intra-university infrastructure, the flexibility of the governance of task structures and detail-oriented view, the absence of a systematic view and the feeling of the ineffectiveness of the activity's effect. social, the way of decision-making and expectations of governing institutions); action-interactions (decreasing the quality of education and research, reducing professional mission, distancing from scientific norms, isolation of board members and migration of elites), adaptability (adherence to partial policies, adaptation to culture and The organizational atmosphere of the university, self-censorship, avoiding entering into a sensitive topic) and the consequences (quantification of the value system, education, research and evaluation of the university, lack of familiarity with the fear of falling, alienation and loss of meaningful life, lack of scientific resilience, failure putting the system of education, research and training, lack of questioning, passion for ignorance and self-inflicted ignorance) that are formed around a core category (the structure and agency of reducing the professional mission). Paying attention to the professional responsibility standards of faculty members can be one of the basic strategies to improve the quality assurance of the higher education system. Finally, this model's availability of the mechanism of challenges and feedback makes the administrators of the professional development programs of faculty members to ensure the effectiveness of these programs and, if necessary, apply the necessary reforms in this field.