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Seeks to find predictors of learning organizations as determined by Marquardt’s Learning Organization Profile (1996). For this study, male and female professionals were asked to rate their perceptions about their organizations. They were asked to rate their organizational perceptions on rewards and recognition, training and education, information flow, vision and strategy, and individual team development. Finds that appropriate rewards and recognition are an undergirding structure to the learning organization and that an environment of knowledge sharing and learning systems is an indication of a learning organization. Results support the notion that interventions intended to aid in the metamorphose from a current organization state to that of a learning organization may wish to focus initially on these aspects.

A mentoring relationship has the potential to be widely used throughout an individual’s lifespan. Including mentoring relationships into one’s life can assist with transition management in and out of various life scenarios. A mentoring model has been proposed that blends human development with the dimensions of mentoring. It is assumed that the dimensions of the model are continuous and multidimensional. We recognize three interactive dimensions that surround the mentoring interaction which shape the mentor and protégé relationship. These dimensions are defined as: socialization; task development; and lifespan development. The model can be utilized as a diagnostic tool or as a training model to promote mentoring relationships.

With the growth of worldwide e‐commerce, companies are increasingly targeting foreign online consumers. However, there is a dearth of evidence as to whether global consumers prefer to browse and buy from standardized global web sites or web sites adapted to their local cultures. This study provides evidence from five different countries as to whether global consumers prefer local web content or standardized web content. The study also measures how the degree of cultural adaptation on the web affects consumer perception of site effectiveness.

The purpose of this paper is to determine university service quality in the International branch of Amirkabir University (Iran).

In this study, a total of 102 students in five courses (Electronic engineering, Civil engineering, Mechanical engineering, Chemical engineering and MBA) in the international branch of Amirkabir University, were asked to complete a SERVQUAL questionnaire. This questionnaire measured students’ perceptions and expectations in five dimensions of service that consists of assurance, responsiveness, empathy, reliability and tangibles. The quality gap of university services was determined based on differences between students’ perceptions and expectations.

The results demonstrated that in all of the five SERVQUAL dimensions there was a negative quality gap (p<0.05). Also responsiveness is the most important dimension for the students but had the largest gap. So improvements are necessary and the university must pay more attention to the students’ requirements.

The current research was conducted among international branch of Amirkabir University, so the results are limited to those faculty, not to the whole of the university. Also, there were many questions in the questionnaire, which made the students tired and impatient.

There are limited researches that consider service quality in Iranian higher education. However, for the first time, the service quality of the international branch of Amirkabir University was measured in this research by SERVQUAL. Measuring education service via SERVQUAL in order to determine ways to improve quality is one of the major fields of application of the model. Continuous research in the field will benefit the welfare of the public society.

The purpose of this paper is to determine the quality gap of university services in the behavioral science faculties of the University of Tehran (Iran).

In the current research, 300 students of five behavioral science faculties – Psychology and Educational Science, Social Science, Economics, Physical Education and Sport Science, Management, Entrepreneurship – in the University of Tehran (Iran), were chosen randomly and completed the SERVQUAL questionnaire. This questionnaire consists of two parts regarding customer's perceptions and expectations about the quality of service. SERVQUAL questionnaire measures the five aspects of service which include assurance, responsiveness, empathy, reliability and tangibles. Therefore, the quality gap of the services of behavioral science faculties was determined according to differences between the students' perceptions and expectations. In order to analyze research data, descriptive statistics, t‐Student and ANOVA analysis were conducted.

The results demonstrated that in three of the five SERVQUAL dimensions (tangibles, reliability, and empathy), there was a negative quality gap (p<0.05). Thus, improvements are needed across three above‐mentioned dimensions. Also, there were no significant differences between perceptions and expectations of students based on their gender, degree and field of study.

The current research was conducted among behavioral science faculties of the University of Tehran, so the results are limited to these faculties, not to the whole university.

There are limited researches that consider service quality in Iranian higher education. However, for the first time, the service quality of behavioral science faculties of the University of Tehran was measured by the SERVQUAL in this research.