Objective(s):The main purpose of this study was to investigate the effect of authentic leadership and organizational bullying on job alienation with the mediating role of organizational culture among faculty members of Tabriz University of Medical Sciences. Methods: This was a descriptive study using the structural equation modeling. A random sample of faculty members of Tabriz University of Medical Sciences participated in the study. To collect the data four standard questionnaires were used to assess the variables of authentic leadership, organizational bullying, organizational culture, and job alienation. The structural equation modeling (partial least square-pls) was used to determine the effect of authentic leadership, organizational bullying on job alienation, with the mediating role of organizational culture. Results:The results showed that reliable leadership has no direct effect on job alienation of faculty members of Tabriz University of Medical Sciences, but the results were significant with the mediating role of organizational culture. Also, organizational bullying did not show significant direct effect on job alienation. The indirect effect of organizational bullying on job alienation became significant with the mediating role of organizational culture. Conclusions: Authentic leadership and organizational bullying due to organizational culture has an effect on job alienation among university faculty members.

Background & Objective: To recognize the challenges and obstacles of academic culture in institutionalizing the quality culture in higher education, the Grounded Theory research method helped us to provide a conceptual model in higher education. This model would provide a correct understanding of the challenges and obstacles of academic culture for the beneficiaries. Materials & Methods:The present qualitative study was conducted using Strauss and Corbin's Grounded Theory approach and carried out on 20 clinical and basic science faculty members of Iran's medical sciences universities, in 2022. The process of selecting participants was based on the objective method. Results:The results showed that academic culture was recognized as a central category; infrastructures, educational and research challenges, academic independence, and scientific freedom as causal conditions; individual, cultural, and social factors, communication, and global knowledge as intervening conditions; management challenges, monitoring, evaluation, strategy, and leadership as the context of the formation of the most important challenges and obstacles of academic culture in institutionalizing the quality culture in higher education. The strategies to solve the challenges were divided into three levels, namely micro, mid, and macro, each of which with different subclasses. Conclusion:The results of the present study showed a deeper understanding of the direct and indirect challenges and obstacles of academic culture in institutionalizing the quality culture in higher education, which should be taken into consideration by the beneficiaries.

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