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Due to the fact that the quantitative development in higher education requires, on one hand, macro investments and challenges in order to provide new resources and making capacity, and on the other hand requires setting goals and long qualitative activities so that it shall not lead to reverse results; therefore, this matter should be conducted by programming and paying comprehensive attention to different aspects and indexes and this matter has caused educational and providential programming in the higher education future development to become inevitable.The goal of this paper is to design a fuzzy expert system for the quantitative development of higher education in Iran. Seeing as how the issuance of required licenses are conducted intensively at the Ministry of Sciences, Researches and Technology; therefore, this system is able to help as a decisionmaking-aid to the higher managers of this Ministry in making decisions regarding the quantitative development of higher education with regard to many elements such as: the structural space of the university, the number of faculty members, the University characteristics and facilities by considering the upper hand documents of higher education development. Designing this program consists of six steps. At the first step, the registered criteria are excavated on the basis of analyzing the content of the upper hand documents and distributing questionnaires among the higher education expert. At the second step, the ranges of alterations of lexical items are determined and at the third step they are changed to fuzzy amounts. At the fourth step, the fuzzy lexical base is compiled using the opinions of the experts and in the fifth step the syllogism engine of the programming system is executed and at the final step defuzzification is conducted. Eventually, the programmed system is assessed by the system output examination method and is accredited by case

Investigates how high school department heads may play a role in the alignment of teachers with a principal’s vision for the school. A survey study based on a theoretical position of the high school as a loosely‐coupled system consisting of departments with distinct subcultures and department heads who are influential leaders is reported. As expected, principal components and multiple regression analyses suggest that behaviours of the principal which emphasise and reinforce the school vision, predict the extent to which teachers support the principal’s vision. However, the congruence of department heads and the principal, in terms of school vision, is a much stronger predictor of teachers’ support for the vision. To a lesser extent, stronger structural coupling between departments also contributes to teachers’ support of the school vision.

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