Substance abuse, also known as drug abuse, is a chronic phenomenon entailing many physical, psychological, social, familial, and economic damages so that the addicted person's social and individual actions are severely reduced. The main purpose of this paper is to compare the emotional intelligence and hardiness in addicts and non-addicts. The sample consisted of 80 drug addicts and 80 normal individuals. The sample size of addicts was determined using convenience sampling method in addiction treatment center of Kermanshah-Iran. Then, the cloning method was used to match the two groups based on the variables of age, education level, number of family members, and family income. The participants answered Petrides and Furnham's emotional intelligence questionnaire as well as Kobasa's 80-item hardiness questionnaire. Then the data were analyzed using statistical tests. The analysis of data showed that there is a significant difference between addicts and non-addicts in terms of emotional intelligence and hardiness so that the emotional intelligence and hardiness of addicts are lower than the normal group. Also, the level of all emotional intelligence components (optimism, understanding one's own and others' emotions, controlling emotions, and social skills) was lower in addicts compared to non-addicts. The same results were obtained regarding the individuals hardiness; in other words, the addicted participants obtained lower scores in all hardiness components (commitment, challenge, and control). The other results of this research showed that there is a significant and negative relation between the duration of addiction and emotional intelligence as well as between the duration of addiction and hardiness. Finally, it was concluded that addicts have lower emotional intelligence and hardiness compared to normal individuals; also, there is a significant relation between the emotional intelligence and hardiness in addicts and normal individuals (p<0.05).

Background: Response to new expectations of society, government and industry has changed the role of universities. Nowadays, universities are expected to play a more active role in national and regional economic developments. Indeed, the emergence of entrepreneurial universities is a response to this expectation, which has entailed forming a new face for the new role of universities. Objectives: The purpose of this study was to validate an entrepreneurial university model with a grounded theory approach. Methods: The population in the qualitative part was the entrepreneurial university experts in universities in the west of Iran, of whom 12 were selected by snowball sampling. The study population in the quantitative part included 396, of whom 211 were selected as the sample. The confirmatory factor analysis and structural equation modeling were used to validate and test the conceptual model in SPSS, LISREL and PLS software. Results: Results of the qualitative part revealed 201 concepts, 21 categories and 6 main classes placed in form of a paradigmatic model with causal conditions, core category, context conditions, intervening conditions, strategies and consequences. Additionally, based on the results of quantitative section, the fitness indices (χ 2 /df = 2.114, GFI = 0.91, AGFI = 0.89, NFI = 0.97, CFI = 0.98, RFI = 0.97, RMR = 0.015, and RMSEA = 0.073) showed that obtained model has favorable fit and 6 main aspects and their conditions can explain the variable entrepreneurial university. Conclusions: Based on the results of the validation, the model and the conditions proposed in the study can evaluate an entrepreneurial university.

The present study performed to evaluate the shared-leadership model in knowledge creation teams among the faculty members of Kermanshah Razi University. This study performed as a descriptive-correlative one and it is an applied study in regard to research goal. The statistical society of study was including all faculty members of Razi University that totally was 360. For determine the sample volume based on Morgan's table, 179 persons selected as study sample by a random relative-category method. The author made questionnaire used as data gathering tool in this study and it includes components such as self-leadership, team confidence, team commitment, shared-leadership and knowledge creation. The content reliability of this tool confirmed by experts and Cronbach's alpha coefficient used to obtain the reliability coefficients of any component. The obtained coefficients were 0.77, 0.85, 0.76, 0.86 and 0.84 respectively. The regression analysis used for analyzing the information. The following results obtained. There is a positive relation between high levels of self-leadership and high levels of team confidence. There is a positive relation between high levels of team commitment and high levels of self-leadership. There is a positive relation between high levels of team confidence and high levels of shared-leadership. There is a positive and significant relation between high levels of team commitment and high levels of shared-leadership. And finally, there is a positive and significant relation between high levels of shared-leadership and high levels of knowledge creation.

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