Introduction: The purpose of this research was to present an appropriate model for the process of education in the country's university system.
Method:  In terms of purpose, research was practical and was done in an exploratory method. The technique of data collection was a mixed method (quantitative and qualitative) by using a questionnaire. Therefore, on this basis, 269 people from all managers, assistants, professors and employees of the Islamic Azad University of Damavand branch cooperated in this research. The analysis of the collected data was done in two descriptive and inferential ways.
Findings: After conducting the research, the results exposed the component of occupational and educational attitudes and learning motivation; the component of student preparation and self-efficacy; the component of active participation in learning; the component of motivation and attitude to transfer; the component of internal norm and perceived behavioral control and Yadasapari; the quality component of needs assessment and scheduling of training courses; the quality component of merit selection and professional characteristics of the course instructors; the component of the features of the content provided and the quality of learning evaluation; the component of access to instructors and auxiliary resources; the support component (colleagues, training officers and senior managers); the component of organizational learning culture; support component (colleagues and senior managers) were considered as variables of the teaching-learning process in the university system.
Conclusion: According to the results, finally, the component "support and service compensation system and employment opportunity" under the title "components of the teaching-learning process in the university system" was approved.
 
Providing a Suitable Model for Teaching-learning Process in University System
Introduction: Teaching-learning processes are an approach in which learners have the opportunity to make information meaningful and focus on high-level thinking skills in order to build knowledge and create information that is useful for applying in the real world. The study of the development process in the world indicates the fact that higher educational systems have always been the fundamental factor in the economic, social and cultural evolution and development of societies. It has been proven that the current society has assigned unique, necessary and important tasks to the university. Today's extensive, dynamic and complex developments and transformations require that universities always learn, develop, and of course, apply new mental and practical attitudes and patterns. On the other hand, in the age of globalization, where educational centers are exposed to the competitive and complex global environment, the existence of a dynamic and efficient educational approach or a theory in a university that wants to be a pioneer in its specialized field and environment is a fundamental challenge, and as well a vital factor in success. In the current state of Iran's higher educational system, the most important task of professors can be considered to be the management of the teaching-learning process. A process is the result of the interaction between the teacher and the learner, and also the factors that generate the teaching-learning system. Expanding professors' understanding and recognition of teaching and learning in higher education can lead to the recognition of their strengths and weaknesses in the management of the teaching and learning process. Moreover, the correction and improvement of this processrequire the existence of suitable frameworks or models that can provide a simple basis for familiarization, reflection, and action of academic staff members in the field of evaluation and development of their activities in the field of teaching-learning process. Therefore, the aim of the current research was to provide a suitable model for the teaching-learning process in the Nation's University system.
Materials and methods: Since in applied research, the main goal is not only scientific discovery, but testing and checking the application of knowledge, so the method of this research was practical in terms of the goal and it was carried out in an exploratory way. The method of data collection was done in a mixed method (quantitative and qualitative), accordingly, the tool of data collection was interviews with experts by conducting specialized interviews; and in the quantitative part, also by the method of inferential analysis and data description; and using factor analysis to analyze the questionnaire data. Sampling was finished through the successive distribution of researcher-made questionnaires as its collection, revision and modification. Then the statistical population in the quantitative part of this research was all managers, professors and university employees a number of 900 people. In order to calculate the sample size, one of the most widely used methods, namely Cochran's formula, was used. Based on this, a sample size of 269 people, from all managers, assistants, professors and employees of Islamic Azad University of Damavand branch, participated in this research. Next, library methods (reading books, articles, magazines, research projects and databases (Internet)) as well as a researcher-made questionnaire were used to collect data related to literature and theoretical foundations formulated hypotheses and presented the initial model of the subject. The analysis of the collected data was also done in a descriptive and inferential way through SPSS 16 and Smart PLS software.  Accordingly, descriptive statistics including frequency, frequency percentage, frequency distribution table, drawing graphs and also describing the response characteristics were used to describe the data. Finally, questionnaires were used and the data was analyzed in the inferential analysis using the factor analysis method.
Findings and discussion: According to the results,  the component of occupational and educational attitudes and learning motivation, the component of student preparation and self-efficacy, the component of active participation in learning, the component of motivation and attitude to transfer, the component of internal norm and perceived behavioral control and  rememberance, the quality component of needs assessment and scheduling of training courses, the quality component of merit selection and professional characteristics of the course instructors, the component of the features of the content provided and the quality of learning evaluation, the component of access to instructors and auxiliary resources, the support component (colleagues, training officers and senior managers), the component of organizational learning culture, support component (colleagues and senior managers) were considered as the variables of the teaching-learning process in the university system.
Conclusion: Finally, the component of support and service compensation system and the opportunity to apply was approved under the title of the components of the teaching-learning process in the university system.
According to RMSEA, RMR, NFI, CFI and finally AGFI calculated for the whole model, the fit of the model waz approved. In the end, it is necessary to explain that the value of RMSEA and RMR less than 0.8, GFI and AGFI above 90% and close to one, all indicated the validity of the model. All these indicators had favorable values. In the current model, the components of the teaching-learning process in the country's university system including; the component of occupational, educational and motivational attitudes, the component of student preparation and self-efficacy, the component of active participation in learning, the component of motivation and attitude to transfer, the component of internal norm and perceived behavioral control and memberance, the quality component of needs assessment and scheduling of training courses, the quality component of merit selection and professional characteristics of the course instructors, the component of the features of the content provided and the quality of learning evaluation, the component of access to instructors and auxiliary resources, the support component (colleagues, training officers and senior managers), the component of organizational learning culture, support component (colleagues and senior managers), and finally support component and service compensation system and employment opportunity) were considered as observed variables 1 and teaching-learning process variable in the university system as latent variable 2.