Study of relationship between organizational dimensions climate and acceptance of curriculum innovation (Case study of Isfahan University of Medical Sciences.)

Introduction: Most scholars of educational, organizational climate and curriculum are important Vnvavry is the source of educational innovation. According to deepen and expand the culture of educational innovation as one of the essential needs of educational institutions, major attention to training in this field be.The purpose of this research was to study of relationship between organizational dimensions climate and acceptance of curriculum innovation in Isfahan University of Medical Sciences. Methods: This study was applied one and the research method was descriptive – correlative (survey).Statistical population included all 687 faculty members at Isfahan University of Medical Sciences. 124faculty members at Isfahan University of Medical Sciences were chosen as statistical sample. Research instruments were two questionnaires. A questionnaire for organizational dimensions climate(rules, discipline, democracy, social and cultural factors organizational image, total goal) which designed by Gole(2008) that has 37 questions' questionnaire was for acceptance of curriculum innovation(innovation goals, innovation content, innovation learning – teaching ,innovation evaluation).The reliability of these questionnaires was examined by the view of experts and their validity was calculated by Cranach Alpha and estimated 96%.To analyze data in the level of inferential statistics, multi Regression, Levin and MANOVA were employed. Results: Findings showed that:1) There was positive and significant relation between organizational dimensions climate and acceptance of curriculum innovation.2)There was positive and significant relation between organizational dimensions climate and acceptance of curriculum innovation goals ,curriculum innovation content, curriculum innovation learning – teaching ,and curriculum innovationevaluation.3) There was a significant difference between averages of organizational dimensions climate in terms of university, college, tenure, academic trips grade of academic faculty members at faculty members at Isfahan University of Medical Sciences (p<0.05),4)There was not a significant difference between averages of organizational dimensions climate in terms of sex faculty members at university of Isfahan and faculty members at Isfahan University of Medical Sciences (p<0.05). Conclusion: The effect of organizational climate in educational policies and educational programs, and revised in accordance with the conditions that caused curriculum the new education is inevitable. Requiring faculty members to observe the educational innovations in the teaching process, integrated and convergent approaches in the content of such postings education today.