جستجوی مقالات مرتبط با کلیدواژه "دانشگاه کارآفرین" در نشریات گروه "علوم اجتماعی"

Education has long been the mission of universities. Nowadays, due to the importance of economic transformation from resource-based to knowledge-based and the key role of universities in this line, universities move toward more innovation and entrepreneurship and are known as entrepreneurial universities. By doing so, the education mission is also evolved. This study is a mixed quantitative study that aims to suggest strategies to carry out an entrepreneurial university's educational mission. The study answers the question of which strategies can lead to fulfilling the education mission in Entrepreneurial University. To do so, it systematically reviews the Iranian literature. Focusing on Iranian literature, we consider not only dimensions mentioned by international researchers but also local dimensions in the context of Iran. The study uses a framework synthesis approach to elicit a conceptual framework. It also uses a focus group approach to identify educational strategies corresponding to the framework. The results reveal an increasing trend of Iranian researchers' concern about Entrepreneurial University. The conceptual framework consists of three key dimensions (students, staff, and institution), nine categories, and eighteen sub-categories. Corresponding to the sub-categories, the focus group identified twenty-three strategies. The themes mentioned in the literature are presented as example actions in explanation for each strategy. The finding of current research is an initial step for other researchers and policymakers in a better understanding of strategies and actions toward entrepreneurial education.

Lack of attention and adherence of organizations and affiliated managers to their duties and social responsibility is one of the social issues and problems that can hinder sustainable development. Changes in the conditions and needs of society have led to changes in the mission of universities. The main purpose of this study is university social responsibility: to provide a model of university effectiveness in the development of social entrepreneurship. This research is of applied purpose type. Data were collected in the form of libraries with filing tools and field tools using the standard questionnaire of components of Karafarin University, et al. (2016) with 48 items. The statistical population of all professors of Payame Noor University of Mazandaran province was 164 people who were selected using available random sampling method and Morgan table 115 people were selected as a statistical sample. Statistical data were analyzed by forming frequency distribution tables using SPSS and Smart PLS software. The dimensions of empowerment, social responsibility, communication, organizational and scientific are the most important among the identified dimensions, respectively. Among the identified dimensions, the supportive dimension of the university in the development of social entrepreneurship with a factor of 0.84, the organizational dimension of the university in the development of social entrepreneurship with a factor of 0.79, the communication dimension of the university of social entrepreneurship with a factor of 0.77, the empowerment of the university of social entrepreneurship with a factor of 0.75 University of Social Entrepreneurship with a factor load of 0.71, and respectively have a greater degree of belonging to the concept of the university model in the development of social entrepreneurship than other dimensions. The appropriate situation of Payame Noor University in terms of the components identified for the university in the development of social entrepreneurship in this study can confirm the ability of this university in the field of social entrepreneurship.

The purpose of this study was to provide a model for developing the entrepreneurial ability of the young generation in the context of higher education curriculum planning. The present study was developmental and qualitatively based on the data method of the Glaser Foundation. The statistical population in the study background consisted of all available domestic and foreign theoretical and research texts, related references and upstream documents of the education system of the Islamic Republic of Iran. The sampling method of this population was purposeful. There were curriculum and entrepreneurship which were selected by the method of snowball and theoretically saturated. The results showed that in the research background section, 46 components were extracted in the form of 8 factors and in the interview with experts’ section, and 71 components were extracted in the form of 12 factors. Similar to the elimination and final cases, which included 100 components in the form of 12 factors were extracted in the causal conditions of factors such as creativity and innovation, leadership, entrepreneurial experience and training, as well as in the intervention of five factors of teamwork, perseverance, risk-taking, independence and positive thinking. In the context of the three main factors of familiarity with the industry, the characteristics of the university and the support and infrastructure affecting the curriculum model were identified and determined based on entrepreneurial indicators.Keywords: Entrepreneurship, Curriculum, Entrepreneurial University, Scientific and Applied, Foundation Data Method.

In the last 40 years, a series of global economic and technological developments, along with a number of specific political and security events, have further strengthened the rule of economic discourse on higher education policies, a particular recognition of the University's mission of direct participation in innovation and economic development . In this regard, the entrepreneurial university model, have focused on the broader attention of governments and policymakers due to the focus on knowledge commercialization, academic entrepreneurship and regional innovation development. Therefore, the present study aims to provide a more cognitive knowledge of what the idea of ​​an entrepreneurial university, its effective factors and the consequences of its development, try to implement the wisdom policy of higher education in Facing the entrepreneurial university model. For this purpose, a selection of articles related to the entrepreneurial university model has been analyzed. The results of this analysis indicate that the second academic revolution is a generalized subject in which this model is, and its development phases, along with the drivers and factors of formation, as well as its implications, have been explained. In the end, placing these results in the wider context of the research background of the university's role in innovation, the main constraints of this model are identified and discussed. In sum, this study is an indication of limited possibilities and the limited utility of entrepreneurial university model, in which terms such as the second and third academic academic revolutions seem to be exaggerated and counterproductive.

The present study aims to identify factors contributing universities to become entrepreneurial. In this regard, we first studied the existing literature and theoretical foundations and after extracting the involved factors, they were categorized and designed in the form of a researcher-made questionnaire. Subsequently, using semi-structured interviews with experts in the field of entrepreneurship, the extracted factors were examined and a few of them was rejected and others were verified. In the next step, based on the identified factors, the present situation of Alzahra University was studied. This research is applied in terms of purpose, quantitative in terms of approach, and is considered a descriptive survey in terms of collecting data. The statistical population of the study was consisted of 344 members of faculty members of Alzahra University. Using Morgan table, 182 of them were selected through stratified sampling. The data gathering tool was a researcher-made questionnaire. In the first part of the study, the findings indicated 8 factors and 50 indicators including entrepreneurial leadership (8 indicators), entrepreneurial organizational structure (4 indicators), entrepreneurship training factor (9 indicators), entrepreneurial culture factor (9 indicators) , faculty members and creative and innovative staff factor (7 indicators), entrepreneurial marketing factor (4 indicators), entrepreneurial supporting measures (4 indicators), commercialization of research (5 indicators), that all of which were approved. In the second part of the study, based on the identified factors, the status of Alzahra University was studied. Findings show that Alzahra University, except for the "organizational entrepreneurial structure" factor, is not in a satisfactory situation in terms of other identified factors.

The Islamic-Iranian pattern of progress is a kind of pattern that is realized with the inclusion of Islamic ideological and axiological foundations with entrepreneurship being one of the most important ones. The concept of entrepreneur university or the third generation university, its models and quality of its formation in various countries have been among important issues worthy of consideration during the recent years. Therefore, there are various research works available on identifying indexes and characteristics of this kind of university. A thorough review of these research works indicates expert-level concentration on software aspect of the entrepreneurship university and their inattention to the software requirements. This research paper has embarked on identifying hard and soft factors for formation of entrepreneur university in Iran. The researcher has tried to identify the aforesaid factors through a qualitative approach and with the help of semi-structured interviews, library studies, and thematic analysis. Then, in the next step, the validation of identified factors was approved through a quantitative approach with distribution of questionnaires among the experts and their analysis with nonparametric Binominal Test. Results of the research indicate that the entrepreneur university, in soft aspect retains main components of key players, norms, social and cultural factors, and personality-motivation factors and in hard aspect it retains major components of policies and strategies, information and promotional infrastructures, backup institutional infrastructures, manpower-organizational infrastructures, environmental-governmental infrastructures, environmental links, management systems, educational and research systems, supportive-evaluative and financial systems.

The pace of change is a characteristic of the 21st century, and sometimes the pace of these changes is increasing, and most societies ignore their perceptions. The prevailing atmosphere of today's economy is the risk associated with uncertainty and can not be countered by these corrective actions and these changes as well as the creation of a sustainable competitive advantage. The first generation of universities, the mission of education and the second generation, in addition to its previous task, is also responsible for research, but the third-generation academic, called the Entrepreneur's University, is also a leading actor in the country's economic growth and development, in addition to its teaching and research function. Looking at the world's top universities in internationally acclaimed systems, one can get, between academic rank and political, economic, and political power. . . Communities have a meaningful relationship. An entrepreneurial university is not a university or organization, but a structure or culture. A culture that brings creative and innovative growth and development to the surrounding environment. Accordingly, in this paper, after the concept of the term Babayan entrepreneurship, the problems of today's universities with the industrial approach and transformation in the mission of universities, the need for entrepreneurship in the context of university and the role of the university in industrial development, then the role of culture as an academic tool in establishing the concept of university The entrepreneur was referred to as well as the morale and culture in the academic environment.

This research aims at identifying the effective components of the organizational structure of the University of Entrepreneurship that contribute to the creation of knowledge-based economics. The research method was a cross-sectional method and the statistical population included experts and experts in the field of growth centers in Azad-e-Azad universities in Fars. Sampling was targeted in qualitative study and in a stratified random sampling. In the qualitative section of 11 people in the interview process and in the quantitative section with a population of 976 people, 277 people participated as an example in this study. The data gathering tool was an interview and a researcher-made questionnaire. After confirming the validity, its reliability was 83%. For analyzing the data, descriptive statistics and inferential part of exploratory and confirmatory factor analysis were used. The results of the research in the qualitative section indicated that in the framework of the knowledge economy, 8 components were identified in the organizational structure dimension. In the quantitative part, the findings showed that the component of all-round attention to innovation in the university with the highest factor load (79.0) and the decision-making component of the informal and council with the lowest factor load (68.0), of the total variance And other components are important in the next order respectively. The final pattern of the research was confirmed by fitting indices, standard coefficients. The coefficient of influence of the components in the organizational structure of the entrepreneurial university in creating a knowledge-based economy alone is the highest impact factor in the component of universal attention to innovation in the university with 79/7 and the least in the decision making component, informally and councilly. Was

The literature on university entrepreneurship and entrepreneurial university is rapidly expanding. Universities in developed countries have become increasingly entrepreneurial. In knowledge-based economy, universities in addition to their traditional missions like education and research have been involved in their third mission including innovation process and technology development. In this respect, new networks related to universities are grown and universities regarding their capacities as generators and distributors of knowledge, in the form of entrepreneurial universities play their crucial roles in industrial innovation, technology development, job creation and prosperity as well. In this regard, the new age faces huge developments in academic systems to be in line with indigenous, regional and international economic development. Therefore, the overcoming approach of educational and research activities, is demand oriented in relation with peripheral organizations. If mutual relations of academic environment with external organizations including firms are organized with effective mechanisms, its result will be job creation, prosperity and more productivity of human and non-human resources.This paper aims to express the modern entrepreneurial roles of academics, explain the evolutionary process of the knowledge production styles including global experiences, academic entrepreneurship models and mechanisms first, then tries to draw a framework to expand the academic entrepreneurial activities for technology development, job creation and prosperity.