احمد کیخا

Students make many academic decisions during their academic careers, and these decisions are influenced by many internal and external factors. These decisions have significant consequences on their future education, careers, and personal lives. Knowing the reasons behind academic decisions could help improve students' academic success. Additionally, it has helped universities and higher education institutions achieve their goals, thus promoting the development of higher education. Another important point is the method of analyzing students' academic decisions with classical, neoclassical, behavioral, and cognitive approaches. Each of these approaches has a specific look at decision-making based on the evolution of the newest and most complete cognitive approach. Therefore, the analysis of students' academic decisions with a cognitive approach would lead to more noteworthy achievements. Based on this, the purpose of this study is to categorize and prioritize the effective factors in students' academic decisions with a cognitive approach. To achieve this goal, two questions were designed; (a) According to the cognitive decision-making model, what components do students' academic decisions include? (b) Which component of the cognitive decision-making model has more weight and priority in the academic decisions of Tehran University students?

This research was conducted in two stages. In the first stage the qualitative content analysis method of 50 graduate students from fourteen faculties at Tehran University who had made academic decisions during the period (2016-2021) using the purposeful random sampling method was applied. The purposeful selection of samples is based on statistical analysis. We conducted interviews with these selected students. To analyze the data, specifically, the three-step approach of Elo and Kyngäs (2008) has been used. Based on this approach, the first step is choosing the unit of analysis and understanding and insight from the entire data. The second stage was organizing and the third stage was reporting the results. In addition, we used a cognitive decision-making framework (Naderi, 2013). This framework was the basis for designing interview questions and categorizing content analysis results. The mentioned framework had 9 components in different layers. In the second part, we prioritized educational decisions using Shannon's entropy analytical technique. Academic decisions in this research include the decision to leave, remove a semester, change fields, transfer, and drop out.

In general, we identified 9 categories, 21 subcategories, and 600 key concepts. These components encompass thoughts and perceptions (personal thoughts and perceptions); preferences (personal preferences/preferences and non-personal preferences/preferences); values and emotions (individual values and emotions and impersonal values and emotions); environment and conditions (scientific environment (university) and social and cultural conditions); information and knowledge (personal information knowledge and non-personal information knowledge); risk and uncertainty (risk and ambiguity in conditions); institutions and governments (university level, higher education level, education level, government level, and military service level); consequences and results (individual consequences and results, non-individual consequences and results) and opportunities (individual opportunities and non-individual opportunities). Based on the weighting of these components, the most important ones are information and knowledge and risk and uncertainty. Essentially, we categorized and analyzed the extracted concepts based on the cognitive decision-making model. In the end, based on the research findings, policy proposals were presented to decision-makers in higher education at two levels (micro and macro). Among the micro-level suggestions, we can mention the diversification of the financial aid and student loan systems to prevent students with lower economic levels from dropping out with timely measures. At the macro level, it is also possible to mention the proposal to develop the relationship between universities and industry and improve the labor market situation of graduates to prevent them from deciding to emigrate by creating more job opportunities for students in addition to their individual growth.

The purpose of a research project which is reported here was to analyze the quality of engineering education based on the data collected from the articles published in the Iranian Journal of Engineering Education (IJEE). Furthermore, based on the findings, suggestions towards improving the quality of engineering education in Iran have been provided. In doing so, the content analysis of aforementioned studies was conducted in two steps. In the first step, a scoping review method was carried out to a selected 31 study sources from the database of the IJEE from 1999 to 2023 by considering specialized keywords. Then, the qualitative content analysis was carried out. The findings were classified into three categories: input, output, and outcome factors. Input factors included students, educational and curriculum programs, higher education policies, university policies, faculty members, and facilities. Output factors included the unemployment of engineering graduates (job problems and migration of engineering elites) and the separation of engineering universities from the industry (shortcomings of the university and the industry). Outcome factors included the impact of social and cultural conditions, as well as economic and political conditions on engineering education graduates. In the end, based on the obtained results, executive suggestions for revising policies and improving the quality of engineering education have been proposed.

The aim of this research is to investigate the status of innovation in governance and leadership of Iran's top level universities. In this qualitative research, a conceptual model in 17 dimensions was designed by reviewing documents and articles by combining the model of Burton Clark Innovative University and the Guiding Framework of European Innovative Universities. Then, data from universities Tehran, Shahid Beheshti, Sharif, Tarbiat Modares, Amirkabir, Allameh Tabatabai, Science and Technology of Iran, Khajeh Nasir al-Din Toosi, has been collected. Based on real data, it is shown that Iranian universities and top level universities, despite some issues, shortcomings and dysfunctions are full of positive developments and small, medium, large, gradual and fundamental innovations. The innovation of level one universities in the field of governance and leadership is evaluated in the framework of the research guide and conceptual model and in the descriptive area of "moderate". Also, among the dimensions and elements of innovation in governance and leadership, the dimension of "governing of the Board of Trustees" has the lowest score in the descriptive area of "very weak situation" and the dimension of "structure and organization" and the dimension of "planning and monitoring" has the highest score in the descriptive area. "Excellent condition" has been assessed.

 In this article, the policies and goals of higher education in several selected countries have been analyzed and compared, and the appropriateness of these policies for Iran has been examined from the point of view of their desirability and localization. In the framework of the research, the goals and macro policies of the selected countries have been calculated and then their commonalities and differences have been identified. The results showed that: Australia acts in line with the approaches and policies of the Commonwealth of Nations (in line with Great Britain). In these countries, higher education has emerged as a profitable industry. As it is in England, which is the leader of this group of countries. Italy behaves within the framework of EU policies and the implementation of the Bologna process. This process has created the European Higher Education Area under the Lisbon Convention. Canada has its own policies and programs, and in the framework of internationalization, it was able to pursue its goals regarding the international mobility of professors and students and gaining wealth through innovation, even during the Corona era. This country intends to be a leader in innovation and the central core of that is the universities. Qatar and the UAE are looking for a rapid scientific leap by relying on regional facilities and advice from the United States and England, and their higher education system is still state-run. Finally, from the point of view of the degree of desirability and the possibility of localization, the various policies and goals of these countries were ranked by higher education experts.

This research explores tuition's role in students' academic decisions. The results can help improve the effectiveness of tuition policies.

This research was done using the Meta-Synthesis method. Based on this, the specialized keywords of the research in international databases (Science Direct, Springer, Wiley Online, Eric, Sage, Emerald) in The period (1990-2022) were searched. Then, using judgmental sampling, 77 studies were selected for analysis. Next, by using Shannon's entropy analytical technique, it was determined which academic decision has more weight and priority than other academic decisions in this study.

Five academic decisions made by students have been identified accompanied with the other determinants, which are the decision to enroll, the decision in making further academic effort for greater academic progress, the decision to dropping out of university education, the decision to continuing education, the decision to changing the field of study which have been affected by the tuition fees. Based on the Shannon entropy analytical technique results, the decision to continue university education has obtained a greater weight and affectability in comparison with other academic decisions in this study.

In exploring the role of tuition fees in students' academic decisions classified in five categories, we conclude that the students’ decisions are significantly affected by tuition fees and some other factors. In addition, each area of students’ academic decisions comprises of some sub-categories elaborated into eleven primary sub-categories and 506 key concepts.

Investigating and solving the problem of innovative research at universities can help improve the role of these institutions in developing technology and knowledge exchange among different social and economic audiences as well as contribute to more effective interactions between universities and society. The purpose of this article is to identify and report innovation in the field of research, technology, and knowledge exchange in major universities located in Tehran. This research has been carried out quantitatively based on institutional registration data in two steps. First, the components of the model or conceptual framework were identified through an unsystematic review of the documents. The components include innovation in inputs, processes, and outputs. Inputs encompass human and financial resources aw well as infrastructure; processes involve structures, organizations, mechanisms, and procedures; and outputs comprise of creation and application of knowledge and technology, demand-oriented research projects, the quantity and quality of published scientific articles, books, journals, faculty members' scientific ranks, honors they possess, the expansion of postgraduate education, technological units, start-ups, knowledge-based companies and accelerators, international scientific mobility, and income in the field of research, technology, and knowledge exchange. Second, the state of innovation in eight universities under study has been analyzed in the context of research, technology, and knowledge exchange. In these universities, innovation was found to exist in both concept and perspective: innovation in the research and technology system and its elements and components, and the support of universities and the university research and technology system for transformation and innovation to address stagnation, stasis, and recession. Universities have undergone significant transformation and innovation in research inputs, processes, and outputs, technology, and knowledge exchange, hence, they actively support and promote innovation.

The present research has been carried out to explain the factors affecting the compliance of graduate students with research ethics.

The current research was a descriptive-survey type of research. The studied population included all Allameh Tabatabai University graduate students; 266 students were selected using the stratified sampling method.

The research results show that the standardized coefficients in the measurement models: in the dimension of individual factors, in the group of women, personality, and the group of men, motivation had the highest factor load. In the model of environmental factors inside the university, both indicators have close factor loadings in the group of women and men. Finally, research and writing in the non-Persian language have the highest factor load in the model for measuring environmental factors outside the university in the group of men and women. Structural standardized coefficients also showed environmental factors outside the university in the whole sample and the group of women, and in the group of men, individual elements with the highest factor load on research ethics.

The upcoming research aims to identify the challenges and solutions of the mechanisms of providing and allocating financial resources in the faculties of Tehran University. To achieve this goal, four questions were planned. 1) What challenges are Tehran University faculties facing in attracting new financial resources? 2) What challenges do Tehran University faculties face in allocating financial resources? 3) What solutions are for diversifying financial resources in Tehran University faculties? 4) Solutions for optimizing financial resource allocation mechanisms. What are the faculties of Tehran University?

This qualitative research was written using interpretive phenomenology. Therefore, using targeted sampling, interviews were conducted with 11 financial and administrative assistants of Tehran University. The data were analyzed using the seven-step method of Dickelman (2009). The technique of Member checking and peer review has been used to validate the data from two strategies.

In response to the first question, the findings were classified into 12 secondary subcategories and four primary subcategories: lack of ability in the financial development of the university, the inefficiency of rules and regulations, managerial-executive weakness, and weakness in infrastructure. In response to the second question, the findings were categorized into five secondary subcategories and two primary subcategories: traditional budgeting system and inefficiency of the organizational design of financial resource allocation. In response to the third question, the findings were grouped with 12 secondary subcategories and four primary subcategories: diversifying the university's income sources, amending laws and regulations, modern management, and infrastructure development. The findings were divided into five secondary subcategories in response to the fourth question. Generally, they included two primary subcategories: a performance-oriented budgeting system and an efficient and effective executive system in allocating financial resources.
Discussion and

In the current situation where universities in most countries are facing financial shortages and in providing and allocating financial resources, they are looking for new mechanisms to improve their efficiency and effectiveness. The results of this research can be a suitable road map for improving the performance of Tehran University in the future.

Today, governments are facing severe financial shortfalls in financing higher education globally. Therefore, due to the necessity, they have established the tuition policy in higher education and are always looking for strategies to increase the effectiveness of this policy. Based on this, the upcoming research aims to study the policy components of the tuition economy in the public sector. This research was done in two stages. In the first stage, the components of tuition policy in the higher education system were extracted using the Meta-synthesis method. For this purpose, specialized research keywords were searched in reliable scientific databases in the period (1990-2021). Finally, among 229 articles, 107 articles were included in the final analysis. In the second step, the qualitative section's findings were weighted using the Shannon entropy technique. In total, seven determining components of tuition policy; student (individual, family); University (complexity in tuition pricing, diversity and a plurality of university policies, academic quality of the university); Higher education (leadership in higher education, rules, and regulations in higher education); State (legal and political mechanisms of State, collaborative and supportive mechanisms of State); Macro governance (good governance, macro laws, and regulations) and environmental (cultural norms, social norms) were identified. The student and environmental components had more weight than other components. In the end, the solutions for the higher education system were stated, including considering the concept of differential tuition, which means paying attention to various factors in determining tuition policies based on the rate of return of academic fields, degrees, geographical region, etc.

Globalization/ Mondialization has become a phenomenon that still covers many areas of human action today. Therefore, In-depth studies of the implications of various readings from such a phenomenon on higher education seems to be indispensable. The purpose of this article is to obtain an overview of Iranian studies orientation in the field of globalization / mondialization in the higher education arena. Such an assumption can be applied to the analysis of past actions and even plans. First, by reviewing systemicaly the theoretical literature, a framework for typology and genealogy of selected articles, as a theoritical finding, was provided. In the second step, after methodical screening, out of 70 articles, 29 articles were selected for reanalysis. Findings based on content analysis led to recognize a trilogy studies: studies consistent with the neo-liberal approach (55% Percent); studies unable to recognize approaches/ Confused (38% Percent); critical/tolerant studies (7% Percent). Based on the academic genealogy patterns, the re-analyesed studies were classified into two genealogies: research / sustainable university and guild / corporate / entrepreneur higher Education institute. Results of such findings can reveal, more or less, some of the shortcomings and difficulties of Iranian higher education in dealing with the phenomenon of globalization/ mondialization, which are forming two research questions at the end of this article.

The aim of this study was to identify the dormitories of dormitory life of Allameh Tabatabaei University students by qualitative method and specifically by using the seven-stage phenomenon of Klaizi phenomenology to find out the mental backgrounds and lived experiences of students. The statistical population of this study consisted of all students of Allameh Tabatabai University of Tehran in all academic levels. Among them, 50 students, including 25 graduate students and 25 doctoral students, were selected by purposive sampling strategy, and the information was collected using semi-structured interviews. Based on the findings of this study, the main cluster of executive damages of dormitories were classified into three themes: contextual, managerial and policy. The main clusters of mental, moral and physical injuries were classified into legal, behavioral, value, lifestyle, diet, mental and identity themes. The main clusters of causes for students to become addicted to drugs and the Internet were grouped into five categories: private, social, biological, environmental, and transcendental. Also, the main cluster of causes of student motivation in the dormitory was placed in the form of three themes: academic system, governance and individual. Finally, the main cluster of exit solutions and problem solving of dormitory life were summarized in the form of three themes of specialized services and counseling, academic and extracurricular. To validate the findings, two strategies of member control technique and peer review were used.

Student participation in the governance structure within the university is one of the most important issues that the world's leading academic systems have considered for many years. However, this field has been neglected in the domestic research literature. However, this study aims to analyze students' role in governance within the university.

This qualitative research has been compiled with a Conventional Content Analysis strategy. The statistical population of this study consists of Ph.D. students in higher education in all fields in Tehran, Shahid Beheshti, and Allameh Tabatabai universities, who were selected from the mentioned universities using a sampling strategy with a maximum variety of 35 Ph.D. students. Data were collected using semi-structured interviews

In the Findings, the section of barriers for students to participate in six main components; Inefficiency of the governance of the educational system; Intra-academic non-academic governance; Improper teaching and learning system; Dysfunctional rules and regulations; Students' non-participation in governance and cultural weakness was achieved with thirteen subcomponents. Then, corresponding to these six components, strategies for accelerating students' participation in governance within the university were summarized in the form of six main components with thirteen sub-components. Finally, based on the findings, policy recommendations for the Iranian higher education system are stated.

The role of students in governance within the university is an important issue that has been neglected in the domestic research literature. All students participating in this study emphasized the importance of this issue. However, about 38% of students have no experience in participating in university decisions. Accordingly, the findings of this study provide a general representation of the losers and facilitators of student participation in governance that can be the basis for policy in this area.

Innovation and originality: 

Identifying the most important factors preventing students' participation in university governance and providing solutions to remove these factors for greater participation of students in university governance.

Extensive environmental changes havecovered all political,economic,social,technologicaland environmentalsystems.Meanwhile, the science and technology system ingeneral and thehigher education anduniversitysystem in particular have been subjected tofundamental changes.Based on the available evidence,it can be said that the level and depth of higher education and university developments will increase in the future.Therefore,future research of higher education and university and predicting future scenarios and preparing tools and solutions to face the future is oneof the important tasks of policy makers,leadersand experts of higher education.Among a variety of factors and drivers,digital transformations have significantly changed the role of universities to shape a more open higher education system.In this view,education becomes accessible to all people who can benefit from it. Based on the research of Lubke et al.(2020),this article seeks a more detailed analysis of the upcoming developments in higher education until the end of the current decade.In this article,five presuppositions,including the perspective of unexperienced innovation,the perspective of transfer and modernization through digitalization,the perspectiveof realism,the perspective of the learner,and the perspective of diversity in higher education,are determined as basis for searching for future higher education concepts.Future scenarios show the necessity of universities moving towards digitization and following the smart university model. According to the changes in the labor market,it will be necessary to redefine and reorganize the higher education system based on these changes.Digitization should be established at different levels of the university and systematically developed in the form of a digital society.Graduates' career paths will vary,and a pre-defined same careerpath cannot and should not be consideredfor graduates.

Researching the future, developing future scenarios, and providing requirements and solutions to face the future are essential responsibilities of policymakers, leaders, and planners of higher education. Various factors and drivers, especially information and communication technologies and digital developments, have transformed universities' role in shaping the more comprehensive higher education system. In this article, based on the study of Orr et al. (2020), five scenarios and models of higher education for 2010 are presented. These scenarios include Tamagotchi, Jenga, Lego, Transformer, and Garbage Can. The Tamagotchi model is a classic approach to higher education that begins immediately after high school, leads to a bachelor's or master's degree, leads to a job, and ends the path to higher education. The Jenga model is more attractive to non-traditional students in short-term learning courses and focuses on the following stages of self-learning and organization. The Lego model is named separate composite modules of different sizes that create a self-contained, non-standardized learning path rather than a compact unit. The Transformer model represents learners who may be extended past their primary education but return to higher education to gain new knowledge or upgrade needed skills. According to this model, everyone should have opportunities to leave their current career path and change it. In the Garbage Can scenario, learners choose a combination of Tamagotchi, Jenga, Lego, and Transformer scenarios according to their work-life situation and individual goals. Universities and educational institutions depend on the institutional mission and focal values. In this scenario, applicants and academic institutions will have multiple teaching-learning choices. Digital developments are technical innovation and social innovation, the consequences of which should be considered for society, the labor market, and the higher education systemThe Tamagotchi model is a classic approach to higher education that begins immediately after high school, leads to a bachelor's or master's degree, leads to a job, and ends the path to higher education. The Jenga model is more attractive to non-traditional students in short-term learning courses and focuses on the next stages of self-learning and organization. The LEGO model is named as separate composite modules of different sizes that create a self-contained, non-standardized learning path rather than a compact unit. The transformer model represents learners who may be long past their basic education, but return to higher education to gain new knowledge or upgrade needed skills. According to this model, everyone should have opportunities to leave their current career path and change it. In the Karbeijken scenario, learners choose a combination of Tamagotchi, Jenga, Lego, and Transformer scenarios according to their work-life situation and individual goals, and universities and educational institutions depending on the institutional mission and focal values..

The purpose of this study was to identify and extract the concepts of entrepreneurship from the Holy Quran in order to develop an entrepreneur model. To achieve this goal, three questions were asked: what are the most important components of the model entrepreneur from the perspective of the Holy Quran? What are the most important dimensions of the model entrepreneurial from the perspective of the Holy Quran? How will the validation of the designed model be carried out? This qualitative research was undertaken using content analysis method. The results of the research identified the eight components (secondary pre-organizing theme) of entrepreneurial action, entrepreneurial spirit, general entrepreneurial trait, general personality trait, religious entrepreneurial trait, God-centered religious trait, entrepreneurial ethical characteristics and individual moral characteristics with 113 basic themes. Then, a network of themes was drawn. By integrating the components, the four dimensions (primary pre-organizing themes): the dimension of specialized characteristics (entrepreneurial action, entrepreneurial spirit); dimensions of general characteristics (general characteristics of entrepreneurship, general characteristics of personality); religious characteristics (religious characteristics of entrepreneurship, God-centered religious characteristics) and the moral characteristics (ethical characteristics of entrepreneurship, individual moral characteristics) were obtained. The third dimension at 38% had the highest frequency among all dimensions. Finally, to validate the model, various analysis and review strategies used by research colleagues, Continuous Comparison Analysis (CCDA), techniques of obtaining accurate parallel information and analytical angulation were utilized.

This research aims to extract and categorize the components of an intelligent university to provide a conceptual framework.

The current qualitative research was developed using a meta-composite strategy. Therefore, the specialized keywords of the research, Smart university, smart higher education, digital university, digital higher education in reliable scientific bases, Science Direct, Springer, Wiley Online Library, ERIC, Sage Journals, and Emerald were searched in the time frame (2010 - 2020). Among the 75 articles obtained, 25 made it to the final analysis. In order to achieve the goal of the research, three questions were designed: What are the main components in the conceptual framework of a smart university? What factors have caused the emergence of complex conditions and the emergence of a smart university? What are the underlying factors for establishing a smart university?

The findings in identifying the components of a smart university include: smart pedagogy (smart teaching, smart learning, smart assessment); Smart research (intelligence of research, capacity building of research), smart academic entrepreneurship (continuous interaction with industry, consulting and career services); Smart governance (good governance based on intelligentization, intelligent leadership of higher education); Smart modern management (smart management of higher education, smart management in universities); Smart campus (smart class, smart environment, green and smart sustainability of the campus, smart architecture in the campus); Smart technologies (technical-statistical, high-level technologies, smart rules and regulations); Smart capacity building (development of hard and technological infrastructure); Smart finance (mechanisms for providing and allocating financial resources, smart financial management) and smart human resources (smart faculty members, smart students, smart employees and smart human resources management). In response to the second question, three factors; cultural contexts (change in academic and extra-academic culture); motivational-attitudinal fields (motivational field, attitudinal field); competitive fields (intensification of competition inside and outside higher education), and dual factors; The proliferation of technological transformations (the development of non-educational technologies, the development of educational technologies), the emergence of biological changes (biological changes, academic changes) had an effect on the smart-university. Then, in addition to the theme network, the three-dimensional conceptual framework of the smart university is also drawn.

All in all, due to the developments in the fields of technology and the change in the structure and nature of past academic models, and the move towards smart universities, along with the occurrence of unknown events such as the Covid-19 epidemic, it has made it difficult to return to the past academic practices. However, in order to align with these developments, willingly or unwillingly, higher education systems have moved towards intelligentization for survival and activism in dynamic conditions. Based on the ten components identified in this research, higher education policymakers and university managers can formulate and implement strategies and programs for making universities smarter according to this component.

According to the fifth development plan, technical and vocational colleges and schools were taken from the Ministry of Education and were organized in "Technical and Vocational University" according to the budget law from 2013. In the 6th development plan, they were re-affiliated to the Ministry of Science, Research and Technology in the Islamic Council. In this article, the state of technical and professional higher education has been studied with emphasis on technical and professional university in two steps of narrative review and threestep thematic analysis of Wolcott (2008). With the existing laws, support and trends, the main institution in charge of these trainings will become a "weakened version" of industrial universities in the long run and will not be able to fulfill its central mission of training skilled employable and entrepreneurial human resources. In such a scenario, the role of these trainings in increasing national productivity, reducing inequalities and sustainable development will not be played efficiently. The responsible intervention of the government is necessary to solve the challenges of these educations in general and the challenges of universities and technical and vocational schools in particular.The government's insensitivity to the challenges and requirements of higher technical and professional education causes unwanted damage to the training of skilled human resources, the middle class and the creation of vitality and hope. With appropriate policies, technical and professional higher education can be guided in the right direction and a favorable future for this type of education can be guaranteed.

The development of human resources of faculty members is a very important and effective issue in promoting the efficiency and effectiveness of academic performance. One of the most practical policies for faculty development is coaching programs. Accordingly, the purpose of this study is to identify the components of the coaching program of faculty members of medical universities in order to improve their human capital.

The present qualitative research has been compiled using a seven-step Meta-synthesis strategy. Therefore, the specialized keywords in the internal databases of the recipients, Ensani Portal, Noormags, Sid and external databases Science Direct, Eric, Springer, Wiley Online Library, Sage Journals, Emerald, PubMed searched. The search result was 104 articles. 32 articles were selected from them.

In response to the first question of the research, the characteristics of instructor and instructor, including general and specialized characteristics for both members, as well as common characteristics for both members were identified. In response to the second research question, four main components for the coaching program were obtained. These components include; The anatomy of the coaching program (preparation, supervision and reward, feedback and outcome), university structure (governance and management at the university), development of social capital (internal and external relations) and soft capacities (cultural and normative). 

Policymakers and managers in the field of health system are advised to pay serious attention to the implementation of coaching program for the development of faculty members according to the identified components.

The strategy for smart specialization university has been one of the main policies of the European Union in recent years to develop regional performance and economic growth through university systems. In spite of this, no research has been done to identify the components of this strategy. Accordingly, this study aimed to identify the components of the smart specialization strategy of higher education institutions. This qualitative research was conducted using the meta-synthesis strategy and content analysis. In the findings, fifteen components were extracted as follows: specialized pedagogy (efficient teaching methods, environmental learning), specialized research (specialized research policy-making, research targeting, research networking), academic entrepreneurship (continuous university-industry link, entrepreneurial institutionalization, and development of research cooperation capacities with the industry and different sectors), specialized governance (multi-level governance, specialized regional governance, specialized governance in higher education), specialized general management (efficient public management, effective government monitoring and evaluation), specialized management of higher education (new management in higher education and university job creation), specialized regional development (regional innovation ecosystem, crowdsourcing decision-making and regional decision-making, regional entrepreneurship, university regional compatibility), human resource capital development (professional development of faculty members, students and staff), information and communication technology (statistical-technical and technological innovations), university finance (the allocation of financial resources, planning and financial resource management), hard capacity building (hard public and research capacity building), legal mechanisms (compilation and revision of laws), incentive-support mechanisms (development of incentive and support mechanisms), development of cultural capacities (social and academic culture) and creating a competitive atmosphere (competition within and beyond higher education). Finally, a schematic model of smart specialization of the university and the proposed policies for Iran's higher education system are presented.

Today, unemployment of graduates has become a serious challenge to higher education institutions around the world, especially in developing countries. In our country today, due to the multiplicity of influential factors, we are witnessing increasing unemployment of university graduates. The purpose of this study is to investigate the causes and factors of unemployment of graduates in higher education and to provide policy solutions to get out of the current situation. Therefore, data were collected using a qualitative exploratory method and purposeful sampling and semi-structured interviews with 6 economists of higher education and 5 specialists of educational sciences who had executive and scientific background. Causes and factors are divided into two categories: intra-organizational and extra-organizational. Findings of the intra-organizational section into two primary sub-categories (at the classroom level and at the university level) with five secondary sub-categories (curriculum inefficiency, weak academic characteristics of individuals, weak rules and regulations, managerial-executive inefficiency, and inefficiency in finance University) and extra-organizational factors in four primary sub-categories (at the level of education, higher education, macro and soft capacities) with eight secondary sub-categories (inefficiency of educational and curriculum programs, managerial and executive weakness, inefficient policy-making, managerial-executive weakness, governance and structure Unfavorable political (inefficient economic structure, cultural weakness, and social issues). Then, policy solutions corresponding to the levels affecting the unemployment of graduates are stated

The purpose of the present research is to identify the components of performance-based budgeting at universities.

This qualitative research has been designed using a Meta-synthesis strategy based on thematic analysis. Therefore, after searching for specialized research keywords in reputable national and international databases in the time intervals between March 2000 and March 2021, 62 pieces of research were selected for performing the thematic analysis.

To set the performance-based budgeting at universities, 12 components in the form of primary pre-organizing themes were categorized as the following: good governance at universities, university rules and regulations, performance-based allocation mechanisms, performance-based financing mechanisms, integration of financial resources, efficient education and research system, incentive and support mechanisms, human capitals, effective monitoring and evaluation, information accounting, academic culture, and creation of the competitive environment. In addition, 25 secondary pre-organizing themes were identified. By drawing a matrix of themes, the identified components were then ranked.

Undoubtedly, performance-based budgeting is presently the most optimal mechanism for allocating financial resources to universities. In this study, performance-based budgeting was distinguished from other types of budgeting at universities and its main components were extracted and categorized based on the selected studies.

The purpose of this study is to identify the components of a world-class university . This qualitative research has been compiled using a Meta Synthesis strategy. Therefore, searching for the keyword of world-class university in the period (1382-1397) (2000-2019), related articles from databases: Magiran; SID; Ensani; Noormagz; science Direct; Google Scholar; Eric, and Sage were extracted. Out of a total of 55 articles, 31 articles made it to the final analysis.  Findings of the study included 10 primary pre-organizer themes, which were classified into 28 secondary pre-organizer themes. These topics include; Academic (international curriculum, international curriculum, international mission research, enhancing international research capacities), good governance (rules and regulations, efficient general management, modern management in higher education), academic entrepreneurship (industrial Institutionalization, Continuous interaction with industry), Academic self-management (International Leadership at the University, Talent Management, Quality Assurance, Collaboration in University Decisions, University Social Responsibility), Academic Finance Development (External and intra-university finance), Competitiveness (Competitive Creating, Performance-Based Competition), Capacity Development Soft (international university culture, Cultural acceptance), hard capacity development (hard infrastructure development, smart infrastructure development), human capital development (faculty member human capital development, student human capital development, staff human capital development) and international strategies development (recognition International, international exchanges, international events). The results of this study show that given the changes in the structure of university systems along with global waves to intensify global convergence, move towards creating a world-class university to improve the efficiency and effectiveness of university systems, especially for developing countries in global and competitive conditions. Today is inevitable. The themes obtained from this study can be considered as a policy and planning roadmap to achieve this importance

The purpose of the present article is to compare the prospects and objectives of higher education in six countries (Netherlands, France, Singapore, Malaysia, South Africa, and Saudi Arabia). In the present qualitative research, George Brady’s comparative strategy (description, interpretation, juxtaposition, and comparison) was utilized. The results of this section were summarized in the form of tabulation and diagramming. In the final stage, in line with the purpose of the research, the perspectives and goals of higher education in the studied countries were compared with each other, and then, the similarities and differences were identified and analyzed The findings showed among the common points of these countries, we can enumerate attention to internationalization, digitalization, deepening the role of universities in the knowledge-based economy, ingestion, and enhancement of academic research capacity, selecting and managing talents along with academic human capital programs. In terms of differences of these countries, the specific perspective of each country for higher education was investigated, which is mostly influenced by the policies, the way of governing, and the atmosphere of discourse within these countries. In terms of the common goals we can name linking the higher education system with the labor market, financial development of universities, creating and promoting competitive advantage between countries, conducting mission-oriented research in solving national and international problems, and continuously improving the quality of higher education with an especial emphasis on e-learning. In terms of differences, each country pursues different goals according to its local structure and conditions, which are discussed in this study. Finally, fifteen ideas for Iranian policymakers are presented.

The purpose of this study is to provide a framework for human resource development of engineering students based on mentoring programs. To achieve this goal, the Meta-synthesis qualitative method has been used. Therefore, search for specialized research keywords; Mentoring engineering students, mentoring higher education students in reputable scientific databases; Science Direct, Springer, Wiley Online Library, ERIC, Sage Journals, Emerald were conducted over a period of time (2000-2001). Finally, 72 studies were selected for analysis. Findings in the first part include academic topics (university leadership, university management); Communication (intra-university and extra-university communication); Soft capacities (cultural norms and moral norms); Before the implementation of the program (preliminary planning, preparation); During program implementation (program implementation management, session execution method); Monitoring and evaluation of program implementation (monitoring of performance, program evaluation); The consequences of the program (student and university). In the second part, the findings are in the form of themes of the characteristics of the faculty members (general characteristics of the professor, scientific characteristics of the professor); Student characteristics (general student characteristics, student scientific characteristics); Common features (common common features, common scientific features) were categorized. Finally, policy recommendations for Iran’s higher engineering education system are provided.