رضا مهدی

In the article, the impact of higher education on socio-political development in Iran and Türkiye is studied. The aim of the research is to identify the factors through which higher education can influence socio-political development and citizen participation.

In the research, using a qualitative comparative method, the role of higher education in shaping political and democratic processes in two countries has been analyzed. The data has been collected using semi-structured interviews with experts in higher education nd political development with purposive and snowball sampling. Data analysis has been carried out using qualitative content analysis and primary and secondary open coding.

The research shows that Türkiye's universities have acted as more independent and influential institutions in democratic and social processes and have been able to play a more important role in expanding political awareness and strengthening democratic institutions. Despite significant scientific and educational advances, Iran's universities under the influence of relative political restrictions, have not been able to have a complete and comprehensive impact on political development and public participation and play their expected role in promoting democracy.

To strengthen the role of higher education in the processes of democracy and political development in Iran, it is necessary to further increase the independence of universities and expand educational programs in the field of humanity and social and political sciences. Also, more open spaces for criticism and discussion should be created and strengthened in scientific environments.

The third generation university is one of the main ideas of the participation of the university institution in the local and national development process in order to play an effective role in the surrounding environment and the world community. The development of entrepreneurship is one of the key strategies for promoting the social responsibility of scientific institutions and achieving the goals of social transformation and sustainable development. What has been wrongly highlighted by the concept of the third generation university in academic circles is that the university is a one-dimensional organization similar to knowledge-based institutions that focuses solely on economic-technical entrepreneurship. In this wrong perception of the third generation university, the main and inherent functions of the university, including educational, research and social cultural functions, have not been introduced in priority. Therefore, this article shows that innovative and entrepreneurial teaching and learning has a special place in the third generation university.

In this research, the state of innovative and entrepreneurial teaching-learning in the five studied universities has been evaluated in a comparative manner based on the "Entrepreneurial University Guide" and the "Framework of Innovative Higher Education Institutions" in European Commission and in Cooperation Organization for Economic Development.

Based on this research, universities with their general and specific mission to move in the path of entrepreneurship should act simultaneously and balanced in at least eight dimensions: 1) reforming and improving the leadership and governance process, 2) strengthening and completing financial and humanistic capacities 3) improving the level of teaching-learning, 4) preparing and supporting entrepreneurs, 5) exchanging knowledge and effective and complementary cooperation with local, regional and national communities, 6) increasing the level of international mobility, 7) digital transformation, and 8) efforts to actualize entrepreneurial tasks and outcomes. In addition, innovative and entrepreneurial teaching-learning should become one of the main and fundamental dimensions of the entrepreneurial university. This is despite the fact that the level of innovative and entrepreneurial teaching-learning in the studied universities is not at the desired and expected level and there is a significant gap between the current situation and the desired situation.

Based on the evaluation of the studied universities, attention to innovative and entrepreneurial education is not enough, and in the process of becoming an entrepreneurial university, more attention should be paid to the value and importance of innovative and entrepreneurial education-learning. Achieving the third generation university should be concurrent with strengthening the function of innovative and entrepreneurial education as the central core of the university institution and ecosystem. Therefore, it is necessary for the managers of the higher education system and universities to pay special attention to the levels of policy making, planning and implementation to improve the level of innovative and entrepreneurial education in the academic community.

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.

Abstract
The aim of this research is to compare the effect of higher education on political development in the two countries of Iran and Turkey in 2022-2023. In terms of purpose and nature, this research is in the category of applicable research; and in terms of method, it is descriptive-survey. The statistical population of the research includes experts and specialists in higher education and political development, and a purposeful sampling method was used to sample this population. Finally, 18 experts participated in this research and completed the valid researcher-made questionnaire. The findings of the research showed that in several factors, the higher education system has a significant effect on political development at the 0.01 level: Policy making and planning for the development of higher education, internationalization of higher education, using the experiences of developed countries in higher education management, training of expert staff and improving the level of knowledge and literacy in society through higher education, knowledge production in the education system. higher education, commercialization of university ideas in the higher education system and university's relationship with industry and society, innovation system in higher education, technological innovations, development of educational technology, independence of universities, culture building and citizenship education. Also, based on this research, some of the components of higher education affecting political development in Turkey have a more favorable situation than in the Islamic Republic of Iran: using the experiences of developed countries in managing higher education, training specialist staff, and improving the level of knowledge and literacy in society through higher education, knowledge production in the higher education system, commercialization of university ideas in the higher education system and the relationship between the university and industry and society, the innovation system in higher education, technological innovations, the development of educational technology and the independence of universities. In this article, the reason for the difference between the models of the two countries has been investigated.
Extended abstract
With the introduction of the element of knowledge as the main source and capital of universities, a new window has been opened in the administration of affairs and management of organizations. Today, the online presence of universities is an important and vital issue in academic systems (Memon & Rathore, 2018). University leaders believe that by using online technology systems, they can continue the long-term superiority of universities in scientific and knowledge fields. In such a period, the creation of the flow of knowledge has become the main support, and we dare say that today universities and higher education institutions can survive in a highly competitive world if they have the ability to cope with and adapt to changes and constantly apply new ideas in the organization. Universities and higher education institutions will be more successful in responding to changing environments by creating online learning streams and developing new capabilities that allow them to perform better. Since in today's world, the university is considered one of the main institutions of the society, ignoring the university and its missions can have harmful consequences for the society. Modern societies are full of complex issues and problems that universities can be effective in solving and preventing (Palme, 2012).
The higher education system and the university institution have an impact on various aspects of human life, nations and countries, including the national and international political arena. The main and key issue is that despite the great importance and sensitivity of political affairs and political development in efficient governance and providing suitable living conditions for citizens and the extraordinary range of scope, goals, missions and expectations from higher education and universities in the country; research and analysis has not been sufficiently done on the impacts and effects of higher education on political development in the scientific sense and recognition of strengths, weaknesses, challenges and opportunities.
As a result, the upcoming research seeks to answer the following question: What effect does higher education have on political development.
Theoretical Framework
Political development is a process that happens with the authority of the government in the society and brings its own effects and consequences. That is why political development has also been considered as change. Lucien Pai says about ten important aspects of political development, which include; a prerequisite for economic development, the policy of industrialization of the country, the practical authority of the nation-state system, legal and administrative-executive development, mass mobilization and political participation, the creation of democracy and stability, and orderly change (Harasim, 2018).
Higher Education
Higher education systems are experiencing a new change in the "structure", "action" and "mission" of the university institution. In recent years, the fourth generation university is gradually being formed. In the fourth generation of universities, value is defined on the basis of strategic partnership, entrepreneur training and the degree of absorption of income from external sources and guidance and leadership, as well as the degree of influence on other factors in societies. Education is done based on the needs of society and students, and solving society's challenges is considered as the basis of research. International partnerships are an important part of the entrepreneurial university. Promoting risk-taking culture, creating a sense of belonging to entrepreneurship, academic freedom, valuing culture, talent management, creating a suitable entrepreneurial atmosphere, teamwork culture, introducing entrepreneurial faculty members as role models and their participation in decision-making and policy-making, attention and valuing entrepreneurial students are among the components of entrepreneurial culture (Khodabakhsh & Taghi Pur, 2023).
Shafiei Chafi & Mahdi (2022) investigated the impact of higher education policies on political development indicators in Iran. The analysis of the data showed that the internationalization of education has a significant effect on the political development of Iran. Also, the effect of commercialization of academic ideas on the political development of Iran is significant at the level of (0.01).Nazarzadeh et al, (2021) conducted a comparative study of quantum management, human resource productivity and organizational empathy in higher education (case study: Lorestan Universities and Lorestan Medical Sciences). According to the results of data analysis, there is a significant difference between the amount of quantum management and productivity of human resources in Lorestan universities and Lorestan medical sciences, but there is no difference between the levels of organizational empathy in these two universities. 
Research In terms of purpose and nature, this research is in the category of applicable research; and from the point of view of implementation, it is a descriptive-survey method. The statistical population of the research consists of experts and specialists in higher education and political development, and a purposeful sampling method was used to sample from this population. The research data collection tool in this section includes the use of a researcher-made questionnaire based on the dimensions and indicators identified and screened by experts, which has been used in the studied community after checking its validity and reliability. In this research, 18 experts have participated in the field of higher education and political development in Iran and Turkey.
Research SPSS software was used to analyze the data. The findings of the research showed that the higher education system has a significant effect on political development in several factors at the 0.01 level: policy making and planning of higher education development, internationalization of higher education, using the experiences of developed countries in higher education management, education expert force and improving the level of knowledge and literacy in the society through higher education, knowledge production in the higher education system, commercialization of university ideas in the higher education system and the connection of the university with industry and society, innovation system in higher education, technological innovations, development of educational technology, independence of universities, culture and citizenship education. Also, based on this research, some components of higher education affecting political development in Turkey have a more favorable situation than in the Islamic Republic of Iran: Using the experiences of developed countries in the management of higher education, training of expert staff and improving the level of knowledge and literacy in the society through higher education, producing knowledge in the higher education system, commercializing university ideas in the higher education system and connecting the university with industry and Society, innovation system in higher education, technological innovations, development of educational technology and independence of universities.
The purpose of this research is the effect of higher education on political development; a comparative study which has been done in Iran and Turkey. The results of this research are consistent with the results of Shafiei Chafi & Mahdi (2022), Fischer & Hanze (2019), Nithyanandam (2020), Evans (2020), Oztel (2020), and Shatzer (2021). In explaining the findings of the research, it can be said that higher education has an important economic role and influence, because it represents an important type of investment in human resources that is developed by providing and improving the knowledge, attitudes and skills required by human resources in different fields and areas; helps politically, economically, socially and culturally. The role and position of higher education in this field can be clarified when we pay attention to the fact that scientific predictions and estimates depict rapid changes and developments in the field of technology and, consequently, in the functioning of economic, political, social and cultural institutions.
Finally, based on the findings of this research, it is suggested:
Based on the findings of research and approval of higher education development policy and planning as a component of higher education, it is suggested that higher education policies and their implementation in universities and long-term and mid-term programs of higher education and their implementation in universities should be formulated.

2. Based on the research findings and confirmation of the internationalization of higher education as a component of higher education, it is suggested that international interactions with world universities be facilitated and international databases be created in the field of higher education.

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.

Entrepreneurship and innovation is one of the new policies to promote the level of social responsibility and achieve the goals of social change and sustainable development. Innovative and entrepreneurial university is one of the main scenarios for effective participation of higher education in the development process. Amirkabir University of Technology is one of the entrepreneurial universities based on the historical background of its establishment and activity, the efforts of the leaders and the academic community and the expectations of the stakeholders, which can be innovative and entrepreneur by interacting and influencing the target industry and society. In this article , based on the "Guiding Framework of Innovative and Entrepreneurial University", the joint product of EC and OECD, the level of innovation and entrepreneurship of the university and the fulfillment of the criteria of innovative and entrepreneurial university evaluated by case study method. According to the study, despite efforts and initiatives of the leaders and managers, its level of innovation and entrepreneurship is below and there is a significant gap between the current situation and the expectations. With its special mission to move towards innovation and entrepreneurship, this university should be in seven areas including governance, financial capacities, teaching-learning function, mechanisms to support entrepreneurs, knowledge exchange and synergistic cooperation with industrial communities, international scientific mobility, more use from the capabilities of digital transformation in scientific and organizational dimensions, act simultaneously and balanced. Designing and implementing a "Comprehensive Strategic-Operational Medium-Term Plan" based on the "Dimensions and Criteria of the Guiding Framework of Innovative and Entrepreneurial University" is a principled proposal for this university to become an innovative and entrepreneurial university.

This research aimed to identify the challenges of the regulations for the promotion of faculty members in Iranian universities of medical sciences.

This qualitative research was conducted using the meta-synthesis method and organized in two steps. In the first step, a systematic review method has been used. Based on this, the specialized keywords of the research were searched in international authoritative databases; Science Direct, Springer, Wiley Online Library, PubMed, ERIC, Sage Journals, Emerald, and authoritative national databases; Magiran, Noormags, SID, portals of the Islamic Parliament Research Center, and other national portals, and this search was done during some years (1388-1401) and (2010-2021). In this search, there were 39 studies among which 17 studies were selected based on the PRISMA evaluation form. In the second step, the thematic analysis method of Wolcott (2008) was used.

In the results, three primary subcategories including structural weakness, content weakness, and executive weakness were identified as the challenges of the regulations for the promotion of faculty members. These factors were categorized in the form of eight secondary subcategories, including weakness in design, weakness in supervision, weakness in the educational sector, weakness in the research sector, weakness in the cultural sector, weakness in implementation at the university level, weakness in implementation at the extra-university level, and weakness in the implementation of regulations.

The results of the research can help policymakers and decision-makers in medical sciences universities to increase the efficiency and effectiveness of research and educational achievements by optimizing the policies of the bylaws to promote faculty members.

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.

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.

Promoting entrepreneurial universities is one of the favorable scenarios for the participation of the higher education system and universities and higher education institutions in the process of sustainable national development. Technical and Vocational University (TVU), as the largest technical state university, is an entrepreneurial and society-oriented university that can create value through co-creative interaction with society. In this research, based on the "Innovative and Entrepreneurial University Guidance Framework", a product of the European Commission and the Organization for Economic Cooperation and Development, the level of entrepreneurship of the Technical and Vocational University and the level of its approximation to the criteria of the entrepreneurial university have been evaluated using a criteria-based case study method. During the implementation of the sixth development program, significant achievements and qualitative leaps have been achieved, such as obtaining the permission of the Educational Planning Council, transferring the budget line to the higher education department, the independence of the board of trustees, organizing educational groups, upgrading equipment and accelerating the recruitment of faculty, within the scope of the university's mission. Despite numerous achievements, the level of entrepreneurship of this super university has not been evaluated as expected.
Predominance of quantification, lack of faculty, lack of demand-oriented aspects of some fields and programs, lack of attention to digital transformation, severe lack of financial resources, old workshop and laboratory equipment, weak interaction with industry and market, weak international movements, dominance of "political-local approach" over "the professional-national approach in the expansion and governance of university units, and the lack of supporting infrastructure are the challenges of this university's entrepreneurial path. To realize the entrepreneurial university, a medium-term plan with the support of the Parliament, the government and the Ministry of Science is needed

The acceleration of developments in the fields of scientific, political, economic, social and cultural has made achieving progress to be a pre-planned process based on futures study and participation. In the challenging process, the opportunities and resources aren't enough. All the requirements of the progress aren't equal in importance and priority. A recommended measure for all the nations is to exploit their scientific, economic, social, cultural resources with maximum efficiency and effectiveness. Such a recommendation for the country is the inclusion of all material and spiritual assets in the process of progress. In the paper, with a positivist guidance approach and the use of documents and experiences and the systems thinking, a mechanism for national work division has been developed to start implementing the Iranian Islamic model of progress. Based on the fate of the existing national documents, it will be difficult or even impossible to move within the framework of the existing model without the precise and possibility of monitoring provision of conditions, measures and measures. Based on the mechanism presented in the study, using the methods of systems analysis, process and project management, the model of progress as a "comprehensive system" should first be divided into several meaningful "systems", "subsystems" and "activities", secondly, the "main" and "partner" national institutions in charge of the implementation of each of the systems, subsystems and activities should be determined, thirdly, a "flexible timetable" should be designed and established for the implementation, monitoring and reporting of the performance of each of the activities.

The purpose of this study was to investigate the effective concepts of sport on the formation of cultural-social security; The statistical population of the present study was equal to the statistical sample and equal to 13 experts in the field of political science and sports science (articles, books, notes, interviews) in the field of security; The present sample was continued using purposive sampling (snowball) and Delphi technique until theoretical saturation was achieved; Findings of the present study showed 38 important concepts affecting sports on effective social and cultural security, which are among the concepts related to cultural security, cultural understanding (4.13), cultural interactions (4.18), cultural reconciliation (3.97). And the National Islamic Cultural Show (04/02), respectively, the most important categories that form cultural security and among social security, crime rate reduction (4.69), social equality (4.16), lifestyle change (4.12) Mental health (4.11) and social cohesion (4.03) were the most important concepts of exercise on social security; In addition, the importance of sports on social security (4.22) was more than its importance on cultural security (4.07).

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 purpose of this article is to provide a model for examining the impact of Iran's higher education policies on political development indicators. The statistical population of the study includes managers and faculty members of universities and higher education institutions located in Tehran, their number is 1029 people. According to Cochran's formula, 280 managers and faculty members of universities and higher education institutions in Tehran were selected as a statistical sample of the study. Examination of the data showed that; The internationalization of education has a significant impact on Iran's political development. Also, the effect of commercialization of academic ideas on Iran's political development is significant at the level of (0.01). Also, the relationship with industries and financial institutions, goals and mission of the university for development, social development of the university and flexible organizational structure have a significant impact on Iran's political development. In general, higher education policies predict 0.81 percent of changes in Iran's political development The results showed that; Political development is one of the branches of development with the aim of achieving progress, industrialization, eradication of poverty

If universities functioned in a stable environment, the demands for leadership would be modest. Mission, vision, programs, strategies, and policies could simply be put on automatic pilot. Automatic pilots don’t work for universities. Environment is in continual context, and the results and consequences of these changes for the future of universities are profound. Sound, creative and empowering leadership is indispensable, and it spells the difference between productive, sustainable universities and those that are in continual crisis and failing. One need only reflect on the change that has come about in university over the last century. The very mission and scale of universities have been transformed. Universities are altering the ways and means of teaching and learning. New directions and methods in research and service to society are evolving. The costs-benefits of the academic enterprise are in continual fluctuation and open to challenge. The roles of faculty are different, as are campus cultures. The very definition of precisely who is served and touched by universities is in transition. Leading change is clearly the most difficult and taxing challenge faced by university managers and leaders. Occupying a position of leadership and exercising the role of manager and leader are entirely different.Too many positions of leadership are filled by those who occupy the chair and carry the title but fail to lead universities in ways that enable them to adapt to a demanding environment, optimize their mission, align with values, and produce a lasting contribution to society. It does not speak to the position of leadership, to title, or to mere survival skills; rather it speaks to the creative act, the behavior, the hard work, and the skill and competency of leadership and management

Moving towards the entrepreneurial university is one of the key strategies to promote social responsibility and accountability of the university and achieve the goals of social change and sustainable development, and the entrepreneurial university is one of the important scenarios for effective participation of universities in the local, regional and national development process and strong presence in the field. Creation and dissemination of universal knowledge. Incorrectly, the concept of entrepreneurial university is introduced in the academic circles of some countries and Iran. Research, international mobility, socio-cultural development do not have much priority. In this research, which is based on the "Guiding Framework of the Entrepreneur University", a joint model of EC and OECD, a mixed method including content analysis, case study and interview, was conducted to assess the status of international scientific movements in four Iranian universities. It shows that international activities in the entrepreneurial university can have a special place beyond the international movements of the first and second-generation universities. Also, in this article, citing the evaluation of the situation of four Iranian universities, it is shown that the international activities of universities are not enough and in the process of transition from educational-research university to entrepreneurial university, more attention should be paid to international scientific movements. In this perspective, moving towards an entrepreneurial university without the accompaniment and synergy of international activities and effective presence in the international community is an incomplete idea and scenario.

The purpose of this study is a narrative analysis on the history and functions of technology institutes as the first roots of the formation of modern technical and vocational higher education in Iran, using a narrative qualitative review method. All research studies, documents and sites in the field of history and functions of former institutes of technology and modern technical and vocational colleges have been searched with specialized keywords without time limit. The findings support and guide at least four eras, including pre-Islamic, post-Islamic, Pahlavi and post-Islamic eras. In the pre-Islamic era, the Sassanids, Achaemenids and Parthians have been studied and analyzed. In the post-Islamic era; The Safavieh, Afshari and Qajar eras and the foundation of the Dar al-Fonun school have been studied. The Pahlavi period has been analyzed by dividing it into two parts, the first Pahlavi and the second Pahlavi. In the post-Islamic period, after describing the situation and a brief description of the situation of technology institutes, by analyzing the existing documents, higher technical education and university professions have been studied and analyzed in three periods. Findings show that higher technical and vocational education has always had a serious position in the Iranian education system due to political, social, economic and technical requirements and demands. Also, the need for sustainable development, productivity and national security, and social justice, requires that higher technical and vocational education continue to be of increasing concern to policymakers and planners.

With the aim of success in the labor market and improving the level of employability, developing the skills and competencies of students and graduates is one of the criteria for evaluating the quality of higher education institutions, especially community-based and entrepreneurial universities. Due to the importance of employability of graduates, this study was conducted with the aim of investigating the level of employability of graduates of technical and vocational colleges from the perspective of cultural and student deputies by survey method. The statistical population of the study consists of all deputies, from which 107 people selected by full census method. A researcher-made questionnaire adapted from the De Vos & Soens questionnaire used to data gathering. The Content Validity of this questionnaire confirmed by experts and its reliability confirmed by Cronbach's alpha coefficient of 0.87. From the perspective of the deputies who have the most socio-political relations with students and graduates, the employability of graduates evaluated at a desirable level. The results of statistical tests show that there is a significant difference between the opinions of deputies in the field of employability and the level of employability of graduates of all colleges is not the same and in comparison, some have better performance and provide more chances for their graduates to get a suitable job.

Moving on the path of innovation and entrepreneurship (value-creating) and fulfilling the desired social responsibility is one of the axes of the evolution of universities in recent years, especially in the last two decades. Innovative and value-creating university, for which various definitions have been proposed and various dimensions and criteria have been proposed for its introduction and creation, is one of the new initiatives and ideas for transformation in university systems. Despite identifying and introducing various components and criteria for an innovative and value-creating university, creating this type of university and purposeful and managed movement in the path of innovation and entrepreneurship requires a comprehensive roadmap and a balanced action guide. In order to evolve and achieve a comprehensive model, a guideline framework consisting of eight dimensions, as an action plan and operational model of an innovative and value-creating university by the European Commission and OECD, design and more than 600 universities and higher education institutes in Europe and OECD has evaluated this model. In this paper, through a review of documents, the guide to innovative and value-creating university is introduced as a guide for mainly European programs, for the gradual and systematic transformation of existing universities into innovative and value-creating universities with local considerations. All Iranian universities and higher education institutions with any mission, by learning and adapting actively and productively from this framework and gradually adapting their conditions to its dimensions and criteria, can take fundamental steps in the path of innovation and entrepreneurship and become an innovative and value-creating university in the Relation of Industry and University, Innovative and Entrepreneurial University, Value-creating University, Third Generation University, Guiding Framework for Innovative Higher Education Institute (HEInnovative)true and actual word.

The dominant idea of development as economic growth has considered the formation of human capital for achieving the end of economic growth as the main function of higher education institutions in the development process. But the empirical failure of this overly simplified idea and the emergence of other critical development theories have brought the necessity of applying different policy priorities in reconsidering the role of key institutions such as higher education to the fore. The purpose of this article is to study human development theory from the viewpoint of political thought and extract its policy implications in the realm of higher education; Thus the implicative narrative theory has been used as a conceptual framework and implication research as a methodology. According to the findings of the article, the political thought of the human development theory by going beyond the binary of individual and society, structure and agency, fact and value, the private and common good, or state and market, has emphasized and concentrated on their complementary role in designing and evaluating a good society. In addition to the importance of higher education institutions in human capital formation for achieving the end of economic growth, human development theory highlights the other key and neglected functions of higher education such as developing freedom, democracy, and social justice in the development process.

Equipping students with a variety of competencies and skills to succeed in the job market and improve their employability is one of the criteria for assessing the quality of universities, especially third generation and entrepreneurial universities. Given the importance of employability, this study aims to analyze the level of employability of technical and vocational graduates (TVG) in a mixed method including quantitative survey and qualitative content. The statistical population of the study includes 107 cultural-student deputies of technical and vocational colleges. For data gathering, a constructed researcher-made questionnaire from the De Vos & Soenz (2008) questionnaire was used, Descriptive statistics and t-test were used to analyze quantitative data. Based on the research, the employability of TVG has been evaluated from the perspective of the deputies at the desired level. In the second part, the solutions for improving the employability level of TVG are investigated. Based on the analysis of the deputy perspectives, 5 main categories, 13 sub-categories and 108 key concepts have been extracted and categorized to improve the employability level of TVG. Using the proposed solutions such as reviewing curricula and adapting them to the needs of the market, providing higher education and establishing and developing disciplines and colleges based on it, equipping infrastructures and reorganizing workshops and laboratories, promoting entrepreneurship culture and highlighting the role of the disciplines, continuous relation with industry, holding effective internship courses and support of TV graduates to start a business, can greatly improve the employability level of the graduates.

Iran’s scientific comprehensive map as a guideline senior document in education, science and technology and innovation system, is a road map in route of scientific and technology and innovation in Islamic republic of Iran progress. Based on the map is expected that macro strategies and policies in the fields of general, higher and professional educations and scientific and technical development be follow and operate in form of integrated and targeted. In the paper with content analysis method has analyzed the position of technical and vocational educations and skill training in Iran’s comprehensive scientific map with exploratory and pathology approach. Based on the results of study, although incomprehensive scientific map has been forecasted suitable opportunities and areas for skill training in secondary education, higher education and other educational institutions, but in this document has not been defined how and mechanism of execution and necessary and sufficient operational transparency for human resources skill training. Thus, it is suggested that steering committee of scientific map monitor and evaluate skill training and increasing skill level of Iranian precious human resources in form of periodic and systematic. In this among is very critical and determinative role and responsibility of schools, universities, parents and business firms for comprehensive participation in skill training and development of capabilities, competencies and skills of the students, university students, personnel, workers and jobseeker young.