آموزش عالی

e world is navigating the transformative currents of the Fourth Industrial Revolution, characterized by the profound convergence of diverse technologies and the pervasive influence of digitalization as its central framework. This era heralds a paradigm shift across numerous sectors, with higher education and universities at the forefront of this evolution. Studies of emerging technologies within the context of the Fourth Industrial Revolution are crucial in shaping the future of higher education. Understanding the implications and applications of emerging technologies is crucial for universities to remain relevant, innovative, and capable of preparing students for the demands of the modern workforce. However, despite the recognized importance of this field, there is a notable lack of comprehensive scientometric studies that systematically analyze and map the existing body of knowledge. This research gap highlights the need for a thorough investigation into the current state of studies related to emerging technologies in higher education, thereby providing a robust foundation for future academic and policy initiatives. Consequently, this study was meticulously designed and conducted to analyze existing research in this critical area, illuminating trends, patterns, and significant contributions.

This applied research employed an analytical approach to provide a detailed and comprehensive overview of the field. Utilizing a mixed-methods design, the study integrates both quantitative and qualitative techniques to ensure a holistic understanding of the subject matter. Additionally, scientometric methods and a systematic review were conducted. The statistical population for this research comprised 273 articles on Emerging Technologies Studies in the Fourth Industrial Revolution Era within universities and higher education institutions. The term 'higher education' encompasses universities, colleges, and other degree-granting institutions. These articles were meticulously selected from the Web of Science citation database, a reputable source of scholarly literature, covering publications from 2019 to 2024. The selection process followed the rigorous guidelines of the PRISMA checklist to ensure transparency and reproducibility. Subsequently, the selected articles underwent comprehensive analysis, review, and visualization using software tools such as EndNote for reference management, Excel for data processing, and VOSviewer for network visualization and mapping.

The analysis of publication trends revealed a consistent and significant increase in the number of papers published on "Emerging Technologies Studies in the Fourth Industrial Revolution Era in Universities and Higher Education." This upward trend highlights the growing recognition and scholarly interest in this domain. A comprehensive examination of the keywords used in the articles identified 1,240 unique keywords, which were subsequently categorized into 29 distinct technology-related topics. Among these keywords, general terms such as “higher education,” “education 4.0,” and “education” appeared most frequently, underscoring their central importance to the field. Network analysis of co-authorship patterns revealed strong collaborative relationships among researchers from Malaysia, South Africa, Mexico, Spain, and India, emphasizing the international scope of this research area. Statistical analyses further identified MDPI as the leading publisher and Sustainability as the top journal for articles in this domain. Additionally, the analysis showed that “education and educational research” emerged as the most prominent research area within the reviewed articles.

The increasing trend in publications signifies a growing acknowledgment of the importance of emerging technologies in higher education during the Fourth Industrial Revolution. However, the notable absence of published review articles in this field highlights a significant gap. This gap warrants further attention and scholarly effort. A particularly concerning observation is the absence of Iran among the countries contributing to authorship in this field, whether through co-authorship or independent research. This absence suggests a potential oversight by Iranian researchers and policymakers regarding this critical issue. The analysis of scientific research areas highlights the diverse disciplinary interest in emerging technologies within higher education. Multiple scientific domains are showing a strong focus on this area. The analysis reveals a high prevalence of micro-topics related to augmented reality, the Internet of Things, artificial intelligence, and blockchain. This suggests widespread adoption and utilization of these technologies in universities and higher education institutions, effectively transforming them into vibrant and dynamic research hotspots. The analyzed articles also demonstrate a strong alignment with the United Nations Sustainable Development Goals (UN SDGs). This connection underscores the pivotal role of universities in cultivating a skilled and capable workforce, well-prepared to face the challenges and seize the opportunities of the Fourth Industrial Revolution. In conclusion, it is important to briefly highlight two significant limitations of this research: 1. The field of emerging technologies is rapidly evolving. Therefore, defining the time frame for collecting articles required a careful balance—it should not be so long-term as to include outdated technologies, nor so narrow as to exclude many relevant technologies within the study’s scope. For this reason, the last six years were selected as the most appropriate period for review. 2. On one hand, due to the nascent nature of these technologies, and on the other, the limited recognition of their importance in the educational sector of our country, there is a scarcity of review and bibliometric articles, as well as official statistical reports. This lack of resources represents a serious limitation of the present research.

The development of technical and engineering human capital, as a cornerstone of development, necessitates an effective relationship between universities and industries within the framework of higher education governance. In Iran, this relationship is controlled and commanded by the state under a state-centric governance approach, a situation that has created a gap between universities and the industry in the optimal development of technical and engineering human capital. A phenomenological study of the perceptions and experiences of seventeen representatives from key governance stakeholders (government, university, and the power industry), all with distinguished backgrounds in human capital policymaking and planning, revealed that the origin of this gap stems from the monopoly of state ideology over the provision of higher education, implemented through a bureaucratic structure. This structure, by disrupting an optimal and organic relationship between universities and industries, has led to siloed policymaking on one hand, and has created opportunities for corruption and conflicts of interest on the other. Under these conditions, the development of technical and engineering human capital is conducted within a highly inward-looking educational system, detached from understanding and engaging with external realities and labor market needs, which has resulted in a decline in quality. The solution to this situation lies in redefining the state’s role from one of direct management (proprietorship) to one of support and regulation, and establishing a participatory and rational governance model among the state, university, and industry for the optimal development of technical and engineering human capital.

Universities play a pivotal role in advancing knowledge and fostering societal progress. However, their ability to align research with real-world challenges remains a critical global concern. In Iran, this issue is particularly pressing. Despite significant achievements in quantitative scientific output, ranking 15th and 16th globally in Scopus and Web of Science in 2022, Iranian research often fails to address pressing national problems. This paradox highlights systemic inefficiencies, including institutional misalignment, fragmented innovation ecosystems, and policies prioritizing publication metrics over societal impact. National frameworks, such as Iran's Fifth Development Plan (2010), emphasize the need to direct research toward addressing societal needs, yet implementation gaps persist. This study examines the institutional, organizational, environmental, and individual barriers that prevent Iranian universities from translating academic research into practical solutions, aiming to propose reforms that bridge the gap between scholarly output and societal relevance. Based on this framework, the present study, considering the aforementioned challenges and issues in academic research and its qualitative development about society and its needs, seeks to answer the following key question: 

The disconnect between academic research and societal needs has been widely debated in global scholarship. Universities worldwide are increasingly encouraged to adopt a "third mission" focused on social responsibility, integrating community engagement and problem-solving into their core activities. Scholars such as Jones et al. (2021) argue that universities must evolve from isolated knowledge producers to active contributors to societal development, emphasizing collaborative frameworks that connect academia with industry and policymakers. In emerging economies, this challenge is exacerbated by structural barriers, including rigid funding models, bureaucratic inertia, and a lack of institutional incentives for applied research. In Iran, studies critique the predominance of "scientific formalism," where procedural rigor and publication metrics overshadow practical relevance. Researchers like Shafiei et al. (2020) highlight the disconnect between academic output and industry demands, attributing it to weak collaboration mechanisms and a cultural preference for theoretical over applied studies. Similarly, Ghoreishi et al. (2021) identify systemic flaws in promotion policies that reward quantity (e.g., article counts) over quality or societal impact, discouraging faculty from undertaking time-intensive, problem-driven projects. Farastkhah (2016) further critiques the erosion of universities’ core mission—science for societal advancement—due to bureaucratic pressures and misaligned institutional priorities. Globally, similar trends exist. For instance, Shaffer et al. (2018) note that academic systems prioritizing high-impact journals often neglect local problem-solving, while Makhatini et al. (2022) highlight demand-supply mismatches in innovation ecosystems. Existing literature, however, tends to focus on isolated challenges (e.g., funding or industry collaboration) rather than systemic analyses. This study addresses this gap by taking a holistic approach to examining multidimensional barriers that hinder impactful research in Iran.

In the study, a qualitative research design by content analysis was used to investigate the challenges of academic research in solving Iran's issues. Semi-structured interviews were conducted with 16 Iranian expert academics who are senior faculty members, research directors, and policymakers. The participants were selected according to purposive sampling because of their experience in applied research. Data collection stopped when theoretical saturation had been achieved, with interviews taped and analyzed through Granheim and Lundman's (2004) inductive content analysis approach. This included the identification of meaningful units, coding for emerging themes, and categorizing results under institutional, organizational, environmental, and individual problems. Rigor was ensured through triangulation, member-checking, and peer-checking, with ethical considerations being the anonymizing of participant data and seeking informed consent.

The analysis of study data identified four interconnected forms of challenges:Institutional barriers include promotion systems that prioritize publication volume over societal impact and the absence of national accreditation frameworks to ensure research quality and relevance.Organizational challenges involve structural inefficiencies, such as faculty-student imbalances, non-performance-based funding models, and recruitment practices misaligned with national priorities. Environmental barriers highlight fragmented innovation ecosystems characterized by weak linkages between academia, industry, and policymakers, as well as low demand from the private sector for collaborative research. Individual challenges primarily consist of motivational gaps among faculty, driven by institutional incentives favoring easily publishable topics over complex, problem-driven projects. These factors collectively divert academic efforts from addressing societal needs, perpetuating a cycle of non-impactful research.

The findings underscore the systemic misalignment between Iran’s academic ecosystem and societal needs. Institutional policies, such as promotion criteria favoring publication volume, mirror global "publish or perish" cultures but lack compensatory mechanisms for applied work. Organizational challenges, including overcrowded supervision roles and rigid funding structures, reflect broader governance issues observed in other contexts, such as India and Brazil. Environmental barriers, particularly weak industry-academia linkages, highlight the need for ecosystem-level reforms to foster demand-driven research. At the individual level, faculty motivations shaped by institutional incentives perpetuate the cycle of non-impactful output. Addressing these issues requires integrated reforms, including policy revisions to reward societal impact, funding models tied to performance, and capacity-building initiatives to enhance problem-solving skills.

This study highlights the urgency of realigning Iran’s academic research ecosystem with national priorities. Key recommendations include revising promotion policies to incentivize applied research, establishing national accreditation systems, and fostering industry partnerships through targeted grants. By addressing institutional, organizational, environmental, and individual barriers, universities can transition from passive knowledge hubs to dynamic contributors to societal development. Future research should explore the socioeconomic impacts of these reforms and benchmark progress against international models, such as South Korea’s integrated innovation ecosystems.

Digital literacy is one of the most important skills of the 21st century, and being equipped with it, is one of the necessities of modern life. For this reason, empowering students to acquire this skill is very important in higher education systems today. Thus, the first step in improving students’ digital literacy is to be aware of their current situation in the field of digital literacy by using a reliable and up-to-date tool. The review of the literature in the field of measuring digital literacy skill indicated that the tools applied for measuring digital literacy of Iranian undergraduate students were not suitable for the rapid and deep changes in the area of digital literacy. Furthermore, important components such as problem solving and creativity were not incorporated in the localized tools in Iran. So, the purpose of this research was to investigate the psychometric characteristics of the six components questionnaire of digital literacy by Veda et al. (2022) among Iranian students. The statistical population of the research was made up of all undergraduate students of public universities in Tehran. Among these universities, three universities were randomly selected and then two faculties from each university and four classes from each faculty were randomly selected. In total, 383 undergraduate students participated in this research. In examining the psychometric properties of the tool, first of all, the questionnaire was translated into Persian by three translators fluent in English. The questionnaire was sent to 8 experts in the field of computer science and informational science, and its content validity was determined by the Lavshe method. The values of the content validity ratio for all the items were more than 0.75, which showed that the This study focuses on the role of perceived benefits and risks, along with their dimensions, in influencing users’ intentions to seek and share health information through social networks. The research employed a correlation-based applied survey method. The statistical population for this study included all students at the University of Tehran, with a determined sample size of 382. A total of 364 questionnaires were returned and analyzed using SPSS and LISREL. The results of the Structural Equation Modeling analysis indicated that nine hypotheses were confirmed while four were rejected. Overall, the findings revealed that perceived usefulness, credibility, and emotional support related positively to perceived benefits. However, no relationship was found between informational support and perceived benefits. Additionally, privacy concerns, time commitment, and psychological risk were positively associated with perceived risk. Conversely, no relationship were observed between mental intangibility or social risk and perceived risk. Furthermore, perceived benefits were positively related to the intention to seek and share health information, while perceived risk was negatively related only to the intention to seek health information.

The purpose of this study is to identify the components of the 11 criteria of the information society and the 4 dimensions of globalization in the context of library and information center services, as well as to determine their relative importance from the perspective of researchers and higher education faculty members.
This applied study was conducted using a qualitative approach through the Delphi method in three rounds with the participation of experts. The research population consisted of 10 professors and specialists from various universities with expertise in the information society and globalization. Purposive sampling was used for participant selection. The initial concepts were derived from a review of previous research using content analysis and were presented in an unstructured questionnaire. Following three Delphi rounds and based on controlled feedback and consensus among the experts, a structured questionnaire was developed using a five-point Likert scale ("very important", "important", "somewhat important", "less important" and "not important"). The study’s validity was established through content and face validity, and its reliability was confirmed by expert approval and response rate, ensuring that the instrument effectively addressed the research objectives. Data collected after the three Delphi rounds were analyzed using descriptive and inferential statistics. To measure the level of agreement among panel members, Kendall’s coefficient of concordance was employed, which showed improvement across the rounds. The Delphi process was concluded once a consensus was reached regarding the importance of the indicators.
After identifying 164 components across 11 criteria of the information society and 4 dimensions of globalization, the findings indicate that several factors significantly contribute to the transformation of the information landscape. Notably, providing timely services to enhance accessibility to databases scored 4.82 percent in the criterion related to the transformation of the job structure within the information industry. Additionally, facilitating the creation of local databases for national and international use through the expansion of information resources achieved a score of 4.84 percent in the criterion concerning the transformation of the job structure of the information market; providing facilities in adaptability with 4.84 percent in the criterion of the transformation of the job structure of information workers; teaching how to use the two-way communication between the user and the system through self-learning in a comprehensive manner with 4.85 percent in the criterion of the conscious social transformation of distance education; providing facilities in creating a suitable platform for people with common interests with 4.65 percent in the criterion of the conscious social transformation of remote news conferences; providing timely services in the quality of network marketing services with 4.80 percent in the criterion of the conscious social transformation of marketing through computer networks; Information services in rapid and direct communication of researchers with each other with remote monitoring with 4.65 percent in the criterion of information-based social transformation, creating an information network; training on how to use electronic communications in training efficient and skilled human resources with 4.82 percent in the criterion of information-based social transformation; providing timely services to audiences without a goal and plan with 4.70 percent in the criterion of political transformation based on passive speakers and mere consumers; information services in the acceptability and evidentiary power of electronic documents with 4.83 percent in the criterion of political transformation in formulating the law governing the exchange of information; providing facilities and opportunities in the sense of belonging to national identity with 4.80 percent in the criterion of cultural transformation in the sense of belonging to identity and the richness of true knowledge, the services of libraries and information centers have shown the highest level of importance in the information society from the perspective of researchers and higher education professors. Additionally, providing timely services to eliminate economic barriers and borders received a score of 4.70 percent in the economic dimension. Training on utilizing the cultural proximity of countries in relation to globalization scored 4.84 percent in the cultural dimension. Furthermore, timely services that promote the growth of civil society attitudes achieved a score of 4.80 percent in the socio-political dimension. Information services in education were rated at 4.65 percent, and timely educational services also received a score of 4.65 percent in the scientific and technological dimension. These factors have demonstrated the highest level of importance in the globalization of library and information center services from the perspective of higher education professors.
By identifying the standard components of the information society and globalization dimensions, and determining their relative importance in library and information services, this study underscores the value of aligning library service processes with these elements. Implementing these components can contribute to the integration of information and communication networks, facilitate the exchange of information, and ensure the accurate reception of content produced at the international level.

The world has always faced various adversities. Many of these adversities have posed significant threats to humanity on national, regional, and global scales. Sometimes, these adversities have manifested as global crises. The coronavirus is a family of viruses that cause respiratory infections in both humans and animals. The novel coronavirus, officially designated as SARS-CoV-2, is responsible for the COVID-19 disease in humans and has significantly disrupted and transformed social structures, work patterns, and income distribution. One of the structures impacted by this virus was universities and their missions. In this context, the present study was conducted to identify the challenges posed by the COVID-19 pandemic on the planning, implementation, and publication of academic research.

This study employed a qualitative approach, utilizing the interpretive phenomenological method. The research participants comprised 38 academic and ministerial administrators and managers, along with higher education experts from universities and the central headquarters of the Ministry of Science and Research. Participants were selected purposively, and data collection continued until theoretical saturation was achieved. Data were gathered through semi-structured interviews and validated using the alignment method. Data analysis was conducted using the content analysis method within the MAXQDA software environment.

The identified challenges of academic research can be categorized into three stages: planning, implementation, and publication. In the planning stage, challenges included role ambiguity, lack of motivation and reluctance, a preference for education over research, insufficient intra-group and interdisciplinary consensus, the impact of infrastructure on the volume of research, and changing research funding sources. During the implementation stage, issues such as route dependence, inadequate facilities and infrastructure, participant confidentiality, poor supervision, restrictions on scientific travel and communication, and information filtering were prevalent. Finally, in the publication stage, challenges included changing policies for publishing scientific works, enthusiasm for disseminating results, lack of trustworthiness, delays in the evaluation process, and issues with journal printing.

Effectively managing the challenges that arise during emergencies can enhance the quality and effectiveness of research. This approach not only elevates the scientific level of the university but also attracts talented researchers, minimizes resource waste, fosters interdisciplinary collaboration, and strengthens communication with industry and society. Additionally, it increases the reliability of research results, and promotes greater respect for the intellectual property of professors' achievements in cyberspace.

In the present era, AI literacy is recognized as an essential skill for everyone. AI literacy goes beyond technical knowledge and encompasses an understanding of the social, ethical, and economic implications of this technology. It enables individuals to critically engage with AI and use it responsibly. The primary objective of this research is to explain the necessity of transforming curricula based on AI literacy and the role of librarians in its education. This study employs a qualitative approach using concept analysis and the six-phase framework of Levac, Colquhoun & O’Brien (2010). Additionally, to ensure the proper selection of articles in the third phase of this framework, the article selection process proposed by Silva (2015) has been utilized. The research population consists of texts indexed in the Scopus and Web of Science databases in the English language. After searching these databases and retrieving 912 articles, a screening and filtering process was conducted, ultimately resulting in 34 relevant articles. The review of the literature indicates that AI literacy is not integrated into school and university curricula. At the same time, there is still no comprehensive and integrated approach to teaching it. In the meantime, librarians can play an important role in promoting AI literacy. Librarians can act as guides and advisors in the field of AI, given their knowledge and skills in searching and evaluating information. They can help users find accurate and reliable information about AI, use AI tools effectively, and gain a proper understanding of the limitations and challenges of this technology. However, in order for librarians to be able to play this role well, they need training and empowerment in the field of AI. Also, libraries need to be equipped with the necessary resources and tools to provide services related to AI. There are also challenges in the path of developing AI literacy. These include: the lack of comprehensive and up-to-date educational resources in the field of AI literacy; ethical issues related to AI such as bias, privacy, and transparency; the high speed of change in the field of AI and the need for continuous updating of knowledge and skills; and the lack of awareness and resistance to change and the adoption of new technologies. Therefore, to realize a smart and knowledge-based society, serious attention should be paid to AI literacy education at all levels. Given the existing challenges, there is a need for cooperation and interaction between all stakeholders, including governments, educational institutions, libraries and the private sector to develop and promote AI literacy. In this way, it is suggested to develop comprehensive educational programs, support research, promote cooperation between libraries, schools, universities and other institutions, create the necessary infrastructure, and pay attention to ethical dimensions. By adopting these measures, it is expected to achieve a society in which individuals have the ability to understand, evaluate and use AI technologies responsibly.

Considering the nature of the technology of software robots such as Chat GPT and their relationship with processing, retrieving and communicating knowledge and information, one of the areas that are affected by them is the field of higher education. This research has been done with the aim of identifying the key challenges of using Chat GPT in higher education and the upcoming opportunities for it as one of the artificial intelligence technologies. The current research is practical in terms of its purpose and the implementation process is such that first the challenges related to the subject are identified based on the literature review and then to reach the importance, leveling and connections between the challenges raised in the use of Chat GPT using the structural modeling method. Various challenges in the field of using Chat GPT in higher education, including incorrect information and low reliability, plagiarism, inequality of hardware and software equipment, lack of skills and knowledge of professors and students, lack of skills and knowledge of professors and students, the lack of application in some sciences, and the lack of emotional relationship between chatbots and humans were widely discussed. The results of the research showed that the challenge of inequality of hardware and software equipment and lack of skills, knowledge of professors and students at the first level, the challenge of incorrect information, low reliability and plagiarism at the second level and the challenge of lack of application in some sciences and lack of emotional relationship at the third level were placed.

Given the rapid acceleration of developments in emerging technologies, particularly artificial intelligence, and its extensive and profound impact on various aspects of social life, including higher education, the need for efficient, comprehensive, and coordinated policies is felt more than ever. This article examines the development trajectory of artificial intelligence technology and analyzes the opportunities and challenges of its use in the field of higher education. Considering the unparalleled opportunities that this technology offers to the educational system, as well as the inherent risks it carries, the necessity for smart and forward-thinking policy-making to improve and enhance Iran's higher education system has been emphasized. In this article, key strategies for formulating and implementing appropriate policies to optimize the use of AI technologies in Iran's higher education are presented. These strategies can serve as a roadmap for educational officials and policymakers in the country, helping to improve the quality, efficiency, and flexibility of the higher education system. The goal of these proposals is to achieve balanced and sustainable development of higher education with a focus on productivity and quality, utilizing the capacities of AI to enhance educational processes and train skilled and specialized human resources. The implementation of these policies can play a key role in facilitating the digital transformation of higher education and strengthening Iran's position on the international stage.

In recent decades, higher education has increasingly faced pressures to address real-world challenges in social, economic, environmental, and technological domains. The literature indicates that universities have expanded the traditional notion of science to include new missions. Their responses to these demands varied based on their regulations and social contexts. Some universities demonstrated strong local or regional orientations, while others broadened their activities to become international players. Additionally, some institutions adapted their internal procedures to embrace new administrative methods or transformed into entrepreneurial universities. Consequently, the literature provides evidence of a positive response from universities, although this response is scattered and not uniform on a global scale.As strategic plans offer managerial insights and operational frameworks for achieving organizational goals and missions, their content can be analyzed to examine university responses to various demands. This study employed a quantitative content analysis method to investigate the strategic plans of universities worldwide, exploring their approaches to new academic missions, the emerging subjects recently included in these plans and their correlation with the development levels of their respective countries.

The research sample comprised the strategic plans of universities worldwide that are accessible on the web. The universities were initially identified using the list provided by the Scimago Institutions and University Rankings, which included 4,126 universities at the time of data collection in May 2022. By employing the following formula in the title field of documents indexed in Google, the strategic plan of each university was located, and its full text was downloaded:("strategic plan" OR "strategic plans" OR "strategic planning" OR "Strategic * plan" OR "action plan" OR "action plans" OR "action planning" OR strategy OR vision OR mission OR values) AND [University Name]852 strategic plans in both English and non-English languages were retrieved, available in either text or image formats. The non-English strategic plans were translated using Google Translate, while image files were converted into text with Google Docs. The complete texts of the strategic plans were then input as plain text into VoSViewer software, version 1.6.19, where their co-word maps were analyzed following linguistic pre-processing. A thesaurus was developed and utilized to standardize the terminology.To identify novel subjects that have recently emerged in the strategic plans, they were weighted according to the commencement year of their respective periods. Furthermore, to examine the relationship between these subjects and the development levels of their respective countries, the plans were weighted by the Human Development Index and Gross Domestic Expenditure on Research and Development, as reported by the United Nations Development Program and the World Bank, respectively. A whole counting method was employed to calculate term frequencies. Additionally, a threshold of occurrence in at least ten strategic plans was established for a term to be included in the map. A total of 1,158 words or phrases were identified. By applying a threshold of 60% of the most relevant terms, 695 terms were included in the final map.

Five clusters were identified including “society”, “students”, “systems”, “transformation”, and “graduate programs”. The largest cluster, i.e., “society”, included the concepts related to education, research, and innovation. The terms “society” and “world” were respectively the biggest nodes in this cluster, indicating the connection of these main missions with real-world challenges. In the “graduate cluster”, the “global rankings” node occurred linked to “sustainable development goals”, “international collaborations”, and “partnerships”. In the “student” cluster, “courses" was the second largest node. Along with the terms related to classic academic missions (i.e., “students”, “graduate programs”, and “courses”), the terms related to new academic missions were observed including “communities”, “world”, “economy”, “sustainable development”, “economic growth”, “social growth”, “excellence”, “solutions”, “diversity”, “climate”, and “climate change”. The terms’ occurrences showed dependence on the plans’ novelty and country development level. For example, the terms “communities”, “social enterprises”, “sustainability”, “global rankings”, “sustainable development goals”, “web applications”, and “circular economy” occurred for moderately to highly developed countries.

Universities worldwide have broadened their focus beyond traditional missions to encompass new objectives related to the economy, society, and the environment. The reliance on these terms varies according to each country's level of development, highlighting the necessity for pragmatic policymaking to establish achievable short- and long-term goals. Furthermore, this situation raises concerns about the potential to deepen divides among nations due to differing objectives set for higher education. Notably, the lack of terms associated with research output and traditional mission-oriented ranking systems poses a challenge to the for ranking's sake approach.

The aim of this study is to identify and prioritize the levels of knowledge commercialization within the Iranian higher education system and to validate these findings.

The research method employed is an exploratory mixed-method approach. To gather information, a combination of library studies and the identification of an expert group was utilized. Sixteen individuals were interviewed using a semi-structured interview tool and the snowball sampling method, ultimately achieving theoretical saturation. After conducting the interviews, examples were identified and categorized using the content analysis method. Subsequently, the identified examples from the research community, specifically professors at the Islamic Azad University of Tehran, were prioritized and validated. The validity and reliability of the qualitative component were established through the triangulation method and the test-retest index. In the quantitative component, these were confirmed by subject matter experts, Cronbach's alpha, and factor loadings.

The findings were derived from both qualitative and quantitative components. In the qualitative segment, the levels of knowledge commercialization within the country's higher education system were assessed through interviews with a group of experts. The collected information was analyzed using content analysis, which identified six comprehensive themes: environmental factors, organizational structure, characteristics of intellectual creators, characteristics of created knowledge, characteristics of knowledge consumers, and types of knowledge. Additionally, the analysis revealed 25 organizing themes and 87 basic themes. Then, in the quantitative phase, data was collected using a questionnaire distributed among the research community, specifically professors at Islamic Azad University in Tehran. The data was prioritized based on factor loadings. The analysis revealed that the theme of intellectual characteristics of intellectual creators had a coefficient of 93.9%, while the theme of specialized knowledge had a coefficient of 94.9%. Both themes were identified as the top priorities within the levels of comprehensive and organizing themes.

The results of the study indicate the identification of the levels of commercialization within the Iranian higher education system. The calculated factor loadings highlight the importance of considering all levels of analysis. The order of prioritization derived from these loadings underscores the need to evaluate the contribution of each instance to the variable under study, particularly in light of limited resources and the necessity for effective management.

The reform of the financial system and the financial autonomy of universities in resource management is recognized as one of the most important prerequisites for the transformation of the higher education system. This autonomy can enhance efficiency, improve research and educational performance, and strengthen universities' flexibility in adapting to environmental changes. However, public universities in Iran still face numerous challenges in achieving this goal.The objective of this study is to examine the barriers and challenges to achieving financial autonomy in Iranian public universities and to propose policy solutions for improving the current situation. The research follows a qualitative approach and consists of four stages: a systematic literature review using the PRISMA framework, coding and thematic network analysis to extract challenges and solutions, content analysis of national development laws, and policy recommendation formulation through focus group discussions.The findings indicate that the main obstacles include the lack of appropriate legal frameworks, heavy dependence on government budgets, weak accountability systems, inefficiency of performance indicators, limitations in attracting private sector funding, and the absence of effective collaboration mechanisms with industry.Based on these findings, the study proposes the following policy recommendations: (1) revising development plans, strengthening the authority of university boards of trustees, and reducing government and regulatory intervention in financial, administrative, and student affairs; (2) developing clear and measurable performance indicators for budget allocation based on educational and research outcomes; (3) diversifying university funding sources by attracting financial support, promoting knowledge-based economic activities, and adapting university business models to global transformations, including digital universities; (4) enhancing accountability and quality assurance through the establishment of independent accreditation bodies; (5) implementing financial autonomy gradually with continuous monitoring; and (6) increasing stakeholder engagement, including private sector, chambers of commerce, and industry associations, in funding research and innovation.

One of the key programs to expand international scientific cooperation and effective interaction with the regional and international environment and top universities is student exchange programs. In line with Iran’s Seventh Development Plan and for effective decision-making and planning in this field, the present study has examined the requirements for developing international student exchange programs with the Iranian universities. A qualitative and quantitative approach was administered. First, with a qualitative approach and conducting interviews with experts of the subject and using thematic analysis, the components were identified. In the next step, data were collected using a quantitative approach and with a questionnaire tool. The study findings indicated that the requirements for developing international student exchange programs with the Iranian universities could be divided in two groups: intra-university and extra-university. In the intra-university group, 4 categories and 12 subcategories were extracted as follows: (a) Planning and governance, including promoting international relations, promoting branding, and developing programs and guidelines. (b) Software and hardware infrastructures including improving support services, improving the quality of welfare services, improving the website, improving administrative services. (c) Individual and human resources including international students and university members. (d) Educational-research including curriculum, improving the level of education, improving the level of research. In the extra-university group, 3 categories were extracted including: (a) policies and laws, (b) management and structure, and (c) diplomacy and interactions. Based on the research findings and in line with Iran’s Seventh Development Plan and with the aim of improving the attraction of international students through a student exchange program, some recommendations were presented.

The migration of professionals is a kind of conscious and purposeful emigration of human resources with capital and knowledge and studying the migration patterns of Iranian society, especially educated people, in the contemporary era will be one of the most important research requirements in line with national interests. As one of the most important immigration corridors, the Islamic Republic of Iran has a strategic position because it is the country of origin, transit and destination of millions of immigrants at the same time. The main goal of this research is meta-analysis of the studies conducted regarding the position of migration in the educated Iranians’ intersubjectivity and its effect on their behavioral patterns and social belonging; The method of this research is based on the meta-analysis of 154 documents in the form of articles, research projects and books. The migration of educated people will be done based on the three levels of the migration cycle: analyzing the emigration behavior of educated people with educational goals, discussing the stability and permanence of educated immigrants in the destination and also Transnational activities as well as the return migration of educated people to the country of origin will be studied, which will lead to the production and consolidation of theoretical and practical literature in the field mobility of elites.

The purpose of this research was to identify and explain the service components of libraries and information centers based on information society criteria and dimensions of globalization.

This applied qualitative research was conducted using the method of qualitative content analysis, grounded theory, and interview tools. The sampling method was purposeful. The research community consists of 22 experts in library and information science with the specialized field of information society, globalization, and evaluation of library services, with whom a semi-structured interview was conducted.

The findings of the interviews were presented in the form of axial coding and open coding in five sections: causal conditions, strategies, contextual conditions, intervening conditions, and consequences. The core codes for the causal conditions of the service components of libraries and information centers are: economic factors, production and organization of knowledge and information, infrastructural factors, etc. The core codes for the strategies of the service components of libraries and information centers include coordination and integration, planning Strategic, analysis of internal and external environments. The core codes for the background conditions of the service components of libraries and information centers include legal and economic factors, cultural factors, communication, and interactive factors, etc. The core codes for the intervening or modulating conditions of the service components of libraries and information centers are: budget and income factors, socio-cultural diversity, macro and management factors, etc. The core codes for the consequences of the service components of libraries and information centers consist of the development and exchange of communication, the development and strengthening of knowledge management, the strengthening of the library's position, the improvement of infrastructure, differentiated library services, and sustainable development, each of these core codes includes several subcategories (open codes).  

Several factors such as causal conditions, strategies, background conditions, intervening conditions lead to increasing or decreasing the efficiency of academic libraries. This will lead to positive consequences in the progress and development of these libraries if the strengths are strengthened and the weaknesses are eliminated. In this regard, it is expected that according to the criteria set for the information society, they will improve their performance, and according to global dimensions, they should provide a suitable ground for the research and educational activities of professors, students, and researchers. According to the obtained results, it can be said that it is very important for academic libraries and information centers to provide comprehensive services using modern technologies and in accordance with the standards of the information society and global dimensions.

Higher education has been considered as one of the centers of society's progress and the foundation for progress in other fields. Therefore, the quality of this institution and the achievement of its goals are of great importance. This shows itself even more due to the change of development paradigms from economic development to human development, because in human development, man is the center and goal of development too, and the approach that emphasizes it is called the capabilities approach. The capabilities approach provides a more complete, holistic, and transformative approach to higher education curriculum design because it is not limited by predetermined contextual needs. Looking at the importance of the subject, the current research focuses on the implications of the human capabilities approach in higher education. The present research is developmental-applied based on purpose, qualitative based on the nature of data, and documentation based on data collection methods. The research method is analytical-descriptive and the qualitative data have been collected using the meta-synthesis qualitative research method according to Barroso and Sandelowski’s seven-step method. For this purpose, by searching 16 reliable scientific databases, 1945 articles were identified between 1979 and 2022. Among all the 1945 identified original texts, 12 relevant articles were selected finally. Then the selected articles were reviewed and coded. The meta-synthesis of previous studies shows that the implications of the capabilities approach in higher education can be classified under four categories: contextual capabilities, behavioral capabilities, educational capabilities, and economic-welfare capabilities. The identified concepts (capabilities) also include 20 concepts.

In today's world, scientific development and progress is the basis for advancing knowledge, research and technology of elites, researchers and scientific activists; In fact, the concept and process of scientific development includes discovering and inventing new knowledge, applied research, providing innovative solutions for complex problems and increasing understanding of real environment phenomena; In other words, such development is no longer one-dimensional and is not solely focused on economic growth; Rather, the development and progress of science is dependent on several factors such as the development of science discourse, the development of knowledge-based economy, and the development of scientific capital along with material capital. In this regard, in the current research, it has been tried to examine the obstacles and solutions to the development of scientific capital as a fundamental factor in the scientific development of the country's higher education system from the perspective of academic activists; For this purpose, by applying Fairclough's critical discourse analysis method, 56 activists who had lived experience in Shahid Beheshti University and had reliable information about the research topic were interviewed; The sampling method was purposeful. The findings of the research showed that according to the activists of Shahid Beheshti University, "structural-management barriers", "cultural barriers" and "social and communication barriers" are the factors preventing the development of scientific capital and "playing the role of Efficient in scientific collaborations and communication", "attention to the position and role of scientific capital in the university" and "continuous interaction between the structures and functions of the university to evaluate educational and research activities" were identified as strategies for the development of scientific capital in the academic field.

The current research was conducted to provide a framework for ethical policy in higher education governance based on the integrity of governance. The integrity of governance is an integrated, comprehensive and comprehensive view of ethics in governance that provides a suitable framework for ethical policymaking. Like other micro-based organizations, universities need the moral development of all their actors. In addition, governance oversees all stakeholders' participation and attention to the decision-making system at the highest policymaking level. Therefore, the integrity of governance is trying to develop ethics on the one hand during all ethical cases and on the other hand among all the people of the organization. From this point of view, integrity and governance are highly relevant, similar in various aspects, and easily integrated and compatible. This adaptability will make integrity work, and effective as a framework for ethical policymaking in higher education governance.A qualitative approach and a narrative review method were used in four steps to present this ethical policy based on integrity in governance. The research community was all the scientific documents of domestic and foreign scientific databases, 114 documents were initially reviewed. Finally, 40 scientific documents were selected and analyzed as a sample. In order to analyze the findings, open and axial coding (primary and secondary) was used. In open coding, meaningful arguments and evidence are extracted and then categorized based on semantic similarity, which is called primary axial coding. After that, the created categories are again organized in the form of larger categories, which is called secondary axial coding. The results showed that ethical policymaking in universities and higher education centers requires 4 key dimensions.The first dimension is ethical policymaking which oversees the perfection and integrity of governance, which has components such as completeness, flawlessness, integrity, and interconnectedness. In its first meaning, integrity refers to the completeness of a phenomenon, and this completeness is completed by the integration and interconnection of all its components. The policies of this dimension are trying to support and operationalize these two components.The second dimension is the ethical policy-making that monitors the integrity and authenticity of governance. This dimension has components such as self-honesty, matching words and actions, matching values and relevant moral norms, and matching laws. The basic challenge of ethics starts when behaviors are not based on values, beliefs, and moral principles. In other words, people are not committed to the value system and the beliefs and principles that they express in terms of action, and there are obvious conflicts between the system of values and beliefs and people's behavior. Another aspect of such violation of integrity is failure to adhere to what is said, and in this case, a person reduces his integrity by not fulfilling his commitments and promises.The third dimension has emphasized ethical policymaking regarding the adaptation and resilience of governance, which includes adaptation and resilience in adversity as well as adaptation and connection with the environment. It shows the complete unity and continuity of the person with the environment and adaptability to the conditions. People and systems with integrity have high adaptability and resilience with themselves and the surrounding environment because they have acquired this adaptability and resilience from being complete, healthy and flawless. also, they have high degrees of adaptability, flexibility, and resilience. It is the result of such completeness.Finally, in the fourth dimension, ethical policy-making refers to the virtue and ethics of governance. It could be argued that one of the definitions and structures that describes integrity is the issue of virtue and ethics, and it seems that the more complete, healthy, and flawless a person is, the more ethical codes and behaviors he manifests. Gives. In other words, the integrity of the human being causes intellectual and practical moral developments. A human being is defined by their integrity, which is reflected in their morals. When that integrity is compromised, a person's morals suffer as a result. This dimension includes components such as responsibility, conscious and open action based on moral reflection, value or virtue, and exemplary moral behavior.It is suggested to use the concept of governance in order to develop ethics in universities, and in the field of governance, using the concept of integrity will lead to the comprehensiveness and integrity of ethical policies, because integrity is a complete, comprehensive, barrier and representative of ethics and its policies. Integrity develops a vision and a perspective in ethical policymaking in which the completeness, health and flawlessness of human beings, which are indicated by the above-mentioned four dimensions, are developed in universities. It is clear that integrity displays a sublime and complex level of ethics, and this level of complexity and moral excellence will be highly relevant to the academic system and academics.

The organizational entrepreneurship approach, as a strategy for creating economic and meta-economic values, in the field of non-governmental higher education in Iran is severely neglected from a theoretical and practical point of view. The purpose of this article is to design a paradigm model of organizational entrepreneurship in the field of non-governmental higher education in Iran. For this purpose, Fatemiyeh Shiraz Non-Governmental Institute of Higher Education has been selected as a case study and analyzed based on the grounded theory strategy. Data was collected through 80 hours of open interviews with 17 key informants, review of documents, and participatory observation of the researcher. Thus, by coding in three stages of open, axial and selective coding, 39 categories in the form of 14 dimensions and 6 components of the grounded theory strategy were identified. Findings show that "discovering and creating opportunities in the field of non-governmental higher education missions" is the main category of organizational entrepreneurship and "intelligent exploitation of opportunities and value creation" as a consequence of organizational entrepreneurship in the field of non-governmental higher education in Iran. Accordingly, attention to the categories identified in this study by senior managers of non-governmental higher education institutions as well as policy makers and major decision makers in this field, in order to form and promote organizational entrepreneurship in this institutions is recommended.Keywords: Organizational Entrepreneurship, Grounded Theory, Conceptual Model, Higher Education, Fatemiyeh Shiraz Higher Education Institute.

The macro issue of employment is one of the most critical issues facing the country. Graduate employment has a special place among its sub-sectors because it involves significant individual and national opportunity costs. Correct and effective policy-making in graduate employment requires correct and accurate information. The employment environment is mainly described by indicators such as unemployment and economic activity. Although indicators can show part of the problems of the graduate business environment, more is needed to achieve a macro view and planning in this field. Global studies show that skill-job fit indicators, field title-job and degree-job are usually used on a wide scale. Therefore, in the present article, based on the statistics of the labour force census plan and with a local and innovative method, the indicators of the active population, employed, having a related job and having a suitable level of education for the graduates of different university fields of the country were calculated. In the continuation of the study fields based on the two dimensions of employment (based on the indicators of the share of the active population from the total graduates and the share of the employed from the active population) and education (based on the indicators of the share of employees with related jobs from the total number of employees and the share of employees with a proportional level of education from employees with related jobs) became In the following, by designing a nine-house framework based on the favorable, semi-favorable and unfavorable status of each aspect of employment and education, academic fields in five types of undeveloped fields (art and biological sciences), less developed fields (law, personal services, architecture, physical sciences, industry, Behavioral sciences and agriculture), emerging fields (business and mathematics), unbalanced development fields (engineering), developed fields (veterinary science, security services, journalism and humanities) and pioneering fields (health and teacher education) were classified. Finally, the findings were deepened by matching them with additional data (such as the share of majors in different occupational groups and the share of private employment and entrepreneurship of majors).

Universities and higher education institutions have moved towards diversifying their sources of income due to declining government budgets, economic pressures, intense competition, declining demand for graduate education, and international financial crises. Therefore, the present study seeks to identify the most important drivers of the future of universities' revenue sources.

The present study is applied in terms of orientation and its methodology is quantitative multiple. The theoretical population of the research is the planning and programming managers of the major universities in the country and experts in the field of education financing. The sampling method was judgmental according to the skill of experts in the field of higher education financing. The sample size in this study was 10 people. Research drivers were obtained through a literature review and interviews with experts. Then, two questionnaires of expert evaluation and effectiveness evaluation were used to screen and analyze the effectiveness of the drivers. These questionnaires were analyzed by two techniques of fuzzy Delphi and fuzzy Dematel.

25 drivers were obtained through a literature review and interviews with experts. Among the factors of the study, 10 drivers had a defuzzy value greater than 0.6 and were selected for final analysis. The effectiveness of the remaining drivers was evaluated with fuzzy Dematel. According to the net effect index, the drivers of sanctions and external restrictions, the economic conditions of the society, the nature of the relationship between universities and industries and businesses in the society, and the policies of the Ministry of Science regarding student admission had the most impact.

The practical suggestions of the research were presented according to the most effective drivers. In this regard, suggestions such as the resilience of universities, attention of universities to the production of wealth in society, directing graduate theses and research towards problem-oriented and attracting students based on the needs of industry and market, land use planning, and local requirements were presented.

The present study aimed to analyze the recruitment process and employment challenges of Information Science and Knowledge Studies students in order to provide policy solutions to meet the needs of the higher education system.

This research is an applied research and its method is a qualitative method in the interviews section and descriptive-analytical in the documents and statistics section. In order to study the process of attracting students of Information Science and Knowledge Studies, statistical data of the Institute of Research and Planning of Higher Education during the years 2011-12 to 2017-18 were used. In order to collect information from the qualitative department, a purposeful semi-structured interview was conducted with 14 graduate and doctoral students in the field of Information Science and Knowledge Studies. Descriptive analysis method has been used to analyze the data of the statistics section and thematic analysis has been used as a research strategy to analyze the semi-structured interviews section.

The findings of the research in the statistical review section showed that the highest number of enrollees in the field of Information Science and Knowledge Studies in the doctoral program in the academic year 2016-2017, in the master's degree program in the academic year 2016-2017, and in the undergraduate program in 2011-2012. In terms of gender, in all the years studied, the total number of female enrollees was more than the number of male enrollees. Findings indicated that the highest number of enrollments in the field of Information Science and Knowledge Studies was related to the academic year 2011-2012. Then the enrollment has taken a downward trend in the academic year 2014-2015 with a slight, there has been an increase.

To address the employment challenges of graduates in the field of Information Science and Knowledge Studies, three steps should be considered before the student and during the student recruitment process, during the student and post-student. Before attracting and admitting students, it is necessary to pay attention to their basic practical skills and competencies and their motivation and interest in this field. During their student time, it is necessary to find employment courses for students in this field to get acquainted with various jobs related to their expertise should be held and while identifying the needs and skills required by jobs, society and industry by the university and policy-making institutions and their application in university content and topics, carding skills, communication skills, scientific research skills, knowledge and practical skills of students. This field should be strengthened in the university. Also, the titles of dissertations and doctoral dissertations in this field should be selected based on the needs assessment of the labor market and society and the demand-oriented approach.

In today’s knowledge society, it is vital to use the experiences gained by directors and chancellors of organizations and their experts for success and educate new directors. But unfortunately, in higher education and especially in research centers and institutes, despite the important role of experience, documentation of experiences and the tacit knowledge are neglected for several reasons such as: lack of culture of writing, vagueness of the concept of organizational experience, lack of a proper method for documentation and sharing it, and lack of legal and supportive infrastructure. Accordingly, efforts should be made to extract accumulated knowledge in the minds of Chancellors and deputies of research centers and institutes, by documentation of experiences.  So, it will be possible to share knowledge and experience among new Chancellors and deputies. Therefore, the knowledge stored in research centers and institutes become a permanent usable resource. This study aimed to provide a model for establishing and improving of tacit knowledge sharing network in higher education. 

This research was developmental and applied research. In this research, according to the subject and nature of the research, the research method was exploratory mixed method and. Therefore, this research began with a qualitative method and continued with the quantitative method for the generalization of the findings to the statistical population. In qualitative section, interview was used for data gathering. The questions of interview selected through literature review and consultation with some experts. It is notable that the interviews were semi-structured. Participants in qualitative section were experienced experts (Chancellors and deputies of research centers and institutes), theoretical experts (experts in the field of higher education), and experts in the field of experiences documentation. Some participants were experts in two or three fields of expertise. After implementing the interviews, an open coding method was used to analyze the qualitative data. Then, by calculating the reliability and validity, based on the gathered data, a questionnaire was developed. In the next phase, validity and reliability (by calculating Cronbach’s alpha) of questionnaire were confirmed and the questionnaire sent to the statistical population of the study (including all Chancellors and deputies, Heads of Offices of Chancellors and deputies, and Heads of Public Relations in research centers and institutes affiliated by the Ministry of Science and Technology and Research). Also, in quantitative phase, descriptive statistics and inferential statistics were used to analyze the collected data. 

One objective of study was to establish and improve the tacit knowledge sharing network in higher education. The other objective was to develop a model for documentation of experiences of chancellors and deputies of research centers and institutes in Iran. The findings indicated that four basic steps were involved in the process of establishing a knowledge sharing network and experiences and documenting organizational experiences of research institutes chancellors, which were the main pillar of the model.According to the results, the model had four factors including: documentation policy-making, documentation planning, documentation implementation, and monitoring, control, and sharing. The factors divided to 11 steps and 31 activities. Each activities complete one-step in the process. The model had a circle form to show that there was no stopping point in documenting experiences and at the moment the documentation of the experiences was completed and shared, a new stage of documentation of experiences begin to complete the previous experiences. 

To document experiences in higher education, organizational and extra organizational policies should be reviewed and amended as necessary. Also, the documentation cycle of an experience never ends and is always reviewed and modified. In the issue of documenting experiences and sharing them, we are confronted with two related issues. But both have common prerequisites. The prerequisite for documenting organizational experiences and sharing tacit knowledge and experience in Iranian research institutes and centers includes: academic policy, legal support, organizational climate, academic culture, and individual culture. Research institutes and centers need policy and legal infrastructure to create contexts for documenting experiences and implicit knowledge sharing. Accordingly, efforts should be made to extract accumulated knowledge in the minds of Chancellors and deputies of research centers and institutes, by documentation of experiences. So, it will be possible to share knowledge and experience among new Chancellors and deputies. Therefore, the knowledge stored in research centers and institutes become a permanent usable resource. If Ministry of Science, Research and Technology would like to document organizational experiences, and to avoid trial and error at research institutions, it is suggested that the real will for documentation of experiences be developed in Higher Education Directors. Also, policy and legal and judicial issues in this regard be developed. It is suggested that the issue of documentation of organizational experience be included in the appointment of all chancellors of research institutions. Through the Board of Trustees, the subject of documentation of organizational experiences is cited as mission or vision. Finally, it is suggested to set up supportive and incentive laws (such as financial or spiritual, promotion laws, etc.) to support documentary makers and users of experiences.

Considering the importance of theory building in scientific progress and development, the Iranian policy-makers have focused on this issue in policy-documents related to science, technology, and innovation. But it seems that in spite of the importance of this phenomenon in Iran, theory building has not been able to make significant progress. The purpose of this study is to examine the extra-organizational barriers to the growth of theory building capacity in Iran.

Through a qualitative approach and Miles and Huberman method for analyzing qualitative data, 12 experts at Tarbiat Modarres University have been interviewed, and gathered data were analyzed and coded by MAXQDA software. Thus, extracted codes categorized in major themes to address research questions.

According to the findings, the barriers to the theory building can be categorized into organizational and meta-organizational groups. Since the focus of this study is on extra-organizational barriers, these barriers can be found in seven general categories, namely, the weak link between science and society, country's economic challenges, ineffective management of higher education, inefficient higher education, the difficulty of theory building, inappropriate educational policy, and inappropriate research policy.

Originality: 

Theory building is one of the key phenomena of higher education, which should not be neglected in the scientific progress; the first step towards realizing this phenomenon is identifying obstacles and challenges in this regards. The present study is conducted through a qualitative approach which provides an overview of the barriers of the theory building and allows policy-makers to think differently about the matter.

The purpose of this study is to investigate the layered analysis of obstacles in the way of achieving scientific authority at different individual, organizational and subject levels in medical sciences. The present study is a qualitative study of the content analysis type, the data of which is obtained from the integration of the findings of the review of related studies, interviews with experts, and data from group discussion sessions. Using a coded search strategy, studies related to the obstacles to achieving scientific authority in Iran were retrieved in databases such as SID, PubMed, and Scopus, And then their content, along with the content of interviews and group discussion sessions, were analyzed by framework analysis using the cause layered analysis (CLA) framework. The findings of this study examined the barriers of scientific authority in layers and at four levels. At the obvious level (litany), obvious issues and defects such as the lack of facilities and manpower that are visible at first glance were examined, at the structural level, defects and problems that are found in hard structures (organizations) or soft structures (laws and regulations) There are problems such as meritocracy or cumbersome rules and regulations. At the cultural level, the underlying problems and defects that exist secretly in every member of the society and cause problems at higher levels were investigated, including the weak spirit of collective work, insufficient belief in the principles of cooperative management, and lawlessness. And finally, at the fourth level of underlying beliefs and values, basic and very hidden problems such as self-conceit and looking outside, and believing in the superiority of the individual over the collective, which lead to the emergence of cultural defects and problems at higher levels, were examined. Identifying the existing obstacles on the way of scientific authority will play a significant role in developing a comprehensive road map in this direction. Therefore, reforming institutionalized values and beliefs at the level of society and universities will change cultural views and change people's attitudes and take effective steps towards scientific authority in the country.