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In today's world, social media is recognized as a key tool in shaping individuals' social and economic behaviors. 1 These platforms not only improve social communication but also act as a catalyst for fostering entrepreneurial motivations among young people, especially female students. The aim of this research was to investigate the factors affecting social media-based entrepreneurial intentions among female university students. This research was applied in terms of purpose and descriptive-causal in terms of data collection. The statistical population included all female students enrolled in public universities in Fars province, Iran. Stratified random sampling was used, resulting in 386 participants. The data collection tool was a questionnaire, whose validity and reliability were evaluated and confirmed. Descriptive and inferential statistics were used to analyze the data, employing SPSS26 and Smart PLS4 software. The findings showed that perceived enjoyment, social influence, and social benefits positively affect perceived usefulness. Technological knowledge positively affects perceived ease of use, and in turn, perceived ease of use positively affects perceived usefulness and attitude towards social media. Additionally, perceived usefulness positively affects attitude towards social media, and attitude towards social media positively affects social media-based entrepreneurship. Finally, filtering has a negative impact on social media-based entrepreneurship. The results of this study provide valuable insights for policymakers and planners in the field of study.

The primary objective of this article is to identify and rank the indicators of entrepreneurial development with an industrial employment approach for university graduates using the meta-synthesis approach. The statistical population of this research consists of experienced managers and experts in the field of entrepreneurial development in the industry, as well as entrepreneurship graduates. A purposive sampling method, which is a non-probability sampling method, was employed, and the perspectives of 16 industrial entrepreneurial development experts were utilized. To familiarize and gain insight into the entrepreneurial development model with an industrial employment approach for graduates of Islamic Azad University branches in Yazd province, as well as for better coordination and identification of research variables, interviews were conducted with several experts. This method yielded acceptable and influential results in identifying the components. Qualitative data content analysis was performed using the meta-synthesis method with the help of MAXQDA software to synthesize studies obtained from a systematic review centered around the topic of this research. To screen the identified indicators and select the main indicators, the fuzzy Delphi technique was used. The interpretive structural modeling (ISM) technique was employed to determine the appropriate activities for public companies, rank their importance, and identify relationships between the indicators. From the extracted indicators in related articles, after eliminating synonymous and frequently recurring indicators, and ultimately categorizing and grouping the final indicators, 12 categories and 64 codes were obtained. Furthermore, based on the frequency of codes, the highest repetition was attributed to the highest entropy. The innovation infrastructure in the field of information security had the highest entropy.

The purpose of this research is to identify the dimensions of the entrepreneurial university and the regional advantage and model the impact of entrepreneurial university's dimensions and components on the development of regional advantages. This study follows a mixed approach; the qualitative part is phenomenological, and the quantitative part is descriptive and developmental based on nature and goal. In the qualitative section, 11 experts from the Entrepreneur University field were interviewed using a semi-structured interview.  By applying the open code’s theme technique, central codes and dimensions of the entrepreneurial university and regional advantage were identified. Next, a 108-question questionnaire was designed based on the extracted codes. A total of 327 questionnaires were completed. The quantitative part data was analyzed by the structural equation model method with PLS software. The qualitative section identified 15 dimensions of the entrepreneurial university and four dimensions of regional advantage. The results of the quantitative part showed that the entrepreneurial university variable significantly affected the regional advantage variable with an influence coefficient of 0.791. Based on the findings, in order to become an entrepreneur at the Dezful JundiShapur University of Technology, it is suggested to consider the 19 dimensions obtained for the entrepreneurial university and the region's advantages, which are identified based on the region's local indicators.

In recent years, universities have undergone a change in their traditional role from a mere focus on education and research to active participation in regional economic development. In parallel with global developments and changes in the relationship between the three main actors of national innovation systems (industry, government, and university), the task of entrepreneurship has been assigned to universities. With the revelation of the need for universities to pay attention to entrepreneurship as a central function alongside education and research, providing a favorable environment for academic entrepreneurship has gained unprecedented significance. Therefore, entrepreneurial universities create favorable environments for entrepreneurial activities in knowledge-based economies. Arak University, an influential actor in the entrepreneurship ecosystem, has taken effective measures to promote entrepreneurship through effective communication with the industry and the development of the knowledge-based industry. However, the basic question regarding the entrepreneurship of universities is, 'To what context and environment can university members engage in entrepreneurial activities?' This research investigates the requirements for the implementation of a university entrepreneurship ecosystem.

The current research is applied and developmental in terms of purpose, qualitative in terms of data nature, and descriptive in terms of data collection methodology. Since the emphasis was on formulating the problem and presenting the agreed-upon and committed solution, the research adopted the strategic options analysis and development (SODA) approach, which is a soft operations research approach. SODA, which is a method suitable for solving complex problems, uses cognitive mapping to understand the problem and what may happen to it. The sources of the present research were the faculty members of Arak University. Eleven faculty members were selected using the theoretical sampling method for semi-structured interviews. The final map was drawn and analyzed using the Decision Explorer software package.

After drawing the map agreed upon by the experts, creating a competitive environment, market management, and emotional commitment were considered goals. Cultural and social factors, financial resources, the educational and research system of the university, support and encouragement, technology and information systems, and entrepreneurial human resources were considered important issues. Finally, policy factors, rules and regulations, and higher education management were considered important options.

Conclusion/ Implications:

 By focusing on strengthening key options that have a significant impact on important issues, which, in turn, contribute to achieving goals at a higher level, measures that can play an essential role in organizing university entrepreneurship ecosystems include but are not limited to focusing on strategic plans for entrepreneurship development, providing support by the university's management team, developing the human capital of the faculty members and students, decentralizing entrepreneurship decision-making centers, creating a favorable internal environment for the flourishing of entrepreneurship, strengthening emotional commitment in employees, and supporting technological skills and foresight in formulating higher education policies with an entrepreneurship perspective.

The current research has provided a structural, functional, functional, and contextual framework for the entrepreneurial university eco-system. This research is applied in terms of its purpose, meta-synthesis research in terms of research strategy, and qualitative research in terms of its approach. The sampling method is non-probability and judgmental sampling. The sampling method is a non-probability and judgmental sampling from among the research published in reliable domestic and foreign scientific databases. After selecting the selected research, the coding and analysis process was done through the thematic analysis method and MAXQDA software. The results of the research show that the structural components include startups, spin-offs, proof-of-concept centers, and technology transfer centers, and the functional dimensions include the role of facilitating communication with the triple helix, encouraging policies to promote entrepreneurship, and training entrepreneurial human resources. In terms of performance indicators, inputs include financing research and development activities industrial research projects, and entrepreneurship training, and outputs include financial achievements income generation, and effective research in line with the needs of the market and society. The influential contextual factors also include the entrepreneurial environment with entrepreneurial culture and the financial support of the government and the private sector for entrepreneurship.

The aim of the current research is to Designing an entrepreneurial ecosystem model in the university with a knowledge-oriented approach. According to its purpose, the research method is applicable; and mixed (qualitative-quantitative) in terms of its implementation. The statistical population in the qualitative section includes 20 academic experts who are knowledgeable about the entrepreneurship ecosystem, using a targeted sampling method; and in the quantitative section, it includes 384 people from all managers of Islamic Azad Universities across the country. Data collection in the qualitative part was done through semi-structured interviews with the members of the statistical community, and in the quantitative part was done through a questionnaire. Data analysis was done using ATLAS TI software in the qualitative part, and partial least squares method in the SPSS and PLS software in the quantitative part, and factor analysis method was also used in data analysis. The results in the qualitative part showed that 67 primary codes, 11 basic themes, and 5 constructive themes are identified in most infrastructure and support clusters (2 themes), integration of technology and knowledge (2 themes), education and culture (3 themes), policy and planning. (2 themes), and integrated management (2 themes); and relationships between them were drawn and presented in the form of a paradigmatic model. The results of the quantitative part showed that 5 indicators and 11 components with factor load, average extracted variance, and convergent validity are higher than (0.4), Cronbach's alpha coefficient and composite reliability are higher than (0.7), significant t coefficients is higher than (1.96); all were confirmed, and the model has a strong fit.

This research was conducted with the aim of analyzing the strategies of creating an entrepreneurial university in line with the transformation and excellence document of Islamic Azad University.

The research method was a mixed method (qualitative and quantitative) which was used in the qualitative part of Meta-analysis and in the quantitative part of the descriptive method of correlation. The statistical population of the qualitative section included numerous domestic and foreign studies, which included 20 studies in the form of targeted sampling after screening the above studies. Also, in the quantitative part, the statistical population includes all active professors and experts in the field of entrepreneurship from the Islamic Azad University of Shiraz branch and its subsidiary units in the province in the number of 111 people who were selected through the entire population. Validity was done in a qualitative way using the triangulation method and in a quantitative way through a formal content method (with the approval of several professors of the university), which were approved after the desired reforms. In order to analyze the findings of this study in the qualitative part of document mining, due to the use of a Meta-analysis approach in the form of extracting concepts and conceptual codes and converting them into the dimensions of the desired model.

The results showed that creative-technological factors, organizational factors, infrastructural-social factors and financial-economic factors were recognized as strategies for creating an entrepreneurial university in line with the transformation and excellence document of Islamic Azad University.

Therefore, in order to develop the path of entrepreneurship in entrepreneurial university and in accordance with the transformation and excellence document of Azad University.

Despite the existence of various scientific-research infrastructures, such as research institutes and research centers, science and technology parks, and different incubators in Ilam province, student-based knowledge-based companies and nuclei are few. Considering the importance of developing and promoting entrepreneurial activities and the role of universities and higher education centers in the formation of the entrepreneurial ecosystem, this research was conducted to develop a model for the promoters of the entrepreneurial ecosystem at Ilam University.

In this research, the promoters of the entrepreneurship ecosystem of Ilam University were analyzed using the Delphi technique in three rounds. After reviewing the literature and the internal and external experiences of the formation of academic entrepreneurship ecosystems, a semi-structured questionnaire was developed to explore the promoters of the entrepreneurship ecosystem from the perspective of the research participants. The participants were 14 faculty members of Ilam University who were experts in the field of entrepreneurship and innovation ecosystem and were studied purposefully. In the first round, based on a semi-structured interview, the promoters of the entrepreneurial ecosystem were compiled based on the participants' points of view and examined the literature. In the second and third rounds, the participants expressed their opinions about these promoters on a Likert scale. SPSS version 26 and Excel software were used for data analysis.

The results showed that some promoters of the innovative entrepreneurial ecosystem at Ilam University included improving the structure of the entrepreneurship ecosystem in the university to develop technological and entrepreneurial activities of faculty members and students, setting up a business and entrepreneurship consulting office in colleges, defining and allocating innovation grants for projects of faculty members, theses, and student theses in the form of student business cores, strengthening group and team cooperation in teaching, projects, and research plans, project cooperation with organizations, forcing faculty members to specialize their research and consulting activities and to set up the market and labor market information system of Iraq and the jobs and labor market of the country and the province.

Conclusion/ Implications: 

Considering the importance of the structure in advancing the entrepreneurship ecosystem and the experiences of successful universities in the world in this field, it is suggested that Ilam University, taking into account the existing laws and regulations, set up the Vice-Chancellor of Entrepreneurship and Technology in the university. Changing the title and function of the Science and Technology Development Center Council to the Innovation and Entrepreneurship Ecosystem Council is another recommendation. In the next step, it is necessary to revise the description of the duties of this council and formulate its duties according to the functions of the innovation and entrepreneurship ecosystem of the university.

In the last decade, universities have invested significantly in startup accelerator programs. While research on academic startup accelerators is limited, it supports multiple roles and outcomes. Recent research identifies two main roles for university start-up team accelerators-developing students' entrepreneurial skills or supporting technology transfer-and provides case studies that illustrate each: the MIT Delta Accelerator, which focuses on entrepreneurship education, and the Transfer Accelerator. Arizona State University Technology, which focuses on technology transfer. Technology transfer means the commercialization of research conducted by professors and graduate students. However, researchers found that current undergraduate students or recent graduates were more likely to create high-quality startups within three years of graduating from US universities. Similarly, found that students at UK universities were ten times more likely to start businesses than faculty members. Recognizing that students are a powerful source of entrepreneurship stimulation, universities have begun to develop ecosystems that support the creation of student startups, and university accelerators are one of the constituent elements of this ecosystem. According to the report of Global Entrepreneurship Monitor, the status of entrepreneurship education in Iran's schools and universities has improved over the last few years, but Iran's score is still lower than the world average. On the other hand, with the process of globalization, social, economic, political and health conditions have changed and universities need a system that teaches and promotes creativity, entrepreneurship and innovation to students and faculty members, which is one of the projects of Shahid Beheshti University is NOA.

The method used in this study is qualitative and phenomenology was used to receive the lived experience of the participants in the NOA project and the tool used was interview. Participants in the study included participants in Shahid Beheshti University NOA project who reached the final stage or were not selected in the final test, which was obtained after interviews with 10 theoretical saturation teams. Content analysis method was used for data analysis. In total, 10 teams agreed to conduct the interviews, following the theoretical saturation.

The NOA project is held every year with the aim of motivating, training and advising innovators to create knowledge-based and creative companies in the innovation centers of Shahid Beheshti University's faculties and research institutes. 580 ideas were received from all over the country. 128 teams entered NOA's pre-acceleration period. 4 workshops about entrepreneurship ecosystem, presentation skills to attract capital, zero to hundred entrepreneurship and business model canvas were held. Mentoring sessions were held for 155 hours for 128 teams in two specialized and business mentoring sections, of which 78 teams made it to the preliminary evaluating stage, and finally 26 teams made it to the acceptance and evaluation committee of Science and Technology Park. In this research, the lived experiences of the participants in the NOA project were investigated and the results were expressed about the components of failure, success and their understanding of the project. In total, according to theoretical saturation, 10 teams agreed to conduct the interview. Regarding the components of failure, from the participants' point of view, 7 main codes and 3optional codes were obtained from the interview analysis. The participants believed that poor time management, poor mentoring and counseling services were one of the reasons for their failure in the NOA project. The components of success from the participants' point of view included two selection codes and one central code, which generally included the components of effective communication and presentation of strong plans.

It seems that the participants in the NOA project identified poor time management, mentoring and refereeing services as the factors that led to their failure in the project. Some participants admitted that they did not receive enough training to participate in the scheme. Although this university has organized business and specialized counseling sessions in this field, sometimes they were few or at the preliminary level for startups. On the other hand, weakness in time management has been one of the important factors of their failure. Since this project was difficult to start and hold face-to-face meetings during the Corona epidemic, the team members have not been able to hold face-to-face meetings with each other as they should. Some participants also considered the short duration of the project and its early completion as an obstacle to planning. Another factor that hindered the success of the teams was the lack of recognition of the referees. Since this plan included the entire university and different disciplines, the provision of mentoring and refereeing services was not defined based on the field and expertise of each startup, which weakened the provision of these services. On the other hand, those who managed to present their plan in the end admitted that team building was one of the factors of their success. The team members were complementary to each other and each specialized in a subject. Other factors that have contributed to the success of the teams are the motivation and intention they pursue to become entrepreneurs.

One of the main goals of universities and higher education institutions in Iran is to train entrepreneurial and creative graduates. Practical courses can be a good opportunity to combine theoretical knowledge with experimental knowledge, improve skills, and equip graduates with entrepreneurial competence. Therefore, the present research was carried out to identify strategies for improving the effectiveness of practical-skill courses in creating and improving students’ entrepreneurial competence at Sari Agricultural Sciences and Natural Resources University. The general approach of the research is qualitative and practical in terms of purpose. In order to carry out the research, a team of 40 university professors and students was selected purposefully using the snowball technique, and after conducting semi-structured interviews, the data were interpreted by qualitative content analysis. The findings were validated by the peer-review and triangulation techniques. The results showed that three important groups of strategies (before, during, and after the implementation of the practical-skill courses) improved the effectiveness of these courses in creating and improving the students’ entrepreneurial competence. In general, the various elements of the educational system before, during, and after holding these courses in the monitoring and evaluation phase can contribute to strengthening students’ entrepreneurial competence, provided that these elements are planned and organized in line with entrepreneurship.

The growing gap between education, research, and services has resulted in conflict between these functions in recent years. The university has decoupled its social functions from its scientific concerns. University social responsibility is the component that connects all universities. functions. As a result, we should not limit the concept of engagement to the third mission, which may reduce it to a secondary role.The meta-synthesis method was used to classify university social responsibility measurements in order to evaluate their social responsibility. An extensive review of the existing literature yielded 870 primary articles. The 23 cases were chosen after careful consideration of their relationship to the research objectives. The university's indicators of social responsibility were classified into five The indicators of social responsibility were measured in three dimensions using open and axial coding. The classes of the university were classified into 5 dimensions and 26 main categoriesDimensions include (1) governance (clear vision, supportive leadership, interaction with external stakeholders, Sustainable financing, democratic and consultative administration, and continuous evaluation and reporting), (2) education (Citizenship Principles Education, capability development, Inclusive Education, Problem-Oriented Curriculum, Participatory Training, and ethics in education), and (3) research (participatory research, problem-oriented research, transferring knowledge to industry and society; and social innovation); (4) services (supporting start-ups, participation in the regional economy, cultural and social development; and charitable activities) and (5) internal management (fair working procedures, quality of academic life academics, attention to the environment, dynamic structure and culture, and new infrastructure, were distinguished. This article shows that a responsible university pays attention to social media. issues in all functions and does not reduce the concern for social issues to The third role of the university.

Considering the importance of implementing upstream policies of science and technology in order to achieve an entrepreneurial university, the present research was conducted with the aim of designing a model for the implementation of the policies announced by the Supreme Leader of the Islamic Revolution regarding the entrepreneurial university.

The research method is considered to be a developmental goal and qualitative research in terms of its nature. The community of research participants included scientific experts in the field of entrepreneurship and managers of Islamic Azad University, who were selected by non-probability judgmental and purposeful sampling method (expert sampling) and according to the principle of theoretical saturation of data, the sample size 15 people were appointed. The data collection tool included a semi-structured interview. The validity of the interviews was obtained through retesting and the reliability was obtained through the calculation of the agreement coefficient between the coders. The method of data analysis included theme analysis and coding using Max QDA software.

 Findings:

 Based on the findings of the research, three dimensions of support, requirements and interactions were identified for the implementation of science and technology policies announced by the Supreme Leader, which includes 20 components and 96 indicators.

The results of this research are useful for improving the implementation of the science and technology policies announced by the Supreme Leader in Islamic Azad University and can provide a suitable background for other research activities.

The objective of this study was to investigate the impact of mindfulness training on reducing psychological distress and improving well-being among healthcare professionals.

This study was conducted as a randomized controlled trial with a pretest-posttest design. The participants were 100 healthcare professionals who were randomly assigned to either the mindfulness training group or the control group. The mindfulness training group received an eight-week mindfulness-based stress reduction program, while the control group received no intervention. The participants completed measures of psychological distress and well-being at baseline and post-intervention. Data were analyzed using repeated measures ANOVA and independent samples t-tests.

The results showed that the mindfulness training group had significantly lower levels of psychological distress and higher levels of well-being compared to the control group at post-intervention. Specifically, the mindfulness training group had significant improvements in measures of anxiety, depression, stress, and emotional exhaustion, as well as significant increases in measures of happiness, life satisfaction, and resilience.

The findings of this study suggest that mindfulness training can be an effective intervention for reducing psychological distress and improving well-being among healthcare professionals. Given the high levels of stress and burnout experienced by healthcare professionals, this intervention may be an important tool for promoting their mental health and resilience. Thus, mindfulness training should be considered as a part of healthcare professionals' continuing education programs and workplace wellness initiatives.

The University of Applied Sciences and Technology (UAST) of Iran introduces itself as a third-generation university and considers academic entrepreneurship (AE) as one of its missions. Knowledge is the foundation of innovation, and innovation is essential to entrepreneurship. In recent years, an increasing number of organizations have discovered the role of knowledge management (KM) in achieving their goals, and assessing the implementation of KM in the organization and its effect on organizational missions has become an attractive title both for managers and researchers. The purpose of the present correlational-descriptive study is to estimate the direct effects of KM components on AE in UAST. The statistical population consisted of 134 employees of the Deputy of Research and Technology in UAST. The sample size was estimated at 98 according to Cochran's formula and they were taken by stratified random sampling with proportional assignment. Data were collected with Nonaka and Taechuchy’s (1991) standard KM questionnaire to evaluate the KM and AE levels. SPSS26 and SmartPLS3.3 were used to analyze the data and to create a structural relation model. The findings showed that knowledge Internalization had a direct effect on AE while the effect of other KM components was not proven. To promote and expand AE, UAST should increase effective communication between its members, document the rules, and pay more attention to the transparent distribution of information.

The attractive concept of an entrepreneurial university represents a university that provides opportunities, situations, cultures and beneficial procedures to encourage and accept entrepreneurship among students and other members of the university. The purpose of the research is to identify the indicators of entrepreneurial university in Persian Gulf University based on Gibb's model. The research method is survey and descriptive. The statistical population of the research is a combination of managers, employees and professors of the university. The statistical sample was estimated through the formula of the sample size of 117 people and were selected by available sampling method. To collect data, standard Gibb questionnaire was used and SPSS software was used for data analysis. The results show that the indicators of the university's vision, mission and strategy; governance and administration of the university; The structure and organizational plan of the university; Multidisciplinary and transdisciplinary; Management of stakeholders and community values; graduates; knowledge transfer; Center for growth and risk financing in university-derived companies; Internationalization and entrepreneurial education and investment education in Persian Gulf University are in an unfavorable situation. The results of the research show that among the indicators of entrepreneurial university, the indicator of stakeholder management and community values has the greatest impact on the development of Persian Gulf University as an entrepreneurial university.

The aim of this study was to identify and explain the competencies of entrepreneurial university managers in the framework of qualitative approach and content analysis. The statistical population consisted of 20experts in the field of entrepreneurship education or active members in entrepreneurship centers. Delphi questionnaire, dimensions and components were compiled based on the consensus of experts. The questionnaire was distributed among the statistical community. Entrepreneurial University and the number of 11 dimensions and 11 components for the organizational learning variable were obtained. Finally, after the end of the third year, the conceptual model of the research included 22 dimensions and 34 components for the entrepreneurial university variable and 6 dimensions and 6components for the organizational learning variable that formed the final questionnaire.Managers of entrepreneurial universities in the behavioral dimension of entrepreneurial university and in the components of managers with teamwork skills, manager There are creative and innovative, managers with the spirit of adaptation to the environment, managers with the spirit of risk-taking and innovative and creative faculty members. Behavioral dimension in entrepreneurial university from the point of view of experts: 1. Managers with the spirit of extraversion and adaptation to the environment 2.Kartimi encouragement in the university 3. Managers with a spirit of risk-taking 4. Managers with teamwork skills 5. Managers with a spirit of creativity and innovation 6. Managers with the characteristics of innovative people. In terms of prioritizing the components of the behavioral dimension in organizational learning according to experts: 1. Encourage members to work in a team.

The aim of the present research is to provide a model for measuring the readiness of universities to become an entrepreneurial university, adopting the Islamic revolution approach. The present study is sequential exploratory mixed research and is applied in terms of its purpose. The statistical population in the first stage of the qualitative approach includes 30 specialists and experts in the public universities in Mashhad who were selected snowball and a purposeful sampling strategy. The statistical population in the second stage of the quantitative approach includes all the faculty members of Ferdowsi University and experts in the field. In this stage, based on Cochran's formula and informed by simple random sampling strategy, a total number of 300 people were identified as the sample. Two data collection methods including library methods and field method were used in order to collect information. Finally, for the qualitative analysis, thematic and content analysis method using MAXQDA10 software was utilized. In order to test the assumptions related to the model components and test the overall research model, confirmatory factor analysis and structural equation model tests were conducted using SPSS 26 and LISREL software. The findings of the research in the qualitative phase led to the identification of two main categories (internal environment and external environment) and 8 sub-categories. Moreover, in the quantitative phase and following further investigations, it was determined that the obtained model had a good fit. The results show that in the model proposed for measuring the readiness of universities to become an entrepreneurial university with the approach of the Islamic Revolution, the components of the internal environment (with the sub-components of intra-university units, leadership and management, goals and mission of the university, organizational structure, and entrepreneurial characteristics) and the external environment (with the sub-components of laws and regulations, commercialization and relationships with industries and financial institutions) are effective.

The implementation of the policy of the Entrepreneurial University is one of the important concerns of the country's higher education system, and it has also been emphasized in the science and technology policies announced by the Supreme Leader.

The research method is applied in terms of purpose, descriptive survey in terms of method, and qualitative and quantitative (mixed) in terms of data type. The statistical population of Islamic Azad University, and sampling was done until reaching information saturation with 15 people. The quantitative statistical population included 252 152 people were selected based on simple random sampling. The data collection tool included a semi-structured interview and a researcher-made questionnaire. The content validity of the questionnaire was confirmed by experts and the reliability of the questionnaires was confirmed with Cronbach's alpha coefficient higher than 0.7.

The results showed that the policy implementation model of the entrepreneurial university based on science and technology policies includes three dimensions of support, requirements, and interactions with 20 components and 96 indicators.

The results of the research can be useful in the implementation of the policy of the Entrepreneurial University and provide a suitable field for other researches.

 In the 21st century, the mission of the university is to train human resources and the next generation to be committed, innovative and entrepreneurial. Be innovative and entrepreneurial and believe in yourself. Therefore, the purpose of this study was to design an entrepreneurial university model with an organizational approach in higher education.

Design/ methodology/ approach:

   This research was conducted in terms of applied-developmental goal, in terms of descriptive nature and in terms of method, combined (mixed). The statistical population in the qualitative section was 20 people including experts in the field of entrepreneurship education and members of entrepreneurship centers and in the quantitative section was 967 faculty members of Khorasan Razavi Azad Universities, of which 258 people were selected as a statistical sample. The sampling method in the qualitative part was the targeted method and snowball and in the quantitative part was the quota sampling method. The method of data collection was library and field methods and measurement tools in the qualitative part using the Delphi technique and in the quantitative part according to the corona conditions was an online researcher-made questionnaire whose questions were taken from interview data. In order to test the research hypotheses, the structural equation modeling method was used and for this purpose, AMOS statistical software version 24 was used.

  In the qualitative part, in the first round of Delphi and according to the opinion of experts, 154 dimensions and 597 components were designed for the entrepreneur university variable and 37 dimensions and 14 components for the organizational learning variable. Finally, after the end of the third round, the conceptual model of the research included 21 dimensions and 34 components for the entrepreneur university variable and 6 dimensions and 6 components for the organizational learning variable, which was a quantitative questionnaire. The results of this study identified the dimensions of entrepreneurial university and organizational learning and the priority of each of them and showed that all 21 dimensions of entrepreneurial university were effective factors on the entrepreneurial university model. Due to the degree of impact (factor load), it was observed that the dimensions of environmental factors, new business creation and entrepreneurial leadership had a greater impact on the entrepreneurial university, respectively. The results also showed that all six dimensions of teamwork, creating a supportive culture in the organization, leadership style, organizational strategy, organizational structure and the role of senior management are effective factors in measuring organizational learning and it was observed that the dimensions of organizational strategy, organizational structure and Leadership style had a greater effect on measuring organizational learning, respectively. Findings indicate that organizational learning with an impact factor of 0.79 has a role in creating entrepreneurship in the university and is effective. The framework of this study led to the presentation of the entrepreneurial university model with an organizational learning approach in higher education and provided the basis for paying attention to the priorities of the entrepreneurial university in the free universities of Khorasan Razavi.  Limitations & Consequences: The limitations of this research are: due to lack of time and cost, it was not carried out in the universities of the country. Triangulation method was not used in this research due to the lack of observation. Due to the Corona situation, sampling was done in a small part of the quota sampling type.

Practical Consequences: 

The framework of this research can lead to the presentation of the Entrepreneurial University model with an organizational learning approach in higher education and provide the context to pay attention to the priority of Entrepreneurial University factors in higher education.

Innovation or value of the Article: 

The present research is the only research in the field of designing an entrepreneurial university model in higher education, which has been carried out according to the organizational learning approach.