Factors Related to Innovative University

The purpose of this study was to identify and determine the relationships among the components and sub-components of innovative universities and finally to design an Innovative University Model. A survey approach was used as the research method and data were collected through a researcher-made . Our findings were analyzed in PLS software through structural equation modeling technique and then through first and second order confirmatory factor analysis. Based on the obtained results, individual, group and institutional components and sub-components affecting innovative universities were identified, and among individual, group and institutional factors affecting innovative universities, the individual factor had the highest impact on innovative universities. Furthermore, the main functions of an innovative university were identified as education, research, innovation and entrepreneurship. Among these, education had the greatest impact on innovative universities.IntroductionTo guarantee a sustainable growth in the currently turbulent environment and to adapt to the innovations and rapid growth of science and technology, universities must move towards innovation. This innovation should take place in structure, culture, vision, processes and outputs. The concept of an innovative university is still unclear to many elites, academics, and administrators. The significant research gap in the field of innovative universities in Iran requires addressing this important issue. Universities are now expected to step out of the old traditional systems, which are not very useful and justifiable, and to move in the direction of the principle of innovation (Horn, 2018). The current situation of higher education puts more pressure on the leaders of colleges and universities to think differently about how to manage their institutions (Swanger, 2016). Key factors in creating innovation at the university include structure, stakeholders, external communications, and rules and regulations. If universities want to change and have the necessary flexibility in the face of environmental changes, they should act faster, and respond appropriately to environmental changes. Universities that intend to change need a culture that is receptive to change (Kouchaki &Mohammadi, 2013). In this research, innovative universities are examined from the perspective of three main functions: education, research, and innovation and entrepreneurship, and at three levels: individual, group and institutional. Therefore, this research has three main