مجله آموزش عالی ایران
سال دوازدهم شماره 4 (پیاپی 48، زمستان 1399)

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

One of the most important issues in the educational system of fourth-generation universities is moral leadership; this study aimed to identify the components of ethical leadership from the perspective of faculty members in public universities in Tehran. The statistical population of this study, which included all members of the faculty of public universities in Tehran, was selected as a sample size using a multi-stage cluster random sampling method of 480 people. In order to evaluate the validity of the questionnaire, face validity, content, and structure were used and to calculate its reliability, Cronbach's alpha coefficient and combined reliability were used, which showed the validity and reliability of the researcher-made questionnaire. Exploratory factor analysis and a one-sample t-test were used to analyze the data according to the research questions. The results showed that the components of ethical leadership in Iranian universities are individual, organizational and ethical behavior that is needed. The officials of the educational system should have special planning with moral leadership in individual, organizational and moral behavior dimensions.

The purpose of this study is to identify the components and indicators of faculty members, and human capital development and to provide a multilevel conceptual framework for it, which was done by the meta-synthesis method. The research population includes authoritative scientific sources published in the field of human capital development studies of faculty members in the years 1950 to 2020 at the international level and 1380 to 1398 at the national level. Selected researches include 88 articles, scientific reports and selected student dissertations from valid national and international scientific databases that have been selected by purposive sampling method based on theoretical saturation rule. The required data were extracted from the texts of qualitative achievements of selected sources and analyzed and categorized using inductive content analysis and meta-combination method. The obtained results include 6 main components and 18 subcomponents of human capital development of faculty members. Key components include the development of cognitive and metacognitive competencies, the development of teaching competencies and competencies, the development of research competencies and competencies, the development of communication competencies, the development of leadership competencies and competencies, and the development of competencies. He had managerial and leadership skills. Also, based on the theoretical foundations of the research, the main components of human capital development of faculty members in terms of the level of analysis, were placed at both individual and organizational levels. This grouping can be a good tool for planning the human capital development of faculty members.

The purpose of the present study was to design a model for the cultural agility of faculty members of Iranian universities. The present study is applied in terms of the purpose and method. The statistical population of this research was all faculty members working in the universities of Tehran, Shahid Beheshti, Tarbiat Modarres, Allameh Tabatabaei, Kharazmi, Alzahra, Iran’s Science and Technology, Khaje Nasir al-Din Tusi, Sharif Industrial and Amir Kabir in the academic year 2012-2012. They are about 6042 people. In the qualitative part of the sample size, 8 faculty members of the universities and in the small part of the sample number were estimated using the Cochran formula 361 people. The sampling method was a relative class. For data collection, a researcher-made questionnaire was used in the quantitative section and its reliability was calculated using the Cronbach’s alpha method in the field of agility approaches equal to 0.703, in the field of academic competencies, 0.753, and in the general competency domain was 889.0. The results showed that the cultural agility model consists of four main competencies: agility, academic competencies, general competencies and intercultural experiences; for each of these competencies, several components were identified and indicators were identified for each component.

This study aimed to identify the factors influencing the faculty and graduate students' knowledge-based entrepreneurship from the point of view of experts and examine the status from the viewpoint of the stakeholders. This research has a quantitative and qualitative approach. In order to collect information in a qualitative method, a semi-structured interview has been used and a quantitative method has been used to determine the status of knowledge base entrepreneurship. The statistical population of this research was the experts of Urmia University of Technology (Qualitative Approach) for the number of 19 people, as well as the professors and graduate students of Urmia University of Technology (quantitative approach) to 646 people. Quantitatively, a stratified random sampling method was used based on the Morgan table, which was selected as an approximate sample of 291 individuals, and a targeted sampling was used to select elites. For analyzing data, open and axial coding techniques were used with SPSS and Lisrel software. The results showed that 7 categories can be accommodated. Main categories included supporting factors, motivational factors, occupational factors, environmental factors, educational factors, structural factors, and underlying factors. From experts' point of view, among the factors of the entrepreneurial tendency towards knowledge creation, the most effect was created by motivational factors, and the underlying factors and environmental factors, educational factors And structure mean condition and finally, supporting, motivational and occupational factors have bad status They were based on knowledge-based entrepreneurship

One of the aims of the student selection system is to achieve justice. In this regard, the study was conducted to investigate the procedural justice in the student selection system for bachelor's degrees. To achieve this aim, the mixed method was used. First, data were collected through interviews with experts and analyzed by thematic analysis method, and thus, indexes for procedural justice were obtained to examine the student selection system. Then, the views of students and faculty members regarding the level of fulfillment of the mentioned indexes in the student selection system were collected through a questionnaire and were analyzed with descriptive statistics and inferential statistics and findings were obtained. These findings indicate that both groups of students and faculty members believe the student selection system is not in a good position in terms of procedural justice. Also, according to these findings, there is a significant difference between the views of students and faculty members regarding the level of fulfillment of procedural justice in the student selection system.