فصلنامه پژوهش و برنامه ریزی در آموزش عالی
سال بیست و هشتم شماره 1 (پیاپی 103، بهار 1401)

The employment of higher education graduates (EHEG) in Iran is not desirable. Policymakers and executives of economic programs attribute this to the oversupply and poor quality of university graduates.  On the other hand, policymakers and implementers of higher education programs attribute this to the low demand of the Iranian economy for higher education graduates. Although both arguments are correct; however, it seems that the issue of EHEG in Iran goes beyond that and is related to the level of knowledge-based development in Iran's economy. Knowledge-based development of the economy requires the formation of a knowledge-based development ecosystem. Therefore, the purpose of this article is to theoretically and empirically analyze the effect of "knowledge-based development ecosystem" on” EHEG development". The findings of this research showed that the ecosystems that make up the knowledge-based development ecosystem and the main components of the "knowledge-based development ecosystem" directly and indirectly contribute to the development of "EDA". From the findings of the research, it can be concluded that the development of "EDA" in a developing economy like Iran requires the construction of a knowledge-based development ecosystem in the economy.

The university management system is the executive arm of university governance and organizes, coordinates and oversees the processes of the functional areas of the university. Part of the social development of the university depends on the comprehensive and interactive presence of the constituencies of the university in this system. The purpose of this study was to identify the components and dimensions of promoting students' participation in university management system in Iran. This research was conducted in the form of a case study and a mixed exploratory research method in two parts: qualitative and quantitative. In the qualitative section, in order to identify the dimensions and components of students' participation purposive judgmental method, a sample of 63 studies in the field of research was selected and by systematically reviewing them, 70 components were identified. Then, through a semi-structured interview tool with a group of experts consisting of 17 academic experts, 61 components were finally determined and prioritized by Fuzzy Delphi Method and classified in five dimensions. In the quantitative part, the current situation of students' participation in the form of descriptive-survey method was assessed through a researcher-made questionnaire from the perspective of 909 individuals. Findings showed that students' participation in the university management system in Iran are not favorable. One of the important obstacles is the unwillingness to work in a team along with the centralism of universities and the weakness of participatory structures. The results showed that 61 components are effective in promoting students' participation in university management system in Iran. These components are in 5 dimensions: structural and managerial (11 components), institutional (7 components), cultural and social (7 components), individual (25 components) and valuable (11 components). Strengthening these components can lead to the upgrading of the university management system to a "council system".

According to the role of universities in national development and the importance of knowledge commercialization based on the entrepreneurial ecosystem, the purpose of this study was to identify the factors of organizational readiness for the commercialization of academic knowledge based on the entrepreneurial ecosystem. The research method was mixed qualitative and quantitative and the target population included the Region 3 centers of the University of Applied Sciences and Technology. In this study, after discovering the sub-main and main dimensions of commercialization of university knowledge based on entrepreneurship ecosystem, the criteria of commercialization of knowledge of University of Applied Sciences and Technology were created and then the effect of each dimension with the commercialization performance of scientific-applied centers has was evaluated. This research showed that human resource variables with a beta standardized coefficient (β=0.530), knowledge production infrastructure (β=0.501), interactions (β=0.328), knowledge commercialization infrastructure (β=0.292), strategic influence(β=0.243), knowledge commercialization culture (β=0.242 and) rules and policies (β=0.140) respectively had the greatest impact on predicting the knowledge commercialization performance of University of Applied Sciences and Technology centers.

The strategy for smart specialization university has been one of the main policies of the European Union in recent years to develop regional performance and economic growth through university systems. In spite of this, no research has been done to identify the components of this strategy. Accordingly, this study aimed to identify the components of the smart specialization strategy of higher education institutions. This qualitative research was conducted using the meta-synthesis strategy and content analysis. In the findings, fifteen components were extracted as follows: specialized pedagogy (efficient teaching methods, environmental learning), specialized research (specialized research policy-making, research targeting, research networking), academic entrepreneurship (continuous university-industry link, entrepreneurial institutionalization, and development of research cooperation capacities with the industry and different sectors), specialized governance (multi-level governance, specialized regional governance, specialized governance in higher education), specialized general management (efficient public management, effective government monitoring and evaluation), specialized management of higher education (new management in higher education and university job creation), specialized regional development (regional innovation ecosystem, crowdsourcing decision-making and regional decision-making, regional entrepreneurship, university regional compatibility), human resource capital development (professional development of faculty members, students and staff), information and communication technology (statistical-technical and technological innovations), university finance (the allocation of financial resources, planning and financial resource management), hard capacity building (hard public and research capacity building), legal mechanisms (compilation and revision of laws), incentive-support mechanisms (development of incentive and support mechanisms), development of cultural capacities (social and academic culture) and creating a competitive atmosphere (competition within and beyond higher education). Finally, a schematic model of smart specialization of the university and the proposed policies for Iran's higher education system are presented.

In the university educational system, students, depending on their different conditions, need guidance to choose the best courses and the best curriculum during a semester. Lack of sufficient information about class hours, exam interactions, prerequisites for each course, variety of instructors and other conditions may lead to a wrong choice and confusion of students. In this research, an expert system is introduced that aims to guide a master student in Information Technology Management during course selection. This expert system, which is written in MATLAB software, by receiving the necessary information about the student's academic conditions and the courses passed and taking advantage of the expert's opinion, completes the database of IF-THEN Rules and allows the student to choose suitable courses. As a human expert, the system provides intellectual assistance. The proposed system was evaluated using Mamdani's fuzzy inference method and determining several design indicators, and then its accuracy was evaluated with experimental data, and the obtained results indicated that the system was desirable.

Sustainability orientation at universities impacts on students in choosing sustainable lifestyles as future leaders of green management. The present research aimed to investigate the effect of the green university on the sustainable lifestyle of postgraduate students of Sistan and Baluchestan University in Iran. The research method was correlational which was performed on a sample of 332 postgraduate students in Sistan and Baluchestan University by stratified random sampling. The results showed that the role of university in sustainable development is effective on students' sustainable lifestyles. Furthermore, Campus sustainability, environmental information, student’s participation, university self-representation variables were also, directly and indirectly, effective on the students' sustainable lifestyles through the role of the university in sustainable development. It can be said that students' perception of green university is an effective stimulus of students' sustainable lifestyle. In turn, factors such as changing consumption, recycling, changing transportation, education, using alternative energy, political activities, nature conservation and saving water and energy from sustainable lifestyles are influenced by Green University factors.

The major purpose of this research was to develop a theoretical model that would formulate Farhangian University's current curriculum in progress. This is a qualitative study that used grounded Theory technique based on Strauss and Corbin's systematic approach.  The statistical population of the study was all the primary agents participating in developing Farhangian University's curriculum, including student-teachers, teacher- supervisors, and student supervisor of Farhangian University of South Khorasan Province. The study sample were 16 student- teachers, 12 student-supervisors from Farhangian University's internship program, and 15 assistant teachers from the internship program, who were purposefully selected. Semi-structured interviews were used to collect data, which were then evaluated in three stages: open coding, axial coding, and selective coding. Lincoln and Guba criteria, as well as Rao and Perry, were used to ensure validity and reliability. The research results were organized in the form of a paradigm model with the following components : Educational discontinuation in Farhangian University internship program as a central category, causal conditions (characteristics of the intended, implemented, and acquired curriculum), and contextual factors (macro-policy making, contextual factors of Farhangian University) Facilitator intervention conditions (competencies of teacher-supervisors and supervisors), restrictive intervention conditions (organizational challenges, behavioral factors), proposed strategies (renovation of the planning approach in the intended curriculum, execution appropriateness of the curriculum and attention to the areas of improvement of the curriculum obtained) and finally current consequences (reduction of the effectiveness and efficiency of the curriculum).