واکاوی پیشایندها و پیامدهای توسعه دانشگاه نسل چهارم (کاربست رویکرد فراترکیب) | ||
| مدیریت و برنامه ریزی در نظام های آموزشی | ||
| مقاله 10، دوره 18، شماره 2 - شماره پیاپی 35، مهر 1404، صفحه 261-294 اصل مقاله (1.3 M) | ||
| نوع مقاله: علمی - پژوهشی | ||
| شناسه دیجیتال (DOI): 10.48308/mpes.2025.241002.1623 | ||
| نویسندگان | ||
| محدثه نادرشاهی1؛ معصومه آینه2؛ ایوب پژوهان* 3 | ||
| 1استادیار گروه مهندسی صنایع، دانشگاه پیام نور، تهران، ایران | ||
| 2دانشجوی دکتری، گروه مدیریت وکارآفرینی، دانشکده علوم اجتماعی، دانشگاه رازی، کرمانشاه، ایران | ||
| 3گروه مدیریت دولتی، دانشگاه پیام نور، تهران، ایران | ||
| چکیده | ||
| هدف: تحولات پرشتاب فناوری، تغییرات عمیق در نیازهای بازار کار، و ضرورت پاسخگویی به چالشهای پیچیده جهانی، نظام آموزش عالی را با این پرسش اساسی مواجه نموده است که چگونه میتواند نقش خود را بهعنوان موتور محرک توسعه اقتصادی، اجتماعی و فرهنگی ایفا کند. در این میان، الگوی دانشگاه نسل چهارم بهعنوان پارادایمی نوظهور مطرح شده است که براساس آن، دانشگاهها از جایگاه سنتی خود به سمت نهادهای کارآفرین، مسئلهمحور و اثرگذار در اکوسیستم نوآوری حرکت میکنند. این تحول، تنها محدود به تغییرات فناورانه نیست؛ بلکه مستلزم دگرگونی در مأموریتها، ساختارها و شیوههای تعامل دانشگاه با صنعت، دولت و جامعه است. دانشگاه نسل چهارم (دانشگاه اجتماعی) الگوی نوینی از آموزش عالی است که علاوه بر آموزش، پژوهش و کارآفرینی، بر مسئولیتپذیری اجتماعی، توسعه منطقهای و محلی و حل مسائل جامعه تمرکز دارد. همچنین، دانشگاههای نسل چهارم نقش بسیار با اهمیتی در حیات بشری ایفا مینمایند. این دانشگاهها با ماهیتی کارآفرین، فرصتساز، خلاق و نوآور و پیشگام در شناسایی و حل مشکلات اجتماعی، گامی بسیار فراتر از نقشهای سنتی خود برداشته و به عناصری بسیار اثربخش در توسعه پایدار جوامع تبدیل شدهاند. بر همین اساس، هدف از انجام پژوهش حاضر، واکاوی و تحلیل پیشایندها و پیامدهای توسعه دانشگاه نسل چهارم و ارائه الگویی در این زمینه بود. مواد و روشها: پژوهش حاضر از نظر هدف، کاربردی و از لحاظ روش گردآوری و تحلیل دادهها، یک پژوهش کیفی است که با رویکرد فراترکیب انجام شده است. بر این اساس، پس از جستجو در پایگاههای اطلاعاتی معتبر و استفاده از کلیدواژههای مرتبط، از سال 2015 تا 2025 تعداد 135 مقاله اولیه استخراج گردید. پس از مطالعه و ارزیابی مقالات، تعداد 29 مقاله که از نظر عنوان، چکیده، محتوا و کیفیت، بیشترین ارتباط را با موضوع مورد مطالعه پژوهش داشتند، انتخاب گردیدند. سپس با استفاده از الگوی هفت مرحلهای سندلوسکی و باروسو، یافتههای 29 مقاله، مطالعه، ادغام و تفسیر گردید. با استفاده از روش تحلیل محتوا و کدگذاری باز، تعداد 138 کد و 21 مفهوم در حوزه پیشایندها و 82 کد و 16 مفهوم در حوزه پیامدها احصاء گردید. همچنین، تعداد 5 مقوله برای پیشایندها (زیرساختهای فناوری و دیجیتال، سیاستگذاری و مدیریت، تعامل با صنعت و جامعه، سیاستهای فرهنگی و اجتماعی و فرهنگ نوآوری و کارآفرینی) و 4 مقوله برای پیامدها (افزایش رقابتپذیری اقتصاد ملی، کاهش نرخ بیکاری و ایجاد فرصتهای شغلی نوین، تقویت نوآوری و انتقال فناوری و افزایش بهرهوری و اقتصاد دانشبنیان) کشف گردید. جهت کنترل کیفیت دادههای پژوهش، از شاخص توافق خبرگان و بازبینی مجدد توسط خبرگان استفاده گردید. همچنین جهت سنجش پایایی، از ضریب کاپای کوهن استفاده گردید. بحث و نتیجهگیری: دانشگاههای نسل چهارم بهعنوان الگوی پیشرفتهتر دانشگاههای نسل اول (آموزشمحور)، نسل دوم (پژوهشمحور) و نسل سوم (کارآفرین) ظهور کردهاند. این دانشگاهها با بهرهگیری از فناوریهای دیجیتال، اکوسیستمهای نوآوری و مسئولیت اجتماعی، نقش جدیدی در حل چالشهای جهانی ایفا میکنند. دانشگاههای نسل چهارم با ترکیب فناوری، کارآفرینی و مسئولیت اجتماعی، تحولی بنیادین در آموزش عالی ایجاد کردهاند. اما موفقیت آنها مستلزم مدیریت چالشهایی مانند عدالت آموزشی و حفظ کیفیت پژوهش است. آینده متعلق به دانشگاههایی است که بتوانند انعطافپذیری و نوآوری را با ارزشهای آکادمیک تلفیق کنند. تحلیل پیشایندها و پیامدهای توسعه دانشگاه نسل چهارم با بهکارگیری روش فراترکیب، نشاندهنده تحولی عمیق در نقش دانشگاهها در پاسخگویی به نیازهای پیچیده جامعه دانشبنیان و اقتصاد دیجیتال است. یافتههای این پژوهش حاکی از آن است که گذار از دانشگاههای سنتی به نسل چهارم، مستلزم تغییرات ساختاری، فرهنگی و فناورانه است و پیامدهای گستردهای در حوزههای آموزشی، پژوهشی و اجتماعی به همراه دارد. پیشایندهای توسعه دانشگاه نسل چهارم شامل مقولات زیرساختهای فناوری و دیجیتال، سیاستگذاری و مدیریت، تعامل با صنعت و جامعه، سیاستهای فرهنگی و اجتماعی، فرهنگ نوآوری و کارآفرینی؛ و پیامدهای توسعه دانشگاه نسل چهارم شامل مقولات افزایش رقابتپذیری اقتصاد ملی، کاهش نرخ بیکاری و ایجاد فرصتهای شغلی نوین، تقویت نوآوری و انتقال فناوری، افزایش بهرهوری و اقتصاد دانشبنیان است. در پایان، پیشنهادهای کاربردی مبتنی بر یافتههای پژوهش ارائه گردید. برای تحقق دانشگاههای نسل چهارم در ایران، ایجاد زیرساختهای دیجیتال پیشرفته ضروری است. این امر شامل توسعه پلتفرمهای یادگیری هوشمند با قابلیتهای واقعیت مجازی و افزوده، سیستمهای تحلیل داده آموزشی و شبکههای پرسرعت اینترنتی میشود. هم زمان باید سیاستهای مدیریتی نوین تدوین گردد که به دانشگاهها اختیارات بیشتری در طراحی برنامههای درسی منعطف، ایجاد واحدهای کارآفرینی و جذب سرمایهگذاریهای بخش خصوصی اعطا کند. تعامل مؤثر با صنعت از دیگر الزامات کلیدی است که از طریق ایجاد پارکهای فناوری مشترک، طراحی دورههای کارآموزی عملی و تشکیل شوراهای مشترک با شرکتهای پیشرو محقق میشود. | ||
| کلیدواژهها | ||
| اکوسیستم نوآوری؛ توسعه پایدار؛ دانشگاه اجتماعی؛ دانشگاه نسل چهارم؛ رویکرد فراترکیب؛ سیاستگذاری آموزش عالی | ||
| عنوان مقاله [English] | ||
| Analyzing the Antecedents and Consequences of Fourth-Generation University Development (Application of the Meta-Synthesis Approach) | ||
| نویسندگان [English] | ||
| Mohadeseh Nadershahi1؛ Masoumeh Ayeneh2؛ Ayoub Pazhouhan3 | ||
| 1Assistant Professor, Department of Industrial Engineering, Payame Noor University, Tehran, Iran | ||
| 2Ph.D. Student of Entrepreneurship, Department of Management and Entrepreneurship, Faculty of Sovial Sciences, Razi University, Kermanshah, Iran | ||
| 3Department of Public Administration, Payame Noor University, Tehran, Iran | ||
| چکیده [English] | ||
| Objective: In the present era, rapid technological developments, profound changes in labor market needs, and the necessity of responding to complex global challenges have confronted the higher education system with the fundamental question of how it can play its role as a driving force for economic, social, and cultural development. In the meantime, the fourth-generation university model has been proposed as an emerging paradigm, based on which universities move from their traditional position towards entrepreneurial, problem-oriented, and influential institutions in the innovation ecosystem. This transformation is not limited to technological changes, but also requires a transformation in the missions, structures, and methods of university interaction with industry, government, and society. The fourth generation university (social university) is a new model of higher education that, in addition to education, research, and entrepreneurship, focuses on social responsibility, regional and local development, and solving community problems. Also, Fourth-generation universities play a very important role in human life. With an entrepreneurial, opportunity-creating, creative, and innovative nature, these universities have taken a step far beyond their traditional roles and have become very effective elements in the sustainable development of societies. The purpose of the present study was to investigate and analyze the antecedents and consequences of the development of the fourth generation university and to present a model in this field. Materials and Methods: The present study is applied in terms of purpose and qualitative in terms of data collection and was conducted by using a meta-synthesis approach. Accordingly, after searching in reliable databases and using relevant keywords, 135 initial articles were extracted from 2015 to 2025. After studying and evaluating the articles, 29 articles were selected that were most relevant to the research topic in terms of title, abstract, content, and quality. Then, using Sandelowski and Barroso's seven-step model, the findings of 29 articles were studied, integrated, and interpreted. Using content analysis and open coding, 138 codes and 21 concepts were identified in the antecedents’ domain and 82 codes and 16 concepts in the consequences domain. Also, 5 categories for antecedents (technological and digital infrastructure, management policy-making, interaction with industry and society, cultural and social policies, and innovation and entrepreneurship culture) and 4 categories for outcomes (increasing the competitiveness of the national economy, reducing the unemployment rate and creating new job opportunities, strengthening innovation and technology transfer, and increasing productivity and the knowledge-based economy) were discovered. To control the quality of the research data, the expert agreement index and expert review were used. Also, Cohen's kappa coefficient was used to measure reliability. Discussion and Conclusion: Fourth-generation universities (4GUs) have emerged as a more advanced model of first-generation (teaching-oriented), second-generation (research-oriented), and third-generation (entrepreneurial) universities. These universities are playing a new role in solving global challenges by utilizing digital technologies, innovation ecosystems, and social responsibility. Fourth-generation universities have created a fundamental transformation in higher education by combining technology, entrepreneurship, and social responsibility. However, their success requires managing challenges such as educational equity and maintaining research quality. The future belongs to universities that can combine flexibility and innovation with academic values. Analyzing the antecedents and consequences of the development of the fourth generation university using the meta-synthesis method indicates a profound transformation in the role of universities in responding to the complex needs of the knowledge-based society and the digital economy. The findings of this study indicate that the transition from traditional universities to the fourth generation requires structural, cultural, and technological changes and has broad implications in the educational, research, and social fields. The antecedents of the development of the fourth generation university include the categories of technological and digital infrastructure, policy-making and management, interaction with industry and society, interaction with industry and society, cultural and social policies, innovation and entrepreneurship culture; and the consequences of the development of the fourth generation university include the categories of increasing the competitiveness of the national economy, reducing the unemployment rate and creating new job opportunities, strengthening innovation and technology transfer, increasing productivity, and the knowledge-based economy. Finally, to realize fourth-generation universities in Iran, it is essential to create advanced digital infrastructure. This includes the development of smart learning platforms with virtual and augmented reality capabilities, educational data analysis systems, and high-speed Internet networks. At the same time, new management policies must be developed that give universities more authority to design flexible curricula, create entrepreneurship units, and attract private sector investments. Effective interaction with industry is another key requirement, which is achieved through the creation of joint tec | ||
| کلیدواژهها [English] | ||
| Innovation Ecosystem, Sustainable Development, Social University, Fourth Generation University, Meta-Synthesis Approach, Higher Education Policymaking | ||
| مراجع | ||
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