چکیده:
The main purpose of this study was to investigate the role of the fourth generation university in regional development to achieve this goal, a qualitative approach and descriptive-analytical method were used. Potential participants in the study included experts and scholars in the field of higher education and academics and 25 of them were interviewed semi-structured based on purposive sampling method and theoretical saturation criteria. In order to analyze the data, MAXQDA software and Brown and Clark (2006) theme analysis technique were utilized. Through a six-step process (familiarity with primary data, creation of basic conceptual codes, search and recognition of selective codes, formation of sub-themes, definition and formation of main themes and review) analysis, 141 primary codes were identified, after reviewing and refining which, 82 selective codes were obtained. After reviewing and refining them, 12 sub-themes and 3 main themes were identified. The validity of the data was verified through a review by the interviewees. The findings showed that the fourth generation university (social university) provides the ground for regional development in three areas: socio-cultural, economic and environmental. In the cultural and social spheres, through social development, disseminating of regional values and identity, developing democratic thinking, creating social hope, and participating in civilization, and creating civic commitment plays a role in the development of the region. In the economic field, by creating a knowledge-based economy, the fourth generation university is a stimulant of productive and sustainable regional economy, the development of social entrepreneurship professional and skilled outputs is effective in the development of regions. Finally, in the field of environment, through encouraging a culture of environment preservation, environmental knowledge enhancement and development of environmental technologies, it causes regional development.
خلاصه ماشینی:
ir Introduction and Statement of the Problem Higher education is considered as a supra-institutional entity serving the sub-systems of economic, social, political, and cultural societies, and alongside its basic duties and functions such as knowledge production, skill enhancement, and human resource development, it plays a significant role in the production and reproduction of the culture of the current and future generations (Marjaii, 1399).
According to them, fourth generation universities, by using 1 Abel & Deitz 2 Abonyi 3 Lukovics & Zuti 4 Porter 5 Helix 6 Meyer et al 7 Jonkers et al Outputs and valuable products (human resources, knowledge, skills, and technology) are increasingly playing a fundamental role in coordinating the roles of public and private actors and creating a favorable organizational framework for innovation activities and the development of regional strategies.
A brief review of the background of the present research shows that the fourth generation university phenomenon is a new and emerging topic in higher education that, given its nature and the special attention these universities pay to regional and local issues in sustainable development, has attracted the attention of foreign and domestic theorists in recent decades.
They stated in their research that leading universities have a significant share in solving regional economic problems by providing new and innovative education based on creating entrepreneurial skills in students, and they refer to them as social capitals that play an important role in social entrepreneurship and economic development through cooperation with local communities.
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