چکیده:
The aim of this research is to identify the entrepreneurial competencies of faculty members of Iranian public universities. To achieve this goal, using a qualitative research method and through semi-structured interviews with 17 entrepreneurial faculty members at Shahid Beheshti University, who were selected through purposive sampling, their entrepreneurial competencies were identified. After analyzing the data using the thematic analysis method, a total of 69 entrepreneurial sub-competencies were obtained, which were categorized into nine main entrepreneurial competencies with the help of the focus group method. These competencies included opportunity competency, commitment competency, communication competency, management competency, compromise and advancing the dual roles of faculty member and entrepreneur competency, growth and development competency, business competency, strategic competency, and technical-specialized competency. The results of this study can, in addition to increasing knowledge in the field of university entrepreneurship, assist policymakers in formulating educational and supportive policies in this area.
خلاصه ماشینی:
To achieve this goal, using a qualitative research method and through semi-structured interviews with 17 entrepreneurial faculty members at Shahid Beheshti University, who were selected through purposive sampling, their entrepreneurial competencies were identified.
Dimensions of Entrepreneurial Competencies A specific set of knowledge, attitudes, and skills for superior performance in a specific field - Kochadai - Entrepreneurial Competencies - Mitchelmore & Rowley - Menzies - Ahmad - Baum, Locke, & Smith - Mansfield as is required for entrepreneurship.
In the present research, in order to determine the dimensions of the identified entrepreneurial sub-competencies, the classification of Bartlett and Ghoshal 4 (1997) has been taken into consideration, which defined competencies in three categories: attitudes/characteristics, knowledge/experience, and skills/abilities.
Research Background Despite the importance of scientists (faculty members) as one of the main actors in the process of academic entrepreneurial activities, this unit of analysis has been surprisingly neglected in the academic entrepreneurship literature and has not attracted as much attention from researchers as studies on organizations (technology transfer offices, spin-off companies, and universities) and the environment (Rothaermel 1 et al.
However, overall, the limited research findings regarding the individual unit of analysis in the field of academic entrepreneurship have not been able to provide a complete framework or set of competencies required by academic entrepreneurs (Mars & Aguilar, 2010).
These sub-competencies reflect a set of important attitudes/traits, knowledge/experience, and abilities/skills that entrepreneurial faculty members must possess to be successful.
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