Document Type : Original Article
Authors
1 PhD Student, Department of Management, Allameh Tabataba'i University
2 Associate Professor,Department of Management, Allameh Tabataba'i University
3 Associate Professor .Department of Management, , Allameh Tabataba'i University,
4 Tehran university
Abstract
The Islamic-Iranian pattern of progress is a kind of pattern that is realized with the inclusion of Islamic ideological and axiological foundations with entrepreneurship being one of the most important ones. The concept of entrepreneur university or the third generation university, its models and quality of its formation in various countries have been among important issues worthy of consideration during the recent years. Therefore, there are various research works available on identifying indexes and characteristics of this kind of university. A thorough review of these research works indicates expert-level concentration on software aspect of the entrepreneurship university and their inattention to the software requirements. This research paper has embarked on identifying hard and soft factors for formation of entrepreneur university in Iran. The researcher has tried to identify the aforesaid factors through a qualitative approach and with the help of semi-structured interviews, library studies, and thematic analysis. Then, in the next step, the validation of identified factors was approved through a quantitative approach with distribution of questionnaires among the experts and their analysis with nonparametric Binominal Test. Results of the research indicate that the entrepreneur university, in soft aspect retains main components of key players, norms, social and cultural factors, and personality-motivation factors and in hard aspect it retains major components of policies and strategies, information and promotional infrastructures, backup institutional infrastructures, manpower-organizational infrastructures, environmental-governmental infrastructures, environmental links, management systems, educational and research systems, supportive-evaluative and financial systems.
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