Factors forming the pattern of participation of the non-governmental sector in the development of higher education

Subject Areas :

Saeed Rahbari ¹ , Baharak Shirzad Kebria ² , Yalda Delgoshaei ³

1 - 1. PhD Student in Higher Education Management, Department of Educational Governance and Human Capital, CT.C., Islamic Azad University, Tehran, Iran
2 - Associate Professor, Department of Educational Governance and Human Capital, Central Tehran Branch, Islamic Azad University, Tehran, Iran.
3 - Assistant Professor, Department of Educational Governance and Human Capital, Central Tehran Branch, Islamic Azad University, Tehran, Iran.

Received: 2025-07-20 Accepted : 2025-10-09 Published : 2025-10-09

Keywords: Higher Education , Non governmental sector, Development , Demand oriented disciplines , Participation,

Abstract :

Objective: To identify the components forming the participation model of the non-governmental sector in the development of higher education, with an emphasis on demand-driven academic disciplines. Methodology: This applied research adopted a quantitative, cross-sectional survey approach. The statistical population comprised 560 administrators and staff members from non-governmental universities in Tehran province. Using stratified random sampling, 234 individuals were selected as the sample. Data were collected via a researcher-made questionnaire, with face and content validity confirmed. Cronbach’s alpha was used to assess reliability. Data analysis was performed using confirmatory factor analysis (CFA), independent samples t-test, and one-way ANOVA. Findings: The proposed participation model of the non-governmental sector in the development of higher education with a demand-driven orientation comprises 6 dimensions, 20 components, and 78 indicators: Qualitative Development of Education: 4 components, 17 indicators Financial-Economic Dimension: 3 components, 14 indicators Expansion and Diversification of Services: 3 components, 9 indicators Marketing and Communications: 3 components, 11 indicators Transformative and Supportive Perspectives: 2 components, 7 indicators Infrastructure Development: 5 components, 20 indicators Conclusion: In addition to the nonprofit perspective of higher education focused on cultivating skilled human resources for the labor market, the findings suggest that utilizing the identified factors can strategically align academic programs with societal and industrial .demands. This would guide prospective students toward applied disciplines that address community needs.

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