DEMATEL-Based Interpretive Structural Modeling for the Entrepreneur University among the Top Universities in the North Iran
محورهای موضوعی : Curriculum Design and Development
Abedin Alipour
1
(
PhD Student in Entrepreneurship, Aliabad Katoul Branch, Islamic Azad University, Aliabad Katoul, Iran
)
Hassan Ali Aghajani
2
(
Professor, Faculty of Economics and Management, University of Mazandaran, Iran.
)
Fereydoun Azma
3
(
Assistant Professor, Faculty of Management and Accounting, Aliabad Katoul Branch, Islamic Azad University, Aliabad Katoul, Iran
)
Majid Ashrafi
4
(
Assistant Professor, School of Management and Accounting, Aliabad Katoul Branch, Islamic Azad University, Aliabad Katoul, Iran.
)
کلید واژه: University, Interpretive Structural Modeling, Entrepreneur University,
چکیده مقاله :
Purpose: The present study aimed to present an interpretive structural model based on DEMATEL for the Entrepreneur University among top universities in the northern region of Iran.Methodology: This study was applied in terms of objective and combined (qualitative and quantitative) in terms of implementation method. The research population in the qualitative section were documents and texts of the Entrepreneurship University and experts in this field that 35 documents and texts and 30 experts were selected as samples according to the principle of theoretical saturation by purposive sampling method. The research population in the quantitative section consisted of the same 30 experts who rated the components. The research tools included text review, semi-structured interview, and 77-item researcher-made questionnaire that their psychometric indices were confirmed. Data were analyzed by Delphi methods and interpretive structural modeling based on DEMATEL in SPSS-23 and LISREL.Findings: The results showed that the Entrepreneurship University included 77 concepts, 24 sub-components in 6 main components. So that among the 6 main components, three components of infrastructure (with four sub-components), management (with five sub-components), and communication with the population (with four sub-components) were identified as effective variables, and three components of services (with three sub-components), knowledge-based entrepreneurship (with five sub-components) and output and outcome (with three sub-components) were identified as affected variables. The results of DEMATEL-based interpretive structural modeling showed that in the first level with 10 components, the component of commercialization of knowledge and research and revenue generation from advanced technology, in the second level with 7 components, the component of entrepreneurial research, R&D, and dissemination of academic results, in the third level with 14 components, the component of entrepreneurial research, R&D and dissemination of academic results, and in the fourth level with 1 component, the core component of strong leadership and change in structural and managerial dimensions were at a higher level.Conclusion: According to the results of the present study, planners and higher education professionals can take advantage of the results of this study and plan for the improvement and growth of the Entrepreneur University through the effective components identified in it.
Akbari AA, Musavi SJ, Esmaely Givi H. (2020). Identifying and prioritizing the basis of entrepreneurial
university using meta-synthesis and group analytic hierarchy process for Iranian universities. Journal of
Research in Educational Systems, 14(48), 161-182.
Ayed TL. (2020). extending the debate over entrepreneurial education effectiveness: The case of a Saudi
university. Education & Training, 62(7-8), 805-823.
Bahramchoobin M, Moshref Javadi MH, Safari A. (2017). Evaluating and ranking entrepreneurial university
factors: Case of Isfahan province universities. Journal of Entrepreneurship Development, 9(4), 691-710.
Barnaby J, Davins D, Beech N. (2021). Using simulation to develop business strategy skills of entrepreneurs
- some reflections on a pilot. Industry and Higher Education, 35(3), 270-275.
Behzadi N, Razavi SM, Hosseini SR. (2015). Designing a conceptual model for an entrepreneurial university;
using corporate entrepreneurship approach. Journal of Entrepreneurship Development, 7(4), 697-713.
Chaudhary R. (2017). Demographic factors, personality and entrepreneurial inclination: A study among
Indian university students. Education & Training, 59(2), 171-187.
Dalmarco G, Hulsink W, Blois GV. (2018). creating entrepreneurial universities in an emerging economy:
Evidence from Brazil. Technological Forecasting and Social Change, 135, 99-111.
Do B, Dadvari A. (2017). The influence of the dark triad on the relationship between entrepreneurial attitude
orientation and entrepreneurial intention: A study among students in Taiwan University. Asia Pacific
Management Review, 22(4), 185-191.
Eid R, Badewi A, Selim H, El-Gohary H. (2019). Integrating and extending competing intention models to
understand the entrepreneurial intention of senior university students. Education & Training, 61(2), 234-
254.
Elyasi AA, Salehi M, Uosefi R. (2021). Explaining the aspects of entrepreneurial university in technical and
vocational university area 8. Technology of Education Journal, 15(2), 351-364.
Errasti N, Bezanilla M, Garcia-Olalla A, Auzmendi E, Panos J. (2018). Factors and maturity level of
entrepreneurial universities in Spain. International Journal of Innovation Science, 10(1), 71-91.
Fuster E, Padilla-Melendez A, Lockett N, Del-Aguila-Obra AR. (2019). The emerging role of university spinoff companies in developing regional entrepreneurial university ecosystems: The case of Andalusia.
Technological Forecasting and Social Change, 141, 219-231.
Giustina S, Susana E, Zilvinas M, Karl H. (2017). An intellectual capital framework to measure universities'
third mission activities. Technological Forecasting and Social Change, 123, 229-239.
Ibidunni AS, Mozie D, Ayeni AWAA. (2020). Entrepreneurial characteristics amongst university students:
Insights for understanding entrepreneurial intentions amongst youths in a developing economy.
Education & Training, 63(1), 71-84.
Lailatussaadah J, Asyraf IB, Kadir FABA. (2020). the implementation formula of entrepreneurship education
at higher education as a solution for the social problem. International Journal of Higher Education, 9(6),
10-25.
Nunez R, Marco A. (2020). Academic stress, risk taking propensity and internal locus of control in Mexican
and Bolivian university entrepreneurs. European Journal of Contemporary Education, 9(4), 854-865.
Ronstadt R, Shuman J, Vesper K. (2021). The early story: A brief history of the creation of entrepreneurship
at Babson College and the discovery of innovation's missing imperative. Industry and Higher Education,
35(2), 75-82.
Shoaardebili F, Rahmani J, Vaisi Gh. (2020). Designing and suggestion of Entrepreneur University model
ional framework, based on systematic grounded theory. Journal of Research in Educational Systems,
13(47), 115-132.
Sidrat S, Frikha MA. (2018). Impact of the qualities of the manager and type of university on the development
of the entrepreneurial university. The Journal of High Technology Management Research, 29(1), 27-34.
Smith S, Hamilton M, Fabian K. (2020). Entrepreneurial drivers, barriers and enablers of computing
students: Gendered perspectives from an Australian and UK university. Studies in Higher Education,
45(9), 1892-1905.
Tooshmali Gh, AliMohammadzadeh Kh, Maher A, Hosseini SM, Bahadori MK. (2020). Developing
entrepreneur university model for Islamic Azad University of medical sciences. Journal of Health
Promotion Management, 86), 57-66.
Wakkee I, Vander Sijde P, Vaupell C, Ghuman K. (2019). The university's role in sustainable development:
Activating entrepreneurial scholars as agents of change. Technological Forecasting and Social Change,
141, 195-205.
