نوع مقاله : مقاله پژوهشی
نویسندگان
1 دانشجوی دکتری، گروه مدیریت آموزشی، واحد سنندج، دانشگاه آزاد اسلامی، سنندج، ایران
2 گروه علوم تربیتی، واحد سنندج، دانشگاه آزاد اسلامی، سنندج، ایران
3 گروه مدیریت، واحد سنندج، دانشگاه آزاد اسلامی، سنندج، ایران
چکیده
کلیدواژه‌ها
عنوان مقاله [English]
نویسندگان [English]
Abstract
In the paradigm of globalization, organizational restructuring and providing institutions with flexibility and adaptation with the components of strategic entrepreneurship are inevitable strategy. In his The Need for Entrepreneurship, Bahaji (2018) writes: With increasing instability in socioeconomic conditions, entrepreneurship is crucial for developing and emerging economies, and the outlook for their future strategy should be based on the concept of a flexible economy, because this is the only concept which can we trust in for the future of forthcoming generations. Entrepreneurship University is now recognized by experts as a key driver for development and innovation and as an appropriate response to success in highly unsettled and unpredictable markets (Sperer, Muller, Sous, 2016). Atzkowitz (2013) also calls the entrepreneurship as "academic revolution".
Since the concept of entrepreneurship first introduced by Cantillon (1731), the academic generations, one after another, have taken a relatively long and challenging path to emerge. The first generation of universities regarded education and specialist training as their prime mission. But the research mission (researcher training) was considered shortly thereafter. Nowadays, the third generation of universities combining education, research and entrepreneurship missions with a Hegelian approach, assigning its role and status to the fourth and fifth generations universities (regional, national, international development) and (online entry and e-university), respectively.
The present research is based on sequential mixed method (qualitative-quantitative) in terms of methodology, developmental in terms of outcome and descriptive and explanatory in terms of goals. In the qualitative phase, the cross-mix method was used (Sandelowski et al., 2007). The output model of cross-combinatorial has been validated by Lavouche's group accreditation method and finally the dimensions of university entrepreneurial capacity that have been approved by experts have been ranked based on TOPSIS technique in quantitative research.
Findings
In the qualitative part of the research, the dimensions and concepts of university entrepreneurial capacity extracted based on Sandlowski et al. (2007) meta-mixed approach are: Governance and Leadership; Entrepreneur human capital; financial capital; entrepreneurial intellectual capital; technical or digital capital; reflectivity; organizational; entrepreneurial culture; strategy; axial development; Competitiveness; interdisciplinary majors.
Governance and leadership < br>High-level university executives need to demonstrate and apply their managerial commitment in the areas of entrepreneurial leadership and transformation, implementation of the university's strategic plan, creation of a value-based entrepreneurship motivational system, promote the innovation cycle, support divergent thinking at university, and create a dynamic entrepreneurial environment at university.
Human Capital
Paying attention to developing student’s staff and faculty members’ self-efficacy, sharing experiences of entrepreneurs inside and outside the university, supporting the commercialization chain, benefiting from collective participation in strategic decision making and finally training human capital are recommended at university.
Financial capital
To pay attention to diversifying and stabilizing non-profit revenues by the university, protect the intellectual property of inventors, support startups, spin-offs, incubator centers, science and technology park and knowledge-based corporations; create and develop e-commerce, forecast business opportunities and provide income-generating consulting services to entrepreneurs are suggested.
Entrepreneurial Culture
To consider issues such as the adoption of entrepreneurial values, the expansion of intellectual competition space for innovation, tolerance of ambiguity, the strengthening of multicultural spaces, the evaluation of the legitimacy of university values from the perspective of stakeholders, and the support of intra- and extracurricular cultural initiatives are of importance.
Strategic plan
Considering the flexibility of strategic entrepreneurial competitiveness, the precision of research, and the strategic orientation of entrepreneurship and technology in strategic planning is crucial to achieving the goals of the Entrepreneurial University.
Axial development
Development of local, regional and national entrepreneurship ecosystems, integration of international educational, research and economic investments, establishment of continuous communication networks with associations, real investors, banks, out-of-university businesses and enterprises, and a host of internationally well-known scholars and figures are of paramount importance in the realization of the Entrepreneurial University.
Competitiveness
Promoting university competitiveness requires focusing on analyzing the capabilities, weaknesses, opportunities, and threats of universities and competitors and responding quickly to threats; Acknowledging the country's higher education as a competitive market, emphasizing the role of students' as customers, cost leadership strategies, differentiation, concentration, strategic alliance, networking with new partners, structuring with network partners are all the stakeholder needs as a basis Competitive Advantage Strategy. Guiding stakeholders where the university has an opportunity for competitive advantage is one of the most important recommendations in realizing this dimension.
Entrepreneurial intellectual capital
Realizing this requires attracting internal and external knowledge overflows, stimulating, generating, developing and organizing innovative knowledge; balancing knowledge, research and innovation, creating equal opportunities for formal and informal learning for entrepreneurs, creating knowledge-based ecosystems, practicing new methods and technologies of entrepreneurship education in raising business intelligence, entrepreneurs access to laboratories and research findings, teaching guides to entrepreneurs, educational teaming, business research, supporting applied research and transfer of research findings, as well as supporting R&D trends.
Technical capital
High-level university executives are advised to adopt a digital entrepreneurship culture, develop digital technology infrastructures, develop digital information systems, launch audiovisual digital research and research resources, provide all academics with access to research resources and databases, create a system of technology activities for uploading knowledge-based companies and products, develop network with industry and government to foster innovation, expand the teaching-digital entrepreneurship learning system and set up a business portal.
Organizational Structure
Considering the points such as university internal and external credentials, faculty involvement in recruitment and appointments, transferring managers with an entrepreneurial approach, transforming the university into a learning organization and a productive source of innovation, designing an independent, clear entrepreneurial structure, structural support for the entrepreneurial initiatives of principals, faculty members, students, graduates, and finally, the agility of the university system for achieving entrepreneurial goals seem necessary.
Reflectivity (Effectiveness of the Strategic Program)
Assessment and promotion of the university with entrepreneurial goals, continuous evaluation of internal entrepreneurial activities and evaluation of the impact of the strategic plan abroad, evaluation of the impact of educational programs on the teaching process, effectiveness of the university on the failed changes and its impact on the transformation of the strategic plan, appraisal of the appropriateness of research conducted in relation to the development of entrepreneurial activities inside and outside the university are all of importance.
Interdisciplinary majors
In this regard, points such as the creation of interdisciplinary teaching and research teams between different faculty groups and entrepreneurs, the adoption of an interdisciplinary approach in establishing academic research courses and cores, interdisciplinary strategy adoption in creating strategic partnerships with external partners for starting R&D centers, creating opportunities for entrepreneurial practice for students in all disciplines, developing entrepreneurship education in various disciplines; and finally establishing bi-disciplinary majors (specialization-entrepreneurship orientation) are necessary.
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