طراحی مدل ارزش‌آفرینی برای دانشگاه‌های نسل چهارم

هانیه تیموری; صغری افکانه; علیرضا  چناری

Authors

Hanieh Teymouri PhD Student, Department of Educational Sciences, Ro.C., Islamic Azad University, Roudehen, Iran Author https://orcid.org/0000-0002-4909-498X
Soghra Afkaneh Department of Educational Sciences, Ro.C., Islamic Azad University, Roudehen, Iran Corresponding author https://orcid.org/0000-0002-4948-3694
Alireza Chenari Department of Educational Sciences, Ro.C., Islamic Azad University, Roudehen, Iran Author https://orcid.org/0000-0002-7690-4570

Keywords:

Value Creation, Fourth-Generation University, Grounded Theory, Fuzzy Delphi, Model Design

Abstract

This study aimed to design and validate a value creation model for fourth-generation universities by identifying its causal conditions, contextual conditions, intervening conditions, strategies, and consequences. This exploratory qualitative study employed a grounded theory approach. The study population consisted of experts, specialists, and university professors familiar with fourth-generation universities and the value creation process during 2024–2025. Participants were selected through purposive and theoretical sampling, with recruitment continuing until theoretical saturation was achieved; ultimately, 12 experts participated. Data were collected through semi-structured interviews lasting approximately 60–90 minutes. The qualitative data were analyzed according to the Strauss and Corbin grounded theory framework through open, axial, and selective coding. Following development of the paradigmatic model, the fuzzy Delphi method was applied to obtain expert consensus and validate the identified components. The grounded theory analysis identified nine categories of causal conditions: management-related, human resource-related, university-related, socio-cultural, financial-economic, technology-related, educational-research, communication-interaction, and student-related factors. Contextual conditions comprised university resources and infrastructure, organizational culture, social conditions, scientific-educational autonomy, and student-related conditions. Intervening conditions included scientific-educational, communication, structural, economic, psychological, and extra-organizational barriers. The principal strategies consisted of interaction-oriented strategies, educational redesign, alignment of research with societal and industrial needs, institutional and cultural transformation, and university digitalization and smart development. The consequences were classified into educational, entrepreneurial, economic, and socio-cultural outcomes. Fuzzy Delphi analysis showed that all concepts incorporated into the paradigmatic model achieved an acceptance threshold above 0.70, confirming all identified components through expert consensus. Value creation in fourth-generation universities constitutes a multidimensional and systemic process requiring the integration of transformational management, capable human resources, technological infrastructure, academic autonomy, university–industry–society interaction, and educational and research transformation. The proposed model may provide a practical framework for higher-education policymakers and university administrators seeking to facilitate the transition toward innovative, responsive, and value-creating fourth-generation universities.

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