Document Type : Research Paper
Authors
1
PhD student in Human Resource Management, Department of Leadership and Human Capital, Faculty of Public Administration and Organizational Sciences, Faculties of Management, University of Tehran, Tehran, Iran.
2
Professor, Department of Policy Making and Public Administration, School of Public Administration and Organizational Sciences, School of Management, University of Tehran, Tehran, Iran.
3
Associate Professor, Department of Leadership and Human Capital, Faculty of Public Administration and Organizational Sciences, Faculties of Management, University of Tehran, Tehran, Iran.
4
Assistant Professor, Department of Leadership and Human Capital, Faculty of Public Administration and Organizational Sciences, School of Management, University of Tehran, Tehran, Iran
10.22111/innoeco.2026.53961.1224
Abstract
The present study was conducted with the aim of identifying and prioritizing the challenges facing the University of Tehran in its transition to a third-generation (entrepreneurial) university. Employing a mixed-methods (qualitative-quantitative) and exploratory approach, the study analyzed the perspectives of 20 experts through semi-structured interviews and the fuzzy Delphi technique. In the qualitative phase, five main categories of challenges were identified: macro-policy and strategy crises, deficiencies in institutional competence and mechanisms, the erosion of academic human resources (faculty members), barriers to entrepreneurship and industry-university linkage (the triple helix), and weaknesses in the student education process and outcomes. The quantitative prioritization revealed that the "erosion of academic human resources (faculty)" constitutes the most critical challenge. This was followed, in order of priority, by barriers to entrepreneurship and industry linkages, deficiencies in institutional competence and mechanisms, macro-policy and strategy crises, and finally, weaknesses in student outcomes. It can be concluded that human capital is the core element of academic transformation. Without addressing the motivational, welfare, and professional status of faculty members, the implementation of transformation programs towards an entrepreneurial university will face failure. Therefore, prior to any structural changes, a fundamental revision of the systems for faculty recruitment, retention, and empowerment is an unavoidable necessity
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