Quarterly Publication

Document Type : Original Article


1 Ph.D. Candidate, Department of Management and Business Engineering, Faculty of Management, Economics and progress Engineering, Iran University of Science and Technology, Tehran, Iran, Email: farahani.peiman@yahoo.com

2 Professor, Department of Management and Business Engineering, Faculty of Management, Economics and progress Engineering, Iran University of Science and Technology, Tehran, Iran, Email: moini@iust.ac.ir

3 M.S.Student, Department of Management and Business Engineering, Faculty of Management, Economics and progress Engineering, Iran University of Science and Technology, Tehran, Iran, Email: ruhollahakbari@yahoo.com


Paying attention to special opportunities and trying to enumerate existing capabilities at the heart of regions by using the scientific and technological capacities available to them are some of the instances in which the shortfalls in development programs can be eliminated and the way can be paved for a balanced progress at the local level with the fair distribution of opportunities. To this end, a transition from first (Education oriented) and second (Education and research oriented) generation universities, towards third generation (3G) universities which, in addition to education and research, actively seek to impact society and the economy, is one of the most central issues which can bring about full scale, dynamic, and sustainable progress in the regions based on science and technology. As a first step in the present research, attributes in third generation universities impacting regional progress have been examined by studying the resources. Using the Delphi method and Shannon’s entropy, the mentioned components and their weight were examined based on the opinions of 63 well-known experts active in the national oil industry and specialists in universities, and research, science and technology centers affiliated to the industry. Twenty-eight basic components and six principal components were approved in the survey of experts. Of these, three were prioritized and given weight in the following order:
1) Formulating regional endogenous innovation and value creation ecosystems, 2) designing and implementing a regional skills, education, and training system, and 3) developing organizational capacities according to the new functions of regional universities.


Main Subjects

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