طراحي و اعتبارسنجي مدل مفهومي دانشگاه مبتني بر مهارت‌‌هاي نوآوري باز(مورد مطالعه: دانشگاه اصفهان)

Designing an‎d Validating a Conceptual Model for an Open Innovation Skills Driven University (case of study: University of Isfahan)

علوم تربيتي

This study aimed at designing an‎d validating a conceptual model of an open innovation skills driven university at the University of Isfahan. Adopting an applied research purpose an‎d a mixed-methods (qualitative–quantitative) approach, the study employed a grounded theory methodology within a descriptive-survey design. In the qualitative phase, data was collected through semi-structured interviews with 12 experts in open innovation an‎d higher education. Sampling proceeded purposively an‎d via a snowball technique until theoretical saturation was achieved. Data credibility was ensured through member checking, peer debriefing, an‎d test-retest reliability. Analysis yielded 236 open codes, which were systematically organized into a paradigm model comprising 30 core categories across six dimensions: causal conditions, core phenomenon, contextual conditions, strategies, intervening conditions, an‎d consequences. In the quantitative phase, a sample of 200 participants was selec‎ted through stratified ran‎dom sampling from a population of 675 managers an‎d faculty members at the University of Isfahan (2024–2025 academic year). Participants completed a 60-item researcher-developed questionnaire. Data analysis using SPSS an‎d SmartPLS confirmed both convergent an‎d discriminant validity, with Cronbach’s alpha an‎d composite reliability coefficients for all constructs exceeding the 0.7 threshold. The structural model demonstrated satisfactory fit, an‎d all factor loadings were statistically significant, confirming the psychometric robustness an‎d contextual applicability of the model. Findings indicate that the core phenomenon is driven by innovation culture, institutional competitiveness, an‎d functional autonomy. Among intervening conditions, financial resource allocation an‎d regulatory reforms act as key facilitators, whereas deficiencies in human resource skills constitute the primary barrier. Contextual conditions, prioritized by impact, include continuous learning, an innovation-supportive academic climate, professionalism, an‎d the expansion of international collaborations. Key causal drivers encompass possessing a systemic perspective, an innovative mindset among leadership an‎d faculty, infrastructure development, creativity encouragement, strategic human resource planning, environmental monitoring, an‎d participation an‎d collaboration. Critical implementation strategies involve change management, continuous capacity building, effective networking, agile structural design, scientific eva‎luation, an‎d macro-level policymaking. Ultimately, institutionalizing this model is expected to foster societal prosperity, enhance knowledge production an‎d university performance, optimize knowledge management, generate revenue an‎d institutional value, fulfill social responsibilities, an‎d accelerate the transition toward fourth- an‎d fifth-generation universities.

5

160970