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ARTÍCULO DE INVESTIGACIÓN
Presentación de un modelo del rol de la educación superior en el
desarrollo de empleos futuros. Estudio de caso: Universidad Integral de
Ciencias Aplicadas/DOI: 10.5281/zenodo.10277801
Afsane Siyami *
Resumen
El propósito de este estudio es presentar un modelo del rol de la educación superior en
el desarrollo de carreras futuras. Estudio de caso: Universidad de Ciencias Aplicadas. El
método de investigación es mixto y la población estadística de esta investigación consta
de dos grupos: el primer grupo de élites (incluidos gerentes industriales, responsables
de políticas educativas de la Universidad de Ciencias Aplicadas y profesores de la
Universidad de Ciencias Aplicadas) y el segundo grupo incluyó a estudiantes, egresados
y profesores de una universidad integral de ciencias aplicadas. Se utilizó el método
Delphi y el método de ecuaciones estructurales para presentar el modelo. Se diseñó una
entrevista cualitativa, se seleccionaron dos escenarios de la Universidad Karafarin y la
satisfacción de las necesidades de las comunidades locales como escenarios o
perspectivas futuras de una universidad científico-aplicada integral. Luego, utilizando el
método Delphi, se identificaron y extrajeron los enfoques educativos de las
universidades para desarrollar las competencias requeridas para futuros empleos.
Finalmente, se utilizó el modelo del rol de la educación superior en el desarrollo de
empleos futuros utilizando el método de ecuaciones estructurales aprobado y ajustado.
Palabras clave: Educación superior, empleos futuros, delph, ecuaciones estructurales,
universidad integral de ciencias aplicadas.
Abstract
Presentation of a Model of the Role of Higher Education in the Development of
Future Jobs. Case Study: Comprehensive University of Applied Sciences.
The purpose of this study is to present a model of the role of higher education in the
development of future careers. Case study: University of Applied Sciences. The research
method is mixed, and the population for this research consists of two groups: the first
group of elites (including industrial managers, responsible for educational policies at the
University of Applied Sciences, and professors from the University of Applied Sciences),
and the second group included students, graduates, and professors from a
comprehensive university of applied sciences. The Delphi method and the structural
equation modeling method were used to present the model. A qualitative interview was
designed, and two scenarios—Karafarin University and meeting the needs of local
communities—were selected as future perspectives of a comprehensive scientific-applied
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university. Then, using the Delphi method, the educational approaches of universities
were identified and extracted to develop the required competencies for future jobs.
Finally, the model of the role of higher education in the development of future jobs was
used, and the approved and adjusted structural equation modeling method was applied.
Key words: Higher education, future jobs, delphi, structural equations,
comprehensive university of applied sciences.
Recibido: 30/08/23 Aceptado: 03/09/2023
* Department of Educational Management, Faculty of Management and Economics, Science and Research
Branch, Islamic Azad University, Tehran, Iran. E-mail: afsanesiyami@yahoo.com ; https://orcid.org/0009-
0006-2992-6642
1.- Introduction
Social changes, technological advances and globalization are associated with
new challenges that we must address. There is increasing individualism and increasing
social diversity, along with increasing economic and cultural homogeneity (Richman,
2112). However, development and consolidation are necessary to cope with increasing
complexity and uncertainty. Human skills and capabilities acquired through education,
learning, and meaningful work are key drivers of economic success. Personal well-being
and social cohesion. The future of global work is being transformed by a range of new
technologies. Expansion, new sectors and markets, and the global economic system,
more than any other period in history, are interconnected and largely determined by the
information generated and popular quickly. However, over the past decade, with
technological advances, massive job mobility, unsolvable skills shortages and competing
claims about the unique nature of human intelligence Now challenged by artificial
intelligence, the next decade will require determined leadership. to achieve a
professional future that realizes human potential (Schwab and Zahidi, 2020).
Universities and higher education institutions, as the most important social
institutions, play a fundamental role in social, economic, cultural and political
development. Universities enjoy independence, self-governance and freedom. Scholars
must feel responsible for the use of public, private, national and international resources.
This means the company must constantly consider officials from other departments.
Higher education is the most important form of investment in human resources by
providing and enhancing the knowledge, attitudes and skills required by employees.
They contribute to economic development in many different fields. The role and position
of higher education in this era can become clearer if we pay attention to scientific
predictions and estimates, changes and developments. They create speed in the field of
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technology and therefore in the functioning of the economic institutions of the society
(Fathi Vajargah, 2012). In the coming years we will see unemployment caused by the
development of technology, that is why we can carry out activities and find new activities
for the force labor (Julio, et al). The emergence of digital operating systems for online
work is one of the changes in recent decades that will also affect businesses in the future.
This not only concerns the models available on the market but also affects employment
patterns. However, this problem can be seen as an opportunity and has created the
conditions to make the most of this process. This technology offers the ability to work
anywhere, anytime and will create any job (Janin Berg et al., 2113).
Another factor that requires preparation for the business and its future is
flexibility. Greater business flexibility and more innovation should generate moderate
growth in the economy, but this flexibility often results in the creation of few
opportunities. Job security for qualified people is decreasing. Therefore, empowering
employees in many ways is the basis for preparing businesses for the future.
Additionally, readiness for change and acceptance of innovation is another factor in
preparing for future work (Hosseininia, et al, 2020). The importance of university-
industry collaboration for innovation and education has been widely recognized
(Rybnicek & Königsgruber, 2019).
However, its importance increases as the economy faces increasingly
competitive global markets for innovation and growth (Clauss & Kesting, 2015). Around
the world, policymakers are emphasizing the importance of close ties between business
and higher education as a tool for generating economic activity, investing significant
sums of money. to encourage collaboration between universities and businesses (Brem
& Radziwon, 2017). Therefore, although the importance of this issue has become clear
over the past two decades, recognition of university-industry collaboration is essential
for future economic and social prosperity. has never been mainstream in politics,
management and academia. Ripoll Feliu and Díaz Rodríguez, 2017).
Hence the need for a future vision and a clear roadmap to continuously
improve university-industry collaboration and maximize its benefits for all stakeholders,
not just in policy and practice but also in the academic world, is becoming stronger than
ever (Galan-Muros & Davey, 2018). The triple helix model was first introduced by
Etzkowitz & Leydesdorf, describing the intersection between the three spirals, i.e.,
government, academia and industry creating new knowledge and stimulating innovation.
The triple helix has become central to explaining the emergence of the knowledge
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economy in policy and academic circles in recent decades (Etzkowitz, 1993).
Furthermore, the literature on university-industry cooperation is based on its theoretical
foundation.
In particular, the triple helix has reaffirmed the importance of universities,
increased integration into the economy, and expanded the importance of knowledge for
social development (Orazbayeva et al., 2019). This model proposes a “new position of
the university,” in which the university occupies a broad and at least equal position with
government and industry in creating and shaping the knowledge society., where public
and private relations play a key role in improving national welfare. (Abramo et al., 2019).
Universities add a third mission focusing on social and commercial engagement and
entrepreneurship to the traditional primary missions of education and research. Recent
developments have extended to four- and five-helix systems, including civil society and
the environment (Carayannis et al., 2019). Orazbayeva et al. In 2019, the proposed
future action plan on university-enterprise cooperation is presented in the table below
Table 1
The future practical plan for university-business cooperation
(Urazbayeva et al., 2013).
Strategies and
approaches
• Empower scholars to make meaningful
contributions to the industry. How time-
dependent is this demand?
• Ensure an open culture for collaboration between
universities and businesses. How do the many
stakeholders in the triangular spiral –
government, academia and industry – foster such
a culture in technology and other fields?
• Create achievable goals, supported by a
comprehensive and effective service system. How
can a higher education institution deliver a single,
easily achievable goal of corporate voting rights,
with internal mechanisms, structures and
organizational systems that ensure an
organizational approach? Transparent,
coordinated and inclusive? What flexibility is there
for individual contributions within this framework?
Configuration required?
• Actively promote cooperation between
universities and businesses. What is the best
mechanism to promote university-enterprise
cooperation at home and abroad in a triangular
spiral?
• Develop mechanisms to facilitate cooperation
between universities and businesses. How do co-
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nominals extend across the triangular helix? What
are the roles of different people in achieving this
goal?
• Innovation in developing adaptive economic
models. What innovative business models look
like for organizations with university-industry
collaborations and how to best communicate them
to maximize the benefits of collaboration between
universities and businesses?
• Teaching suggestions for the future. How can the
core curriculum be developed more flexibly to
serve a more diverse community of lifelong
learners?
Entrepreneurship
• Develop a broad business mindset. How can
higher education institutions best develop an
entrepreneurial spirit among staff and students?
How to identify a change in psychology?
• Encourage and promote business activities. How
are university employees and students
encouraged to take entrepreneurial action? Which
methods have been most successful to date? How
to achieve business change?
participation
• Level of participation of small and medium
enterprises (SMEs). What role do the actors of the
triangular spiral play in the level of SME
participation in higher education institutions? How
is SMEs' willingness to participate in higher
education institutions improved? What decisions
do higher education institutions make to
maximize Shared Value in their interactions with
SMEs: How can policymakers support the scale of
SME-based university-industry collaboration?
• Communicate the potential benefits and forms of
cooperation between universities and businesses
with businesses and society. How can we best
promote university-industry collaboration and its
potential benefits for all businesses and
communities? What are the best messages,
message sources, and message channels for
different target audiences?
• Develop the workforce to achieve the best
progress. How is recruitment and career
development optimized to ensure the best
possible workforce and encourage collaboration
between universities and industry?
• Improve stakeholder management. How can we
improve the management of stakeholders and
their expectations at the individual and
organizational levels?
• Integrate cooperation between universities and
businesses in learning and teaching. How can
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collaboration between universities and industry
best be integrated through work-study training
programs to promote student employability?
Identify and overcome cultural differences that
hinder progress. How to overcome cultural
differences?
Context-based
priority
• Promoting university-business cooperation in
economically weak areas. What are the best ways
to strengthen university-business cooperation in
multiple areas? Which form and mechanism
should be used for university-business
cooperation?
• Considering national cultural differences in the
design of support mechanisms. How can the
learnings of other countries and cultures be
adapted to other countries or regions? Which
cultural factors are most relevant?
Source: The author's data collection and analysis results
Education systems face the undeniable task of matching (and funding) competitive
markets. limited or not yet fully trained. Concerns that formal education is too long,
expensive and unsuited to the needs of a rapidly changing market are not new. At any
given time, one-third of graduates are unemployed in fields unrelated to their jobs. As
a result, higher education institutions increasingly need to collaborate with other
stakeholders to address the skills gap (Klowden & Lim, 2021).
Unemployment among university graduates is one of the biggest economic
problems in our country, the main axis of economic development and social progress.
The university education system's lack of attention to society's needs is one of the
causes of crisis and unemployment after graduation, while the basic need of university
graduates is to find employment and acceptance of professional corporate
responsibilities that are competencies; That is, in addition to intellectual, physical and
educational abilities, as well as behavioral characteristics such as personality, attitude
patterns, motivation and personal values, a person must also acquire technical skills.
arts, people and cognition in their educational process. However, it is clear that there
has not been a logical balance between school training courses and what marketers
require in terms of scientific and technical skills, on the other hand, before students
graduate, there are no suitable criteria. appropriate to evaluate them technically.
Minimum scientific and practical capacity. Furthermore, the education system has not
been able to enhance the scientific spirit of students so that they can find useful jobs for
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themselves and society (Entezirian, 2012). One of the requirements for the policy of the
education sector is to create a quality education system and identify the current and
future trends of the labor market in the country and at the international level; So that
in the past decade, special attention has been paid to the fields of study in advanced
countries and the ability of the graduates to provide services has been observed
(Dadandish, 2019).
Currently, there is no logical link between the education system and the
domestic labor market, both in terms of quality and quantity, and for this reason it is
necessary to establish coordination between the higher education system suitable for
students. graduates and the labor market system to avoid waste. resources. Therefore,
in the meantime, considering the position of universities of applied sciences, established
with the aim of raising the level of competence of workers in economic sectors and
improving professional skills of graduates of teaching centers lacking leadership
experience, is becoming a matter of concern. increasingly important. No longer needed.
Based on the information obtained, it is possible to determine the composition and
behavior of various future tasks, and to plan and implement practical solutions to
address them in sufficient time before performance. event and from the results obtained,
they can be used as a sign. and advice. Those who go to school, study, and find jobs are
accustomed to the education that society requires and prevents them from moving into
saturated jobs.
The University of General Applied Sciences is a job-oriented university,
meaning the majors are determined by the jobs in this school and these majors meet
the needs of jobs and occupations. However, we can say that the University of Applied
Sciences is in some ways closer to the third-generation universities that are
entrepreneurial universities. Turning science into wealth and creating prosperity in
society is the most important indicator of third-generation universities. Turning science
into wealth means that technology transfer and sales will take place and third-generation
college graduates will be able to use the knowledge they gain to train scientists. study
and create jobs in society. Considering the large gap between the existing number of
jobs in the country and the identified jobs in the world, one of the projects of the school
is to introduce new jobs to the society in the new era and identify them. from academic
fields. Train and introduce these people into the job market.
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2.- Research background
In this section, a number of researches related to the topic of research outside and inside
Iran have been reviewed based on their goals, techniques used and their achievements
Table 2.
Background of the research
Internal investigation background
Darabi et al
2019
Investigating the future changes of work in Iran with an
emphasis on the opportunities and challenges of jobs in the
framework of Iran's territorial planning (Iran's labor market
forecast in the horizon of 1421 AH)
Jamshidi et al
2019
Solutions for the development of knowledge-based
employment in the country based on the Foundation's data
method
Heydarieh and
Ahangar
2018
The future of market research of start-up businesses in Iran
Golkar
2018
Future study of socio-cultural consequences of the "work in
the future" phenomenon.
Abdolshad et al
2017
Xompilation and selection of university management
strategies using the blue ocean approach (case study: applied
science university)
Bagheri et al
2017
Designing a model for measuring the effectiveness of
government organizational universities (case study: Scientific
and Applied Center of Telecommunications Factories of Iran)
Kemari et al
2016
Designing a strategic thinking model for the administrators of
a comprehensive university of applied sciences
Moradi and
Delshad
2016
Examining the relationship between vocational training
courses and employment and entrepreneurship; (Study by
the graduates of Bandarlangeh University of Applied
Sciences)
Mohammadi et
al
2014
Evaluation of the courses of the Comprehensive Applied
Science University based on the needs assessment of the
labor market
Moradi Dehaghi
2013
Evaluation of the success of applied scientific university
courses in promoting public awareness
Career from the point of view of students and professors and
their comparison
External research background
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Paul et al
2019
Towards responsible entrepreneurship education and the
future of the workforce
Urazbayeva et
al
2019
The future of university-business collaboration: priorities for
research and practice
Minooka et al
2018
Developing a future-ready global workforce: a case study
from a top UK university
Holmes and
Marcus
2018
Education and labor market outcomes
Marques-
Ramos and
Morele
2016
Choosing an appropriate approach to analyze the future of
higher education
Rissiart et al
2016
From foresight to impact? Future work scenarios in 2030
Rickman
2012
Higher education in the future: which key skills should be
promoted through university teaching and learning?
Balls et al
2010
Outlook: The future of the higher education sector in England
Source: The author's data collection and analysis results
3. Research methods
The current study is mixed methods (qualitative-quantitative). Mixed methods
research is carried out by choosing appropriate qualitative and quantitative research
methods and their optimal combination. Thus, between the research subjects, their data
collection and analysis methods, and for the respondents, the necessary compatibility is
established with the research questions. In this case, in addition to having measurable
aspects of the phenomenon under study, other aspects of the phenomenon are also
considered. Regarding research purposes, research is divided into 3 types (Bazargan,
1983).
This research will take place in two phases, the first phase is development and
the second phase is application. Because in the first phase we seek to define the
educational methods of a comprehensive university of applied sciences aimed at
developing the skills necessary to perform the jobs of the future and in the In the second
paragraph, we seek to use it to provide a model that explains the role of higher education
and, thus, of being a comprehensive university of applied sciences in the development
of future employment. Qualitative data were collected using Delphi questionnaires and
expert interviews. The expert community includes industrial managers, educational
policy makers of the University of Applied Sciences and professors of the University of
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Applied Sciences. In the quantitative part, the statistical subjects of the study included
students, graduates and professors of the University of Applied Sciences and a
quantitative questionnaire with 5 Likert options was used to collect data. quantitative
data.
4. Process of conducting research
First step:
As with other methods, identify and specify the desired topic and define the
analysis period. For example, the main topic might be the future of work in 1410.
Second step:
Identify desired scenarios:
In this step, two to three desired scenarios are selected through the
environmental scanning method to present a model of the role of higher education
(universities) in future employment development and the case study is Comprehensive
University of Applied Sciences. Therefore, by examining the scenarios related to the
future of the universities, two scenarios of entrepreneurial university and meeting the
needs of local communities were selected by the 2017 Foresight Working Group. It
should be noted that the two scenarios that are closely related to national documents
are as following Figure.
Figure 1. Two scenarios
Science and technology strategic
transformation document
Islamic University document
Comprehensive scientific map of the
country
General policies of science and technology
The country's twenty-year vision
document
the general policies of the system for the
development of science and technology
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The third step:
In this step, the educational approaches of the universities for the development
of competencies were identified using the Delphi method (2 to 9 rounds).
Step 4:
In this step, using a quantitative questionnaire tool, the model of the role of
higher education of universities in the development of the future jobs under study was
presented: comprehensive scientific-applied university.
5. Data analysis and research findings
5.1. Identification of desirable scenarios of landscape creation through
environmental scanning to formulate a qualitative questionnaire
In this part of the current research, in order to compile a qualitative questionnaire
by examining scenarios related to the future of universities, after interviewing experts
in the field of higher education and industry, two scenarios of entrepreneurial universities
and meeting the needs of local communities were selected. In the entrepreneurial
university scenario, universities have a market-oriented approach to operations without
losing the core academic values.
The university's three missions, which are teaching, research, and social service,
are well balanced, although there is great differentiation among institutions, which
results from high independence and greater responsibility. Business perspectives to
international markets and e-learning are important. University resources and academic
staff salaries and credit have improved. Connections to the local economy are strong. In
the second alternative scenario, i.e., meeting the needs of local communities, higher
education institutions are focused on national and local missions. They are represented
in regional and local associations, and are intended to respond to local and domestic
social and economic needs regarding education and research. Higher education is
basically financed and administered by the government. Academics have control over
the teaching and research process. Few prominent higher education institutions and
research departments have been able to connect to international networks at the same
time. Although now there are obstacles to internationalization (maintain their high
national status).
In general, higher education institutions focus on education and research based
on the needs of local and regional communities. International associations and
businesses are eager to support local institutions. Also, retraining courses create
benefits. Universities and industrial colleges have the same position, and universities
have a smaller role in research than in the past. Both types of educational and research
institutes have become increasingly connected to industry, providing continuing
education as well as the introductory training they need. The scope of academic research
has decreased to some extent. While research is developed in the public sector. Research
in strategic fields such as physics or engineering has been transferred to the government
sector, and international joint research continues with a limited number of friendly
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countries. University researchers are focused on humanities and social sciences, two
valuable areas to support national culture. Academics continue to do research, but
education is their primary goal.
5.2. Identifying the educational approaches of the comprehensive
scientific-applied university for the development of competencies according to
the desired perspective of the entrepreneurial university and meeting local
needs.
At this stage, using the Delphi method (open questionnaire), the experts were
asked what educational approaches the University of Applied Sciences should consider
for the development of competencies, considering the vision of the entrepreneurial
university and meeting local needs. The results of the second round of Delphi It is as
described in the table below.
Table 3. Counting results of the second stage of the survey (the second round
of Delphi)
Degree of
agreement
very
little
Low
somewhat
Much
very
much
Level
1
Supporting
entrepreneurial
behaviors
0
0
0
8
4
%17
2
Support
teamwork
0
1
0
4
5
%17
3
Strengthening
participation
0
0
2
8
2
%84
4
Strengthen new
ideas
1
0
1
7
3
%84
5
Supporting new
ideas
0
1
2
5
4
%80
6
Valuing
innovation
0
0
4
2
4
%17
7
Decentralization
1
0
3
4
2
%84
8
Fulfilling the
entrepreneurial
mission
0
0
0
4
8
%100
9
Developing a
common vision
0
0
3
3
4
%17
10
Entrepreneurial
knowledge
0
1
1
5
5
%74
11
Communication
with schools
0
0
3
5
7
%77
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12
Development of
interdisciplinary
curricula
0
0
1
8
3
%88
13
Needs assessment
at regional and
national level
0
0
1
4
5
%89
14
Business strategy
2
0
4
5
2
%84
15
Creating scientific
and technological
development
centers for
scientific and
applied
universities
2
1
1
4
4
%47
16
Reforming the
university
research system
1
2
1
7
1
%47
17
Modifying course
headings
0
0
0
5
5
%100
18
Designing a
collaborative
approach with the
participation of
entrepreneurs
0
0
0
5
7
%100
19
Support and
cooperation with
academic
entrepreneurs
0
0
3
4
4
%84
20
Strengthening the
office of
communication
with the industry
0
0
0
4
8
%88
21
Establishing a
quality committee
at the university
level
0
0
3
3
4
%75
22
Commercialization
of research results
0
0
3
4
4
%84
23
Entrepreneurial
leadership
0
2
2
2
5
%37
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24
Knowledge
transfer and
communication
technology with
universities in
developed
countries
0
0
0
2
4
%100
Source: The author's data collection and analysis results
As per the consequences of the second round of Delphi, which shows that in
regards to the over 24 qualities, the understanding of the specialists is 70%, and the
aftereffects of the twofold adjusts of the execution of the Delphi technique in the
examination show that, for the accompanying reasons, an agreement was reached
among the individuals from the factual example and can be rehashed. Adjusts finished.
In the subsequent round, over 67% of the individuals picked the elements for the
instructive methodologies of the Exhaustive Logical Applied College for the improvement
of skills, which had a normal more prominent than 3, among their thought about factors.
This coordination coefficient for individuals' responses about the request for factors in
the subsequent round is 0.619. Because of the way that the quantity of test individuals
was in excess of ten individuals, this measure of Kendall's coefficient is viewed as very
critical. Kendall's coordination coefficient for the plan of the powerful figures the
instructive methodologies of the exhaustive logical applied college for the improvement
of capabilities, in the subsequent round contrasted with the principal round, just
expanded by 41%. has had consideration.
5.3. Show of the model of the job of advanced education of colleges (in
the improvement of future positions under study: complete logical applied
college
In this piece of the examination, utilizing primary condition investigation, we
present a model of the job of advanced education of colleges in the improvement of
future positions under study: complete logical applied college, whose factors are among
the pointers extricated from the Delphi technique to distinguish instructive
methodologies of colleges to foster skills with Regard for the requirements of future
positions (counting; Understanding the mission of business venture, changing the
educational program, planning cooperative methodologies with the support of business
visionaries, moving information and innovation, and associating with colleges in created
nations have been removed.
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5.3.1. Analyzing the exploration model on account of standard
coefficients
Figure 2. Analyzing the exploration model
Source: The author's data collection and analysis results
5.3.2. Examining the research model in the case of significant numbers
Figure 3. Examining the research model
Source: The author's data collection and analysis results
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The above figure shows the test of the research model (the mode of significant
coefficients). Using this test, you can understand the significance of the relationship
between the research variables. The results table of the effects of the model variables is
reported in the table below.
Table 4. Path analysis results of the research model
Path
coefficient
t statistic
Significance of
the path
Transfer of knowledge →
correction
0,082
0,853
0,934
Knowledge transfer → realization
of entrepreneurial mission
0,465
6,070
0,000
Knowledge
transfer*participation→correction
0,157
6,000
0,000
Corrections→ Fulfillment of the
entrepreneurial mission
0,506
6,544
0,000
Improvement → development of
future jobs
0,491
4,583
0,000
Fulfilling the mission of
entrepreneurship → developing
future jobs
0,478
4,447
0,000
Source: The author's data collection and analysis results
6. Conclusions
The issue of business and getting individuals to the ideal occupation is one of the
most essential necessities of a general public. Joblessness has been examined as a
horrendous social, monetary, and social peculiarity, and its answer has forever been one
of the essential worries of legislators. The financial advancement interaction of every
nation at last decides its HR. In such manner, the full and fitting utilization of HR of every
nation ought to be thought of as one of the essential objectives of advancement. For this
reason, various legislatures are attempting to give admittance to scholarly and expertise
preparing for individuals of their general public and set them up for working in various
positions.
Meanwhile, a significant issue that needs exceptional consideration is that the
idea of occupations later on will be not the same as the present because of patterns and
changes at the degree of society. Hence, it can't be anticipated that the HR who have
been prepared to assume a part in past positions, can possibly assume a part in new
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and arising position from here on out. It is very evident that the absence of planning to
manage the wide changes representing things to come work market and the absence of
arrangement of HR to perform future positions will prompt broad joblessness in various
social orders. Later on, it will prompt inescapable social, financial, political, and different
issues and difficulties. In this way, numerous organizations at the public and worldwide
level have explored and distinguished the ground-breaking patterns representing things
to come and their effect on positions from here on out.
Like different nations on the planet, the work market in Iran will be impacted by
future patterns and advancements. Nonetheless, starter examinations demonstrate that
college and ability stages of preparation are not given in view representing things to
come requirements of the work market. In such manner, the assessment of the
aftereffects of workforce measurements shows the peculiarity It is somewhat uncommon
in the market of the country. A peculiarity that might be alluded to as "reversal of the
work market". A circumstance where the joblessness pace of college graduates is far
higher than the overall joblessness rate in the general public. As a matter of fact, this
peculiarity shows that college graduates have less possibility of work contrasted with
different segments of the general public.
This is in spite of the way that in most evolved nations of the world, college
graduates have a lower joblessness rate than the overall joblessness rate. One of the
fundamental explanations behind this issue is the failure of the advanced education
framework, or all in all, the confuse between advanced education and the work market.
Truth be told, the absence of association between college courses and the necessities of
the country's economy has become one of the serious emergencies of the public
authority as of late. It ought to be noticed that the continuation of this cycle from now
on (the absence of suitability of training with the necessities of the work market) will
make us face a lot of taught HR who, from one viewpoint, don't have what it takes and
mastery expected for future positions, and then again, are They are not going about
responsibilities inconsequential to their field of study.
This disparity in the end prompts broad joblessness in the public arena, trip of
elites and loss of human resources, social imbalance, conduct irregularities, sorrow of
HR, and so on in the public arena. Taking into account the outcomes of proceeding with
the ongoing system of training in the country without focusing on the abilities and
specializations required for future positions, it is important to lead concentrates on future
positions and the abilities and specializations they need in the nation and to change the
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country's instructive projects as per them. In this manner, meanwhile, analyzing the
place of the applied logical college, which was made determined to build the expertise
level of laborers in different financial areas and expanding the expert abilities of alumni
of instructive focuses that need leader experience, turns out to be increasingly
fundamental.
The aftereffects of the exploration showed that to answer the necessities of future
positions, the applied complete college ought to have approaches that incorporate;
Understanding the mission of business venture, changing the educational plan, planning
cooperative methodologies with the support of business people, moving information and
innovation and associating with colleges in created nations, and utilizing these ways to
deal with model the job of advanced education (colleges) in the improvement of future
positions. Study: A Far reaching Logical Applied College was introduced, and by utilizing
its outcomes, one can make a stride towards understanding the mission of advanced
education, particularly a Thorough Logical Applied College, and working on the current
circumstances.
7. Recommendations
7.1. common-sense ideas
✓ It is recommended that the public authority offer the important help to
make information-based organizations and organizations
✓ It is recommended to understand the pioneering college in the extensive
logical applied college which is the mission the central thing of this college
is that arranging ought to be finished.
✓ It is recommended that boards under the title of value improvement of
applied logical college communities ought to be laid out in each instructive
gathering and the referenced aspects, parts and pointers ought to be
refined and refreshed like clockwork.
✓ It is recommended that as a data set of execution marks of universities
and specialized schools and callings, the assessments of specialists in this
field are gotten through a virtual framework and persistent improvement
is finished.
✓ It is proposed that all degrees of administrators of applied logical colleges,
including division heads, heads of resources, and college presidents, ought
to be cleared up for the hypothetical premise of scholastic business.
7.2. Ideas for future examination
✓ Estimating the condition of the applied logical college with a situation
composing approach;
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✓ Involving the fluffy underlying examination strategy to recognize future
patterns influencing position;
✓ Looking at the way of behaving of key entertainers in the field of advanced
education in the country with the viewpoint school approach;
✓ Determining future positions in different businesses like horticulture and
medication.
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