New Managerial Approaches in Fourth-Generation Universities: Transition from Research Orientation to Entrepreneurship

Abstract

Fourth-generation universities, as centers for the development of entrepreneurship and innovation, play a crucial role in economic and social growth. In this regard, the educational system and entrepreneurial curricula are considered fundamental components in fostering students' entrepreneurial skills. This study aims to examine the role of curricula in institutionalizing an entrepreneurial culture in Iranian universities. This research employs a mixed-methods approach (quantitative and qualitative) and is conducted using a descriptive-analytical method. Quantitative data were collected through standardized questionnaires, while qualitative data were gathered through semi-structured interviews with professors, university administrators, and entrepreneurial students. The data analysis method included statistical analysis (SPSS) for quantitative data and thematic analysis for qualitative data. The results of the study indicated that the quality of curricula has a direct impact on students' entrepreneurial skills. Universities that have adopted experiential learning methods, project-based learning, and industry interaction have exhibited higher rates of entrepreneurial graduates. However, challenges such as a shortage of specialized faculty, insufficient university-industry collaboration, weak financial support for student startups, and the absence of integrated curricula for entrepreneurship education are identified as major obstacles to the development of an entrepreneurial culture in Iranian universities. To transition toward fourth-generation universities, fundamental reforms in the educational system, the development of entrepreneurial curricula, enhanced university-industry collaboration, and the provision of financial and legal support for academic entrepreneurs are necessary. Additionally, changing cultural attitudes toward entrepreneurship can accelerate this process. It is recommended that future research conduct comparative studies on successful global models in entrepreneurship education.