Identifying the Dimensions of a Service-Oriented University with a Fifth-Generation Approach in Mazandaran Province Universities
Keywords:
Service-oriented university, fifth generation approach, MazandaranAbstract
This study aimed to identify and rank the dimensions of a service-oriented university with a fifth-generation approach in universities of Mazandaran Province. The research was applied in purpose and followed an exploratory mixed-method design (qualitative–quantitative). In the qualitative phase, grounded theory was applied to identify conceptual dimensions. The qualitative sample included 20 university experts, selected purposively until theoretical saturation was achieved (10 participants). The quantitative phase involved 334 faculty members selected via stratified random sampling using the Cochran formula. Data were collected through semi-structured interviews and a 70-item researcher-made questionnaire. Instrument validity (content, face, and construct) was verified, and reliability exceeded 0.70 using Cronbach’s alpha. Data analysis employed open, axial, and selective coding in the qualitative phase, and confirmatory factor analysis (CFA) and Friedman test in the quantitative phase. CFA results confirmed six main dimensions: “social and problem-oriented orientation of the university, solving social, economic, and cultural issues, transformation of the university’s role, structural and cultural barriers, improvement of service-oriented educational quality, and transformational university structure.” All factor loadings exceeded 0.70 and were statistically significant (t>2.58). The Friedman test indicated significant differences among the dimensions (p<0.05). “Improving the quality of service-oriented education” ranked first (mean rank = 3.96), while “social and problem-oriented orientation” ranked last (mean rank = 3.03). A fifth-generation, service-oriented university represents a transformative model emphasizing service, societal engagement, and educational quality enhancement. Identifying and prioritizing these dimensions provides a framework for policymakers and university administrators to redesign academic systems aligned with sustainable development and community needs.
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