Volume 40, Issue 1 (1-2026)
Med J Islam Repub Iran 2026 |
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Mohammad Mahboubi 
, Taha Nasiri , Sadra Taheri Maleki , Majid Ghorbanniya Delavar , Babak Rastegarimehr
, Taha Nasiri , Sadra Taheri Maleki , Majid Ghorbanniya Delavar , Babak Rastegarimehr
Health Management Research Center, Baqiyatallah University of Medical Sciences, Tehran, Iran & Department of Health Services Management, Faculty of Health, Baqiyatallah University of Medical Sciences, Tehran, Iran , dr.tahaf5@yahoo.com
Abstract: (108 Views)
Background: The higher education system is undergoing a significant transformation, shifting from its traditional role of knowledge production to embracing the concept of entrepreneurial universities. This shift aims to align with global development processes by not only generating knowledge and ideas but also translating them into actionable outcomes. In this article, we explore solutions toward (Third-Generation University) Entrepreneurial Universities and propose policy solutions to facilitate this transition.
Methods: This study adopts a qualitative approach, utilizing an analytical research framework for policy development. The research aims to identify "policy solutions for transforming to third-generation universities by implementing changes in medical education." The study was conducted in three stages: a comprehensive literature review, the Delphi method, and the Policy dialogue (policy discussions) to finalize policy options.
Results: Several solutions were identified, including the development of support models for entrepreneurial activities, structural and organizational reforms, capacity-building for medical sciences universities based on regional needs, and fostering mutual and effective collaboration with industry. Among these, three key policy options were prioritized: (1) Revising and reforming medical education programs, (2) Formulating support models for entrepreneurial activities, and (3) Restructuring the functional framework of universities.
Conclusion: The process of driving change is multi-faceted and time-intensive. To ensure success, changes and innovative approaches should be introduced through educational programs and structured curricula. Implementing effective change models and providing necessary support to students across various medical science disciplines are critical steps in this transformation.
Methods: This study adopts a qualitative approach, utilizing an analytical research framework for policy development. The research aims to identify "policy solutions for transforming to third-generation universities by implementing changes in medical education." The study was conducted in three stages: a comprehensive literature review, the Delphi method, and the Policy dialogue (policy discussions) to finalize policy options.
Results: Several solutions were identified, including the development of support models for entrepreneurial activities, structural and organizational reforms, capacity-building for medical sciences universities based on regional needs, and fostering mutual and effective collaboration with industry. Among these, three key policy options were prioritized: (1) Revising and reforming medical education programs, (2) Formulating support models for entrepreneurial activities, and (3) Restructuring the functional framework of universities.
Conclusion: The process of driving change is multi-faceted and time-intensive. To ensure success, changes and innovative approaches should be introduced through educational programs and structured curricula. Implementing effective change models and providing necessary support to students across various medical science disciplines are critical steps in this transformation.
Keywords: Entrepreneurial Universities, Third-Generation University, Medical Sciences, Policy solutions, Stakeholder Analysis
Type of Study: Original Research |
Subject:
Medical Education
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