نوع مقاله : مقالات پژوهشی- کیفی
نویسندگان
1 گروه مدیریت منابع انسانی، گروه رهبری و سرمایه انسانی، دانشکده مدیریت دولتی و علوم سازمانی، دانشکدگان مدیریت، دانشگاه تهران، ایران
2 گروه خط مشی گذاری و مدیریت دولتی، دانشکده مدیریت دولتی و علوم سازمانی، دانشکدگان مدیریت، دانشگاه تهران، تهران، ایران.
3 گروه رهبری و سرمایه انسانی، دانشکده مدیریت دولتی و علوم سازمانی، دانشکدگان مدیریت، دانشگاه تهران، تهران، ایران.
چکیده
کلیدواژهها
موضوعات
عنوان مقاله [English]
نویسندگان [English]
Objective: The goal of the present research is to examine the role of the Third-Generation University in nurturing competent graduates from the perspective of Human Resource Architecture. By analyzing this role, strategies can be presented for the design and implementation of a smart human resource system in which talents flourish and entrepreneurial competencies are nurtured. Therefore, the present research will address the role of the third-generation university in nurturing competent graduates from the perspective of human resource architecture.
Methodology: The present research has adopted an inductive-qualitative approach and utilized the Systematic Review method, employing the Oakley and Schabram (2010) framework, to deeply examine the role of Human Resource Architecture in Third-Generation Universities toward nurturing competent graduates.The steps of the present research include: determining the goal and research questions; preparing the search protocol using the PRIZMA standard; conducting a comprehensive search in the Scopus database with specified keywords; screening articles based on title, abstract, and journal quartiles Q1 and Q2; assessing the quality of articles using the CASP checklist; extracting data through thematic analysis with an inductive approach; and finally, synthesizing and presenting the findings in the form of main and sub-conceptual codes. It should be noted that to ensure the concepts of graduates' competency, human resource architecture, and third-generation university were present in the articles under review, the title, abstract, and keywords were initially checked in the documents, and an effort was made to prioritize articles most relevant to the research components in the search strategy. Furthermore, due to the limited resources, no time restriction was considered for the search period. Ultimately, the initial sample of articles extracted in the primary search, without screening, was 567 articles. After screening, a final set of 29 articles was obtained.
Findings: The results indicate that this architecture is based on three fundamental pillars (Input, Process, and Output): Competent Executors (faculty and administrators), Synergistic Functions, and Competent Graduates who possess entrepreneurial capacity. First, competent executors, particularly faculty members and administrators, serve as the driving force (Input) of this transformation. Faculty members are no longer merely knowledge transmitters but are mentors, innovators, and entrepreneurs who foster creativity and problem-solving skills in students through innovation in teaching methods and the development of students' psychological capital. This approach necessitates a shift in the mindset of faculty members and their alignment with entrepreneurial visions. Alongside them, university administrators, by adopting a strategic architecture, transform Human Resources into a tool for creating sustainable competitive advantage. The findings emphasize that management must be based on individual competencies and psychological traits so that the workforce ultimately becomes a strategic factor in macro decision-making. Second, synergistic functions, including education, research, and technology (Process), must move away from traditional approaches. Education must shift toward developing employability and entrepreneurial skills, eliminating the gap between education and labor market needs through curriculum redesign. Emphasizing the practical aspect of education and utilizing modern teaching methods, such as active learning, is the key to success in this area. Furthermore, research must move beyond the theoretical state and directly address societal problems by focusing on converting ideas into practical solutions. Finally, technology acts as an enabling platform, not only facilitating the digital transformation of education but also revolutionizing university management by providing data to support strategic decisions. These two processes, in conjunction with each other and within the existing contextual framework, lead to the creation and development of competent graduates—graduates who possess the ability, knowledge, and skills to enter the business world and entrepreneurship, create value, and leave a lasting impact. Thus, based on the research findings, it can be concluded that the third-generation university, with an approach based on Human Resource Architecture across the three stages of Input, Process, and Output, will be able to nurture a generation of graduates who, in addition to educational, research, and technological competencies, are also equipped with entrepreneurial competencies and utilize them practically.
Results and Conceptual Model: The research findings indicate that Human Resource Architecture is a comprehensive and dynamic concept that extends beyond traditional staff management processes. This integrated architecture, aimed at aligning all components including university administrators, functions, and graduates, enables universities to transform into flexible, innovative, and influential organizations in today's complex environments. Success in this path requires a profound transformation in management and educational attitudes and approaches.
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