Management and Educational Perspective

Abstract The aim of this study is to examine the role of pre-event education and protection of vulnerable groups based on neighborhood-centered security governance. Given its objective, the research is applied, and in terms of implementation, it is qualitative with a data-driven (grounded theory) approach. The study population consisted of 18 participants, including experts in social security and criminology (university professors and urban security researchers), local actors (members of neighborhood social councils, local trusted figures, and civic activists), and officials from executive and law-enforcement institutions related to urban security, who were selected through purposive snowball sampling. Data were collected through semi-structured interviews with experts in social security, local officials, and citizens residing in high-risk areas; interviews continued until theoretical saturation was achieved. Data were analyzed using grounded theory. The findings indicate that neighborhood-centered security governance—through three main components, namely “multilevel participation,” “neighborhood-level data-driven management,” and “local institution-building”—can provide the conditions for active, rapid, and effective protection of vulnerable groups. By leveraging neighborhood-based structures, it is possible to support vulnerable groups before crises occur and to enhance neighborhood resilience through pre-event policymaking.
Introduction
Traditional security systems have primarily focused on responding to crises after their occurrence; however, complex changes in social structures and the growing expansion of economic inequalities have caused contemporary security approaches to shift their focus toward prevention. In this context, vulnerable groups, including older adults, children, female-headed households, migrants, and residents of deteriorated urban areas, are more exposed than others to multilayered threats. Pre-event protection refers to the preservation and safeguarding of the rights and interests of individuals or institutions before the occurrence of incidents or problems. This concept is of particular importance in security and law-enforcement organizations such as the Law Enforcement Command of the Islamic Republic of Iran, since personnel in such institutions are exposed to various harms and risks due to the sensitive and dangerous nature of their duties (Mohammadpour & Adibi, 2023). The effective implementation of protective measures can contribute to increasing public trust in legal institutions, which in turn strengthens social order. By adopting preventive measures, the occurrence of crimes and social harms can be prevented, ultimately leading to a reduction in social and economic costs (Nazemi et al., 2022). Vulnerable groups refer to segments of society that, due to economic, physical, psychological, social, or cultural conditions, are subject to greater threats and receive less support. These include older adults, working children, individuals with physical or mental disabilities, unsupported women, migrants, and residents of informal settlements (Torabi et al., 2022). Neighborhood-centered security, as a socio-military strategy, plays a key role in ensuring security and confronting internal threats. In this regard, neighborhood-centered security constitutes a model through which community-based security frameworks can serve as an effective approach to crisis management and security theory (Elhami & Riahi-Asl, 2024). Accordingly, the present study seeks to answer the following question: What is the role of pre-event education and protection of vulnerable groups based on neighborhood-centered security governance?
Theoretical Framework
Pre-Event Protection
Pre-event protection refers to a set of measures designed and implemented with the aim of preventing the emergence of crises, threats, and harms. In this approach, rather than focusing solely on reactive measures, efforts are directed toward the early identification of warning signs and threat bottlenecks in order to facilitate effective intervention before incidents occur. This perspective is closely associated with concepts such as “social prevention,” “situational prevention,” and “collective resilience” (Shahrokhi, 2024).
Vulnerable Groups
The term vulnerable groups refers to segments of society that possess lower levels of resilience and capacity in dealing with economic, cultural, and social problems and consequently experience lower levels of security compared with other members of society (Torabi et al., 2022).
Neighborhood-Centered Security Governance
Neighborhood-centered security governance refers to a community-based approach to urban security management in which safety is achieved at the local level through the active participation of residents and neighborhood institutions. The primary objective of this approach is to enhance citizens’ sense of security and reduce crime by fostering collaboration and synergy among law enforcement agencies, local communities, and other relevant stakeholders. As a socio-security strategy, neighborhood-centered security plays a pivotal role in maintaining public safety and addressing internal security threats. It also provides an effective framework for crisis management and the development of participatory security models (Elhami & Riahi-Asl, 2024).
Elhami and Riahi-Asl (2024) examined neighborhood-centered security during the Sacred Defense period as a model for participatory security governance in the future. Their findings demonstrated that public participation in neighborhood security can strengthen national defensive capacity and enhance preparedness against emerging threats. The study concluded that neighborhood-centered security models, emphasizing community engagement and public mobilization, serve as key drivers of resilience and resistance to security threats and can therefore provide an effective framework for managing future crises.
Shahrokhi (2024) investigated the necessity of pre-event protection of personnel, organizational missions, and institutions, with particular emphasis on the concept, significance, rationale, and implementation of preventive protection within the Law Enforcement Command of the Islamic Republic of Iran. The study concluded that safeguarding personnel and organizational integrity represents one of the most critical internal missions of the organization. Owing to the diversity of their responsibilities, extensive public interaction, and the highly sensitive nature of their duties, law enforcement personnel are exposed to numerous occupational and social risks. Consequently, protecting and guiding personnel constitutes an essential factor in achieving organizational objectives. Furthermore, the study emphasized that the importance of protection extends beyond organizational considerations, drawing on religious teachings that encourage individuals to safeguard themselves against potential harms. Adherence to these principles not only promotes personal well-being but also contributes to stronger social institutions and more resilient organizations.
Research Methodology
The present study is applied in terms of its objective and qualitative in terms of its method of implementation, adopting a data-driven grounded theory approach. The research population consisted of 18 participants, including experts in social security and criminology such as university professors and urban security researchers, local actors such as members of neighborhood social councils, trusted community figures, and civic activists, as well as officials from executive and law-enforcement institutions related to urban security. Participants were selected through purposive snowball sampling.
Data were collected through semi-structured interviews conducted with experts in social security, local officials, and citizens residing in high-risk areas. The interview process continued until theoretical saturation was achieved.
Research Findings
Grounded theory was utilized for data analysis. The findings indicate that neighborhood-centered security governance, through three main components—“multi-level participation,” “neighborhood-level data-driven management,” and “local institution-building”—is capable of providing the conditions for active, rapid, and effective protection of vulnerable groups. By leveraging neighborhood-based structures, it is possible to support vulnerable groups before crises occur and to enhance neighborhood resilience through pre-event policymaking.
Conclusion
The present study was conducted with the aim of examining the role of education and pre-event protection of vulnerable groups based on neighborhood-centered security governance. The findings of this research are consistent with those reported by Elhami and Riahi-Asl (2024), Shahrokhi (2024), Mohammadpour and Adibi (2023), Smith (2022), Nazemi et al. (2022), Bayari et al. (2020), Bako et al. (2020), and Ghasempour et al. (2019). Ghasempour et al. (2019) showed that employee training, monitoring and control, public education, and cooperation with governmental and local institutions have a positive and significant effect on the implementation of neighborhood-centered security plans among citizens in the Fifth Police District of the Greater Tehran Law Enforcement Command.
Based on the findings of the present study, the following recommendations are proposed:

Developing a policy document for neighborhood-centered security governance: With the participation of institutions such as the Ministry of Interior, law enforcement agencies, municipalities, and the State Welfare Organization, a comprehensive policy document for social security governance should be formulated with a focus on vulnerable neighborhoods.
Establishing neighborhood vulnerability monitoring centers (CRM): Data-driven centers should be launched at the neighborhood level with the aim of identifying and continuously monitoring the status of vulnerable groups and critical areas.
Empowering neighborhood civil structures: Local civil and community-based structures should be strengthened to improve participation, coordination, and support for vulnerable populations before crises occur. Acknowledgments The authors gratefully acknowledge all individuals, institutions, and organizations that provided scientific, technical, administrative, or advisory support throughout this research and the preparation of this manuscript. Conflicts of Interest The authors declare that they have no financial or non-financial, personal, professional, or institutional conflicts of interest relevant to this work. Data Availability Statement The data supporting the findings of this study are available from the corresponding author upon reasonable request. AI Use Statement The authors declare that no generative artificial intelligence (AI) or AI-assisted technologies were used in the preparation, writing, or editing of this manuscript. Funding The authors declare that no funds, grants, or other financial support were received during the conduct of this research or the preparation of this manuscript. Ethics Approval All procedures performed in this study were conducted in accordance with the ethical standards of the responsible institutional and national research committee.

Abstract This study was conducted with the aim of identifying the dimensions and validating a model of organizational capacity‑building to enhance human resource productivity. The research adopted an applicable purpose and employed a mixed‑method design. In the qualitative phase, semi‑structured interviews were conducted with 19 academic and executive experts in the fields of organizational capacity‑building and human resource productivity, selected through purposive sampling until theoretical saturation was reached. The data obtained from these interviews were analyzed by thematic analysis, leading to the extraction of basic and organizing themes.
In the quantitative phase, the statistical population consisted of all employees of Karaj Municipality in 2024. Stratified random sampling was employed, and data were collected using a researcher‑developed questionnaire designed based on the qualitative findings. Instrument validity was assessed through internal consistency, and reliability was evaluated by Cronbach’s alpha coefficient. Data analysis was performed at both descriptive and inferential levels, including confirmatory factor analysis, by SmartPLS version 3.
The findings revealed that the organizational capacity‑building model for enhancing human resource productivity is grounded in five fundamental dimensions: individual capacity‑building, process capacity‑building, institutional capacity‑building, cultural and organizational learning capacity, and governance capacity. These dimensions encompass components such as the development of job‑related knowledge and skills, enhanced motivation and job satisfaction, innovation and continuous improvement, participatory leadership, technological infrastructure development, sustainable financing, inter‑organizational collaborations, promotion of a learning culture, strengthening ethical values and organizational trust, and alignment with legal frameworks and macro‑level policies. Overall, the results indicate that applying this model can facilitate the improvement of human resource productivity within Karaj Municipality.
Introduction
In the contemporary era, where non‑governmental institutions increasingly play a significant role in addressing social and economic challenges, organizational capacity‑building is considered an inevitable necessity. Given that more than 70% of the world’s population is influenced by non‑governmental institutions, empowering these organizations can contribute to improving the quality of life for millions of people (Molaei & Bandeali, 2020). Furthermore, in circumstances where global crises such as climate change and pandemics require rapid and effective responses, organizations with stronger capacities can emerge as key actors in addressing these challenges (Marzek, 2022).
Organizational capacity‑building refers to strengthening an institution’s capabilities and resources in order to enhance its performance and productivity. In non‑governmental organizations, this process is particularly important in improving human resource productivity. According to management theories, organizational capacity‑building enables institutions to achieve better outcomes by improving internal processes, enhancing employees’ skills, and creating a positive organizational culture. In this regard, organizations can employ effective capacity‑building strategies to improve service quality and increase their impact on society (Wang et al., 2020).
One of the major challenges in organizational capacity‑building is the shortage of financial resources. Organizations often face financial constraints that limit their ability to invest in capacity‑building initiatives and employee skill development. Reports indicate that more than 60% of such organizations are unable to implement their development programs due to insufficient financial resources. This challenge directly affects human resource productivity and leads to a decline in the quality of services provided (Flink & Chen, 2021).
Another challenge is the lack of managerial and leadership skills among organizational managers. Many institutions, due to insufficient training in management, are unable to establish effective organizational structures. This issue may result in difficulties in attracting and retaining high‑quality human resources and consequently affect the overall productivity of the organization (Jafarzadeh, 2024). Therefore, addressing these challenges and identifying effective solutions to overcome them is of great importance.
To address existing issues related to organizational capacity‑building and the improvement of human resource productivity in Karaj Municipality, comprehensive and multidimensional approaches are required. One effective strategy is the development of continuous and systematic training programs for employees to enhance their technical and managerial skills. Additionally, fostering a positive and participatory organizational culture can increase employees’ motivation and work morale. Alongside these measures, improving managerial processes and increasing transparency in decision‑making are necessary to strengthen public trust in governmental institutions. Considering these issues, the present study seeks to answer the following question: What dimensions constitute organizational capacity‑building for improving human resource productivity in the Karaj metropolitan municipality, and how valid are these dimensions?
Theoretical Framework
Capacity is a multidimensional and dynamic concept that can be examined at different levels and entities within an organization, including the individual, system, and organizational levels. Capacity can be considered both as a process and as an outcome. The concept of capacity‑building is also somewhat intangible. Theoretical information in the literature generally defines capacity‑building in broad terms and emphasizes its importance rather than providing a precise definition. However, practical insights obtained through discussions with practitioners more clearly and accurately explain the concept of capacity‑building through experiential understanding, measurement of different capacity elements, and evaluation of the effects of capacity‑building interventions.
Capacity‑building involves creating an enabling environment with appropriate policies, legal frameworks, and institutional development that includes community participation, human resource development, and the strengthening of management systems (Lafond & Watts, 2004). In general, capacity‑building refers to processes or activities that improve the ability of an individual or entity to perform tasks and achieve objectives (Lafond & Watts, 2008). For example, any activity, project, or organizational change that enhances the ability of an organizational system to produce positive outcomes can be considered a capacity‑building variable.
Capacity‑building is inherently multidimensional. Understanding it requires examining its elements, strategies, dimensions, and intervention mechanisms. Scott and Wolfe (2014) define capacity‑building along a spectrum ranging from broader to more specific interpretations. In a general sense, capacity‑building refers to any activity that enhances the ability of partners to perform their work or assist others in improving the lives of disadvantaged populations. This includes equipping organizational staff with the training necessary to effectively implement their programs (Mohammadi, 2022).
Capacity‑building also encompasses multiple levels, including the community and environmental level (empowering individuals), the organizational level (empowering non‑governmental and civil society organizations), and the network level (empowering networks that function as information and collaboration systems).
Research Methodology
This study is applicable in nature, and employs a descriptive–exploratory design, utilizing a sequential mixed‑methods approach (qualitative followed by quantitative). In the qualitative phase, the phenomenological exploration of experts’ perspectives and experiences was used to identify the dimensions and components of the research subject, ultimately leading to the development of a conceptual model. Participants in this phase consisted of 19 theoretical and practical experts selected through purposive non‑random sampling until theoretical saturation was achieved (interviews 20 and 21 yielded no new insights). The experts included university faculty members and senior officials of Karaj Municipality. Semi‑structured interviews, each lasting up to 40 minutes, were conducted to examine the dimensions, components, indicators, and the current state of capacity‑building for human resource productivity.
In the quantitative phase, all employees of Karaj Municipality involved in capacity‑building and human resource functions were targeted through stratified random sampling. Structural equation modeling was employed to determine the sample size. The data collection instrument was a 65‑item Likert‑scale questionnaire (ranging from 1 = very low importance to 5 = very high importance), developed based on the qualitative findings and divided into demographic and main sections. Validity and reliability in the qualitative phase were evaluated by Guba and Lincoln’s (1982) criteria—credibility, transferability, dependability, and confirmability—through participant feedback, auditing, and diverse expert viewpoints. In the quantitative phase, content validity was confirmed by specialists; discriminant validity was assessed by the Fornell‑Larcker criterion; convergent validity was evaluated through AVE values (> 0.5); and reliability was examined by Cronbach’s alpha.
Qualitative data analysis employed inductive content analysis with three‑stage coding (open, axial, and selective). Quantitative analysis involved descriptive and inferential statistics through SPSS, and structural equation modeling was conducted with SmartPLS at a 5% significance level.
Research Findings
The qualitative interviews reached theoretical saturation with 15 experts (7 academics and 8 managers). As a result, five main dimensions and 18 components of the organizational capacity‑building model were identified, forming a conceptual network framework.
The quantitative sample indicated that 67% of the respondents were male, 78.8% held a master’s degree, and 87.7% had more than 20 years of work experience. Discriminant validity was confirmed through the Fornell–Larcker matrix. Convergent validity was also verified, with AVE values greater than 0.5 and composite reliability (CR) exceeding AVE. Model fit indices (e.g., SRMR < 0.08 and NFI > 0.90) demonstrated an acceptable model fit.
The results of the structural equation modeling confirmed all hypothesized paths as statistically significant. The individual capacity structure—including knowledge development, motivation/job satisfaction, individual evaluation, and productivity—showed strong factor loadings, with the highest loading (0.816) related to motivation. The process capacity structure, consisting of innovation, transformational/participatory leadership, process improvement, and technological infrastructure, demonstrated factor loadings above 0.70, with leadership showing the highest loading (0.821). The institutional capacity dimension, which included formal structures, human resource policies, and inter‑organizational collaboration, had factor loadings ranging from 0.733 to 0.859, with collaboration showing the highest value. The cultural and organizational learning capacity dimension—comprising a culture of continuous learning, ethical values and trust, and productivity through culture and learning—showed factor loadings in the range of approximately 0.63. Finally, the governance capacity dimension—including legal and policy compliance, stakeholder support, and monitoring, evaluation, and learning—demonstrated factor loadings around 0.718 across its components.
Conclusion
This study confirms a five‑dimensional model of organizational capacity‑building for enhancing human resource productivity in Karaj Municipality: individual, process, institutional, cultural/organizational, and governance capacities. Together with its associated components, each dimension contributes to a comprehensive framework supported by significant structural paths and strong model fit indicators.
The findings are consistent with previous research emphasizing the importance of training (Greer et al., 2023), motivation (Jahanbaz et al., 2023), leadership (Apat & Mohapatra, 2025), human resource policies (Djazilan & Arifin, 2022), and cultural learning (Rommerskirch‑Manietta et al.). These results highlight the integrated role of multiple organizational capacities in strengthening human resource productivity within public sector institutions.
However, the study has several limitations, including the restriction of the sample to Karaj Municipality, the potential for respondent bias, and the rapidly evolving technological and managerial context. Future research could expand the model to other municipalities, employ comparative or longitudinal research designs, utilize social network analysis, and conduct cross‑cultural comparisons with other countries.
From a practical perspective, policymakers and managers should prioritize employee training programs, empowerment initiatives, technological infrastructure development, clear policy frameworks, and the promotion of a capacity‑building organizational culture in order to improve productivity and enhance the quality of public services. Acknowledgments The authors gratefully acknowledge all individuals, institutions, and organizations that provided scientific, technical, administrative, or advisory support throughout this research and the preparation of this manuscript. Conflicts of Interest The authors declare that they have no financial or non-financial, personal, professional, or institutional conflicts of interest relevant to this work. Data Availability Statement The data supporting the findings of this study are available from the corresponding author upon reasonable request. AI Use Statement The authors declare that no generative artificial intelligence (AI) or AI-assisted technologies were used in the preparation, writing, or editing of this manuscript. Funding The authors declare that no funds, grants, or other financial support were received during the conduct of this research or the preparation of this manuscript. Ethics Approval All procedures performed in this study were conducted in accordance with the ethical standards of the responsible institutional and national research committee.

Abstract The aim of the present study is knowledge management in business and entrepreneurship-related education in selected educational institutions. The statistical population includes 223 universities from different countries around the world based on the article by Robinson and Haynes from Baylor University, and the statistical sample includes 29 important universities. The required data was collected through documentary tools and interviews, and by means of the comparative study method, related course titles were extracted in the mentioned universities, and their similarities and differences were explained in 22 and 28 comparative indicators. Then, the mentioned courses were divided into three categories according to the opinions of experts, including the common course group, the specific course group of corporate entrepreneurships (independent) with 25 titles, intra-organizational entrepreneurship with 17 titles, organizational entrepreneurship with 10 titles, and the supplementary course group. The results showed that in the universities studied, courses related to independent entrepreneurship, or courses related to starting new and independent businesses, were emphasized and important by universities more than other courses; and from this perspective, courses related to intra-organizational entrepreneurship and organizational entrepreneurship were in the next levels of importance and emphasis. Using the results of this study, managers and officials can design local models of entrepreneurship and business education according to environmental capacities along with a global perspective, and suggest appropriate course titles to suit the environment in which entrepreneurs are supposed to use or create opportunities.
Introduction
Entrepreneurship and business include visible behaviors, and can be taught and educated. Entrepreneurship education is considered one of the determining and influential factors on the rate of development and expansion of entrepreneurial activities in a country (Hasan et al., 2025). Entrepreneurship is a contingent and interdisciplinary subject that appears in various forms across nations, regions, over time, and among individuals. Although some scholars consider the characteristics of entrepreneurs to be non-acquired, it must be acknowledged that environmental factors have a great impact on the development of entrepreneurs (Karavand et al., 2025). These factors include culture, networks, access to capital, social mobility, and government policies. Given the importance and role of entrepreneurship and entrepreneurs in the process of creating welfare, generating wealth, and growing and developing countries over the past few decades, the educational systems of developing and advanced countries have implemented specific educational and research programs for training entrepreneurs, according to their needs and within their capabilities (Paliwal et al., 2022). European governments provide special support for activities that encourage entrepreneurship among young people. In the United States, entrepreneurship education has also received much attention within university courses and by specific institutions. Canada and some Asian countries such as the Philippines, India and Malaysia have also taken significant steps to support entrepreneurial activities. This support includes practical guidance, consulting, providing financial facilities and holding special courses on entrepreneurship within universities or outside universities (Liliana et al., 2025). In a comparative study of entrepreneurship education in France and the United States, it has been concluded that in France, the views and perceptions that exist towards entrepreneurship and its impact are not very positive. This study also provides insights into the factors that influence the success and failure of educational programs, and examines how George Mason University's School of Business incorporates an open education approach into business education, utilizing a combination of effective methods such as first-year seminars, shared thinking experiences, learning communities, collaborative assignments, undergraduate research, community-based learning, internships, capstone courses and projects, and diversity and global learning. Accordingly, the present study uses a modeling method to conduct a comparative study of entrepreneurship-related education at major universities around the world, and then, based on the results obtained, local and appropriate educational courses will be presented for Iran. The present study, based on a review of the relevant literature, will answer the following question: How is knowledge management in business and entrepreneurship-related education in selected educational institutions?
Theoretical Framework
Knowledge Management
Knowledge management is the process an organization utilizes to collect, organize, share, and analyze its knowledge in a way that is easily accessible to employees. This knowledge can include technical resources, frequently asked questions, training documents, and other information (Afshari et al., 2020).
Entrepreneurship
Entrepreneurship is a management approach that gives meaning to concepts such as innovation, flexibility, and responsiveness in the light of understanding environmental opportunities. Organizational entrepreneurship occurs when an organization relies on growth and the use of new opportunities from internal and external factors of its organization (Darabi et al., 2019).
Rashidi et al. (2025) investigated the identification and evaluation of educational cooperation opportunities between Iran and the member countries of the Belt and Road Initiative. They showed that digital infrastructure (13.76), cultural diplomacy (13.58), and joint curriculum development (13.30) were among the causal and driving factors. These numbers indicate the relative importance and priority of these themes in the proposed research processes. While other themes such as educational equity (11.20), resource provision (13.15), and regional knowledge production (12.10) play more of a dependent and dependent role. Cultural and linguistic challenges are also considered barriers to academic interactions, but solutions such as strengthening digital infrastructure (13.76), online education (13.82), and concluding multilateral agreements can be effective in reducing their effects. The results of the study emphasize the need for a systemic, forward-looking, and causal-oriented perspective in Iranian educational policymaking, and on this basis, prioritizing components such as academic exchange (12.14) and digital infrastructure (13.76) will play a key role in the success of regional scientific cooperation.
Khoshnudi et al. (2025) examined the design of a curriculum based on entrepreneurial thinking based on the content analysis method. They found that the following factors have an impact: appropriate educational resources, experts and entrepreneurs, encouraging creative thinking and innovation, providing practical opportunities, regular evaluation and feedback, developing communication and collaboration skills, training in time and resource management, problem-solving ability, training in technical and specialized skills, and encouraging critical thinking in the field of entrepreneurship and business.
Research methodology
The statistical population includes 223 universities from different countries around the world based on the article by Robinson and Haynes from Baylor University, and the statistical sample includes 29 major universities.
Research findings
The required data were collected through documentary tools and interviews; and through the comparative study method, relevant course titles were extracted in the mentioned universities and their similarities and differences were explained in 22 and 28 comparative indicators. Then, applying the opinions of experts, the mentioned courses were divided into three categories, including the group of common courses, the group of specific courses of corporate entrepreneurship (independent) with 25 titles, intra-organizational entrepreneurship with 17 titles, organizational entrepreneurship with 10 titles, and the group of supplementary courses. The results showed that in the universities under study, courses related to independent entrepreneurship, or courses related to starting new and independent businesses, were emphasized and considered important by the universities more than other courses, and from this perspective, courses related to intra-organizational entrepreneurship and organizational entrepreneurship were in the next levels of importance and emphasis. Through the results of this study, managers and officials can design local models of entrepreneurship and business education according to environmental capacities along with a global perspective, and suggest appropriate course titles to suit the environment in which entrepreneurs are supposed to use or create opportunities.
Conclusion
The present study was conducted with the aim of knowledge management in business and entrepreneurship-related education in selected educational institutions. The results of this study are consistent with the results of Rashidi et al. (2025), Khoshnudi et al. (2025), Torabpour (2025), Tahmasbzadeh Sheikhlar et al. (2025). Khetarpal et al. (2025), Karavand et al. (2025), Soltani & Tarin (2025), Yadollahi Farsi & Sadeghi Ganjeh (2025), Anubhav et al. (2024), Adeel et al. (2023), and Tabibniya et al. (2022). Khoshnudi et al. (2025) found that the following factors have an impact: appropriate educational resources, experts and entrepreneurs, encouraging creative thinking and innovation, providing practical opportunities, regular assessment and feedback, developing communication and collaboration skills, training in time and resource management, problem-solving ability, training in technical and specialized skills, and encouraging critical thinking in the field of entrepreneurship and business.
Given that entrepreneurship is related to and deals with all aspects of human life and, of course, with all educational and experimental academic disciplines, it is therefore suggested that in addition to the specific and specialized academic discipline of entrepreneurship, all other academic disciplines, in addition to their main courses, study a number of courses related to the three types of entrepreneurship, to create this capability in their graduates so that they can, in coordination with their academic discipline and field, commercialize their knowledge and learnings by establishing business institutions and entrepreneurial companies (independent entrepreneurship) or be able to carry out intra-organizational entrepreneurship within existing companies. Acknowledgments The authors gratefully acknowledge all individuals, institutions, and organizations that provided scientific, technical, administrative, or advisory support throughout this research and the preparation of this manuscript. Conflicts of Interest The authors declare that they have no financial or non-financial, personal, professional, or institutional conflicts of interest relevant to this work. Data Availability Statement The data supporting the findings of this study are available from the corresponding author upon reasonable request. AI Use Statement The authors declare that no generative artificial intelligence (AI) or AI-assisted technologies were used in the preparation, writing, or editing of this manuscript. Funding The authors declare that no funds, grants, or other financial support were received during the conduct of this research or the preparation of this manuscript. Ethics Approval All procedures performed in this study were conducted in accordance with the ethical standards of the responsible institutional and national research committee.

Abstract The aim of the present study is to model the third generation human resources education in medical universities of the country. This study is applicable-developmental in terms of its purpose, and descriptive-survey in terms of its data collection method. The participant society of thequalitative part of the study includes the managers of the country's medical universities, who were selected using purposive sampling. In the quantitative part, the perspectives of 384 experts from the country's medical universities were used. The data collection tools are semi-structured interviews and a researcher-made questionnaire. The content analysis method was carried out by MaxQDA 20 software to analyze the expert interviews. The partial least squares method with Smart PLS software was used to validate the model. The results showed that governance, politics and legislation, religion and culture, security and defense factors have an impact on social and economic factors. Social and economic factors also affect structure, readiness and infrastructure, interactions and communications, and research and technology. These factors also affect executive management, and executive management affects physical characteristics, scientific, intellectual, psychological, behavioral, spiritual and moral qualifications. These factors also affect educational leadership and management, and ultimately lead to the training of third-generation human resources in medical universities.
Introduction
One of the most important elements for the optimal use of human resources in any society is the challenge of employing individuals in various activities. The issue of employment, and on the other hand, unemployment, are among the most important elements that must be given more attention by individuals to create a prosperous society; because the necessary condition for growth and development in any society is the creation of employment in it (Khorsand et al., 2021). In the meantime, the higher education system plays an important role in employment and the labor market. Developed countries have moved towards third-generation universities to empower graduates and train efficient human resources that are in line with the needs of the labor market (Pietrzyk et al., 2023). In fact, it can be claimed that the dominant model of a successful higher education system in the present era is third-generation universities, which are also known as entrepreneurial universities (Meissner et al., 2022). It must be said that transforming first- and second-generation universities into third-generation ones is not only a basic necessity for all countries, but ignoring it will have adverse consequences. This issue is doubly important given the issue of unemployment among the educated class (Meshki Hasanabad et al., 2022). Unemployment among university graduates is a fundamental problem for all countries, including Iran; according to the results of the labor force survey by the Statistical Center of Iran in the spring of 2023, the unemployment rate in the age group of 18 to 35 years (who are mainly university graduates) has increased to the point that 16.6% of the active population of this age group is unemployed. Also, seasonal changes in the unemployment rate of these individuals show that this rate has increased by 1% compared to 2022 (Saba et al., 2023).
Theoretical foundations of the research
An entrepreneurial university is a university in which knowledge and science entrepreneurship has been created as a force for economic growth and competition in global markets. Entrepreneurship is a focal element of the third-generation university and has occupied many fields of study (Alvin, 2022; Centobelli et al., 2018). Entrepreneurship is a process in which a new idea is transformed into a new product or service, and can lead to increased productivity, wealth creation, welfare, and job creation. On the other hand, entrepreneurship is an educational, nurturing, and long-term process that requires planning in the educational and research system. The implementation of entrepreneurship programs starts at the family and school levels and continues to the university and organizational levels (Kislyakov et al., 2021).
In fact, the fundamental role of universities in the world in training a skilled workforce has caused fundamental changes and developments in different countries, especially developed countries. Although it cannot be admitted that an entrepreneurial university is always profit-seeking or that a traditional university never seeks profit; it should be known that the important feature of an entrepreneurial university is its economic aspect, efficiency aspect, and competitiveness aspect compared to other universities (Klofsten et al., 2019). In fact, an entrepreneurial university is more responsive to economic and social needs than a traditional university. In knowledge-based societies, universities are expected to be more flexible in order to play their important role in social progress and to engage in more interactions with society, create innovation, transfer science and knowledge, and exploit scientific studies in order to increase welfare and economic competitiveness (O’Reilly et al., 2019; Lee et al., 2023). Job, employment, and unemployment of young people in society, due to the lack of mastery of the skills required by the labor market, are considered one of the main economic challenges of countries. To face these challenges, the world's economic systems have moved towards third-generation universities (Mohammad Shafi'i et al., 2020). The entrepreneurial university is a place where new jobs are created. This university provides educational, financial, and marketing support to entrepreneurs, and provides them with employment conditions (Ja'fari et al., 2020). However, it seems that the reductionist and applicable approach to entrepreneurship in the educational system has led to the emergence of a small level of self-employment in society. This issue is considered an important challenge in the field of academic entrepreneurship, which is due to the unbalanced development of science and knowledge and a misunderstanding in the correct understanding of the third-generation university in the country. Third-generation universities were formed with the emergence of applicable and need-based studies, and are entrepreneurial and based on entrepreneurship and solving societal problems with a systematic and scientific approach in interaction with the surrounding environment (Calvo et al., 2019). One of the key perspectives of the aforementioned university is the development of individual job skills, professional development and competencies, and empowerment of students and professors in line with the national development process and solving societal challenges in a scientific way (Dalmarco et al., 2018).
Research Method
Type of Research: This research is an applicable-developmental research in terms of its purpose, and seeks to model the education of third-generation human resources in the country's medical universities. Based on the data collection method, it is a non-experimental (descriptive) research conducted using a cross-sectional survey method. Research sample and sampling method: Participants in the qualitative part of the research include theoretical experts (university professors) and empirical experts (directors of medical universities in the country). Sampling was carried out using a purposive method and continued until theoretical saturation. Accordingly, 19 people participated in the qualitative part of the research. The statistical population of the quantitative part includes experienced experts in medical universities. The sample size was estimated at 384 people using the Cochran formula, and sampling was carried out by cluster-random method.
Research data collection tools: Semi-structured interviews and a researcher-made questionnaire were used to collect research data. And to analyze the expert interviews, thematic analysis method was used with MaxQDA 20 software. To validate the model, the partial least squares method was used with Smart PLS software.
Research Findings
The results of the interviews were analyzed using qualitative thematic analysis based on the six-step method of Attride-Stirling (2001). In the open coding stage, 356 codes were identified. Finally, through axial coding, 4 overarching themes, 17 organizing themes, and 71 basic themes were obtained. Also, GOF in this study was obtained 0.631, which is higher than 0.36. The RMS-theta index was obtained 0.100; less than 0.12. SRMR index was also obtained 0.050; less than 0.08; therefore, the model fit is favorable.
Conclusion
This study was conducted with the aim of modeling the training of third-generation human resources in the country's medical universities. Currently, the issue of examining and evaluating the educational needs of employees in the scientific and applicable system and their training, which is a large segment of the workforce employed in universities, has been recognized as an essential issue, and action must be taken to resolve it. Training is a set of planned efforts by a university to facilitate the learning of its employees about their job competencies. These competencies include skills, knowledge, and behaviors that are essential for successful job performance. The results of the present study are consistent with the results of the studies of Mirjavani Zanganeh et al., (2021), Saba et al., (2023), Meshki Hasanabad et al., (2022), Mijani et al., (2022), Mousavi et al., (2017), Khosravi et al., (2021), and Ramezani et al., (2018). The results of the study of Al Jubouri (2023) showed that there is a strong relationship and influence of transformational leadership in the training process and in all dimensions except employee empowerment and materials. In fact, by understanding the dimensions of the research, in addition to preparing a catalog including the materials in which training is provided, trust between employees, management, and trained employees can be increased. The value of the study focuses on adding some knowledge to leaders, practitioners and managers, transformational leadership and the education process.
According to the results of the study, the following suggestion is made:
Regarding security and defense factors, it is suggested that in addition to establishing offensive and defensive management of health hazards, attention should also be paid to the occupational safety of human resources. Creating economic security is an important element in reducing their stress, and by increasing environmental security, the goals of third-generation human resource education can be achieved more quickly.
Regarding religion and culture, it is suggested that, considering Islamic and cultural values ​​in the field of science and technology, the words of religious elders in this field should also be interpreted. Third-generation human resource education requires the position of religious cultural structures in the field of science and technology, and this can be achieved by honoring and venerating the elders of the scientific and technological elite.
Regarding policy and legislation, it is suggested that by increasing the quality and quantity of policy/law formulation in science and technology, the important and essential needs and elements in this area should be identified, and necessary measures regarding the quality and quantity of policy/law implementation in science and technology should be taken.
Regarding governance, it is suggested that while improving the structures of government, public and international institutions; stability and governance also be created. What is important in the education of third-generation human resources is the administrative-executive coordination between the three branches to develop educational, research and technological infrastructure; because achieving technological goals in medical universities depends on strengthening infrastructure and improving technology-based systems. Acknowledgments The authors gratefully acknowledge all individuals, institutions, and organizations that provided scientific, technical, administrative, or advisory support throughout this research and the preparation of this manuscript. Conflicts of Interest The authors declare that they have no financial or non-financial, personal, professional, or institutional conflicts of interest relevant to this work. Data Availability Statement The data supporting the findings of this study are available from the corresponding author upon reasonable request. AI Use Statement The authors declare that no generative artificial intelligence (AI) or AI-assisted technologies were used in the preparation, writing, or editing of this manuscript. Funding The authors declare that no funds, grants, or other financial support were received during the conduct of this research or the preparation of this manuscript. Ethics Approval All procedures performed in this study were conducted in accordance with the ethical standards of the responsible institutional and national research committee.

Abstract The aim of this study is to provide a model for explaining and applying coaching for school administrators. This research is qualitative. The research population includes academic experts, experts at the management levels of education and training, and school administrators. Based on the purposive and accessible sampling method, after a semi-structured interview with 15 people, theoretical saturation was achieved and the interview was stopped. Validity in this study achieved through consultants and experts in the field of educational management; and to determine reliability, the research colleague confirmation strategy was used; and accordingly, validity and reliability were confirmed. The analysis method used in the present study was the content analysis method, which was carried out using Maxqda software version 20. Based on the results of the interviews, 25 themes were identified in the form of 8 concepts of strategic human resource management (employee participation, empowerment, etc.), organizational health (employee responsibility and organizational trust), organizational improvement (employee training, educational planning, etc.), knowledge management (sharing, dissemination, and organization of knowledge), organizational support (management of friendly relationships, organizational empathy, etc.), organizational communication management (strengthening communication skills and improving intra-organizational interactions), and organizational ambidexterity (emphasis on organizational productivity, strengthening creativity, and organizational flexibility). Accordingly, it is suggested that school administrators consider the model developed in this study as a criterion for their work in order to improve their management in schools.
Introduction
The continuity and survival of any society requires that its set of beliefs, values, behaviors, attitudes, knowledge, and skills be transferred to new generations. The mechanism of this transfer is education and training. One of the important pillars of education, which is actually the main institution for providing the necessary training, is the school (Taghiani et al, 2023). Effective school management and leadership play a vital role in improving the quality of teaching and learning in the educational environment (Blackmore et al, 2024). One of the main reasons always been raised about poor school results is the inability of principals to have the necessary skills and training to properly manage and lead the school (Matthew, 2021). One of the important variables for improving human resource management, including school management, is coaching. However, unlike training, which usually involves a group of people and has a time limit, coaching is a focused and individual method that can be implemented at any time and every day. Also, unlike some forms of training that are immediate and fleeting, coaching has a lasting and long-term impact on the individual and the organization (Jones & Newland, 2022). Organizational coaching is a process that aims to increase the profitability of the entire organization, strengthen the professional skills of managers and employees, and create job satisfaction and success in the employees of that organization (Park et al., 2020). The role of the education system in the growth and progress of societies is outstanding and undeniable (Mohammadi et al., 2024); for this purpose, education as one of the vital areas of society, given the fundamental role it plays in educating young generations and providing the country's human resources, requires the use of effective and up-to-date management systems. Therefore, developing and presenting an appropriate coaching model for school administrators seems necessary and even inevitable. Accordingly, the present study seeks to answer the basic question: what the coaching model for school administrators is like and how it can be applied in schools?

Theoretical Framework
School Management
Among educational institutions, education plays an important role in society, with a very old background; and for better education, the management system in education is of great importance. Therefore, among the types of management in education, school management is the most important, most effective and most delicate type of management (Laleh et al, 2023). School administrators face many challenges such as limited resources, diverse and extensive needs, diverse teachers and students, less applicable educational content, poor development of a participatory culture, etc. Therefore, developing the skills of school administrators is necessary and inevitable so that they can guide schools towards professional and specialized educational organizations, and pave the way for the growth and development of society (Ponsombut et al, 2014). Human resources are the most important and vital resource in today's organizations, and, compared to competing organizations, these resources can maintain and enhance the organization's position or cause it to decline. (Toyama et al, 2023) Today, education and its management are considered an important factor in the development of countries, and efficient and effective management in education and training organizations can improve teachers' job satisfaction, create a strong bond between parents and students, strengthen the parent-teacher association, reduce academic dropout, promote innovation and creativity, flourish students' talents, and achieve optimal utilization of human resources (Montecinos et al, 2018). Today, the goal of school management is not only to manage, organize, supervise, guide, and discipline, but in addition to them, the lofty goal of school management is to realize professional ethics and create an environment for growth and development. (Emamdoust et al, 2020).
Coaching
In the 1950s, coaching was first introduced to the management field by Mis (2008), who initially defined it as a management tool for guiding and developing employees (Gregory & Levy, 2016). In recent years, coaching has emerged as a significant development intervention in schools in countries such as Australia, the United Kingdom and the United States; and is used to help develop managers, teachers and students while supporting school improvement and development (Butler, 2024). The International Coaching Federation defines coaching as: “Coaching is an ongoing partnership between a coach and a client in which the coach helps the client to achieve desired outcomes in their personal or professional lives by engaging them in thought and awakening their inner creativity” (Kameron & Ebrahimi, 2017). Another goal of coaching is to draw solutions to problems from within the coach, thus enabling the coach to find appropriate solutions to the issues presented to them (Butler, 2024). A coaching manager is a manager who uses coaching methods in his daily affairs and in his communication with subordinate employees, and the key element of this is, compared to other managers, the way he communicates with employees (Unnu, 2020).
Research Methodology
This research is fundamental in terms of purpose, and exploratory in terms of data collection. The research was conducted qualitatively. Qualitative data was collected using library studies and semi-structured interviews. The statistical population of this research included academic experts, experts at the management levels of education and training, and school administrators; and the theoretical saturation index of data was used to determine the sample size. The sampling method was purposeful and accessible method. By this process, 15 experts were identified as sufficient for interviews.
Research findings
Data analysis was conducted using thematic analysis method and MAXQDA 20 software. After finalization and consensus of the participants in the final stage, the coaching model for school administrators was developed based on the answers to the research questions. This model was provided to experts and finalized after making amendments. Based on the results of the interviews, 25 themes were identified in the form of 8 concepts of strategic human resource management (employee participation, empowerment, etc.), organizational health (employee responsibility and organizational trust), organizational improvement (employee training, educational planning, etc.), knowledge management (sharing, dissemination and organization of knowledge), organizational support (management of friendly relationships, organizational empathy, etc.), organizational communication management (strengthening communication skills and improving intra-organizational interactions), and organizational ambidexterity (emphasis on organizational productivity, strengthening creativity and organizational flexibility).
Conclusion
The increasing need of organizations for organizational coaching because of reasons such as stagnation due to poor organizational performance and the importance of reducing organizational costs, the lack of responsiveness of conventional training such as face-to-face and one-sided virtual classes and the need to pay attention to feedback and student-centered training, the prevalence of coaching in organizations and the importance of expertise and analysis in them, the purification of organizations from weak forces and the increasing reliance on valuable forces, the increase in competition and speed in business and the need for change leaders in organizations and individuals adaptable to change, the influx of young and talented people into organizations and the importance of their development needs (talent management), the emergence of the sublime idea of ​​knowledge management and the importance of preserving and expanding organizational knowledge, and the increasing importance of the issue of transforming knowledge into wisdom as a management-cultural category, have led to the importance of the role of coaching in organizations. The results of this study are consistent with the results of the research of Dastgerdi et al., (2021), Qarlaqi et al., (2021), and Ellinger and Ellinger (2020).
According to the results obtained, the following suggestions are made:
- In the organizational decision-making process, the ability of employees should be used more, and a kind of organizational coaching process should be carried out with their participation in important organizational processes.
- Using the organizational coaching process, efforts should be made to increase and improve the adaptability of individuals and employees of the organization.
- Encouraging individuals to carry out activities and team work (becoming extroverted) can increase the spirit of responsibility of individuals and contribute to organizational health.
- Increasing employees' information about coaching using scientific and applicable conferences and workshops. Acknowledgments The authors gratefully acknowledge all individuals, institutions, and organizations that provided scientific, technical, administrative, or advisory support throughout this research and the preparation of this manuscript. Conflicts of Interest The authors declare that they have no financial or non-financial, personal, professional, or institutional conflicts of interest relevant to this work. Data Availability Statement The data supporting the findings of this study are available from the corresponding author upon reasonable request. AI Use Statement The authors declare that no generative artificial intelligence (AI) or AI-assisted technologies were used in the preparation, writing, or editing of this manuscript. Funding The authors declare that no funds, grants, or other financial support were received during the conduct of this research or the preparation of this manuscript. Ethics Approval All procedures performed in this study were conducted in accordance with the ethical standards of the responsible institutional and national research committee.

Abstract Abstract
The purpose of this research is to identify the educational components of technology commercialization of universities with meta-composite method. This research is qualitative in terms of the method of data collection; and a meta-composite approach in terms of the research implementation method. The statistical population of this research includes 110 documented articles, which were adjusted to 86 and 30 during three stages of screening and refinement, and finally to 15 articles related to the educational components of commercialization of technology in universities, and were identified by the method of metacombining the components related to commercialization of technology of Universities. The findings of the research are based on 21 final reviewed articles out of 110 initial articles, which lead to the extraction of 20 concepts and open codes for the commercialization of universities' technology and 4 core codes including: 1- Hardware 2- Software 3- Brainware 4- Organization-software. At the end of the research, it is suggested that the authorities, with a more detailed understanding of the underlying conditions and factors of success in technology commercialization in universities, should formulate policies and design effective implementation plans.
Extended abstract
Introduction
Commercialization is a process that transforms ideas, research results or inventions from the academic sector into marketable products, services and processes. The nature of the commercialization process requires the participation of the academic sector and the industry sector in transforming research results into innovation in the market, and during this process, the results of research in different stages of its development are exchanged and transferred between these two sectors (Ghaffari & Hesami, 2017). Commercialization is an important part of the innovation process without which no product will successfully enter the market. Creating platforms for the supply of knowledge and technology, in addition to providing significant economic values ​​for organizations, leads to the economic and technological growth of society. One of the main reasons for the speed of technological progress and development in industrialized countries has been the attention to the commercialization process of those countries (Safari, 2018). Commercialization includes all the activities required to convert an idea, technical knowledge, work method, practice, process, product, service, organizational form, technology or a combination of any of these capitals into value-creating opportunities (Asadi et al. 2023). The process of development and commercialization of new technology is not a simple and linear process, but a very complex one that requires the role of different actors with different capabilities. The commercialization process requires skills such as: product development, market evaluation, market strategies, etc. (Musaei, 2008).
As knowledge storage bases, universities have paid special attention to the development of science, and senior managers have always thought about academic thinking. Economic progress based on knowledge must demand new innovation methods and new struggles. Beyond their traditional role as an educational institution, universities have always helped companies to reach developed industries (Kalar & Antoncic, 2015). Therefore, this research has identified the educational components of technology commercialization of universities, and as a result, the main question of the research is: what are the prominent, central, and common educational components that can be counted regarding the commercialization of technology of universities?
Theoretical framework
Commercialization of technology
Commercialization is the process of transforming science and technology, new research, or an invention into marketable products or industrial processes. This can be done by existing companies or by creating new companies. Successful commercialization leads to product innovation and process innovation. It follows from the above definitions that commercialization is the process that transforms the idea, research result or invention from the academic sector into marketable products, services and processes (Jameson & O'Donnell, 2015). Other experts consider commercialization as the process of transforming technology into economically successful products. Commercialization is the process of transferring and transforming knowledge produced in research centers into various commercial activities. Also, commercialization has been considered as the process of transforming science and technology, new research, and invention into a product or industrial process that can be presented to the market (Hashemnia et al, 2009).
Education
Education as one of the pillars of development is closely related to employment in the society. As a dynamic system, the university plays the role of guidance and leadership of people's intellectual participation in the administration of society (Archer et al, 2008).
Sufi et al, (2024) investigated the identification of factors affecting the commercialization of the products of knowledge-based companies based in science and technology parks and growth centers. The results of the research showed that the model designed with 14 indicators were identified including causal conditions (management factors, information factors, financial factors), background conditions (laws and regulations, technological capabilities), core category (market factors, product factors), strategies (strengthening interactions, marketing and sales capabilities), outcomes (economic development, knowledge-based economy, entrepreneurship development), intervening conditions (individual factors, cultural-social factors), explaining the components of commercialization of products of knowledge-based companies. Barzegari & Aghajani (2024) investigated the cultural barriers of knowledge commercialization in universities. Through the study and analysis of the conducted research, it was found that the most important obstacles to the commercialization of knowledge in universities can be found in having views and beliefs of: lack of trust, lack of commitment to change, not accepting the team group, and lack of exchange of ideas and information..
Research methodology
This research is qualitative in terms of the method of data collection; and a meta-composite approach in terms of the research implementation method. The statistical population of this research includes 110 documented articles, which were adjusted to 86 and 30 during three stages of screening and refinement, and finally to 15 articles related to the educational components of commercialization of technology in universities, and the components related to commercialization of technology of universities were identified by the method of metacombining.
Research findings
The data analysis is a meta-composite method, and the research findings are based on 21 final reviewed articles out of 110 primary articles, which lead to the extraction of 20 open concepts and codes for the commercialization of university technology and 4 core codes including: 1- hard Software 2- software 3- software 4- organization software. At the end of the research, it is suggested that the authorities, with a more detailed understanding of the underlying conditions and factors of success in technology commercialization in universities, should formulate policies and design effective implementation plans.
Conclusion
The current research was conducted with the aim of identifying the educational components of the commercialization of technology in universities with the meta-combination method. The results of this research corresponds with the results of Sufi et al, (2024), Barzegari & Aghajani (2024), Asadi et al, (2023), Davodi & Naderi Yeganeh (2022), Audretsch & Belitski (2021), Nawzad et al, (2019), Wynn & Jones (2017), and Rhoades & Stensaker (2017). Barzegari & Aghajani (2024) reached these results that the most important obstacles to the commercialization of knowledge in universities can be found in having views and beliefs of: lack of trust, lack of commitment to change, not accepting the team group, lack of exchange of ideas and information.
According to the results of the research, the following proposal is presented:
Establishing a technology and commercialization service center with the aim of providing technological and innovative services to opinionated students and professors and companies inside and outside the university can be the first step towards the commercialization of university technology. Effective communication in the workplace
Increasing educational skills and developing creativity and innovation

Abstract The purpose of the current research is to design a professional development model for technical and professional art students in order to teach entrepreneurship in conservatories. The research method is developmental according to its purpose, and qualitative in terms of implementation. The statistical population includes 24 experts and informants, selected by purposeful and snowball sampling. The studied community includes 1) theoretical foundations of formal and public education in the Islamic Republic of Iran; 2) National curriculum; 3) the objectives of the secondary education course; and 4) the description of the duties of the technical and professional course students. Data collection tools include semi-structured interviews. Data analysis using qualitative content analysis method is of inductive type. To validate the findings, the four criteria of "reliability", "credibility", "verifiability" and "transferability" of qualitative studies have been used. In the analysis of the findings, 191 "open codes" were identified, and by classifying them, the components of the model include the philosophy and why of professional development, approach and direction, principles, goals, levels, the role of art students, qualifications, processes, obstacles, and consequences were identified as the main elements of the model. The results of the current research can be used by the Ministry of Education and Culture in policies related to the empowerment of art students in order to promote entrepreneurship education in conservatories; and recommendations and guidelines provided in the template can be used at the levels of general administrations, management of educational districts and schools.
Extended abstract
Introduction
In fact, human development is the concept of development, expansion of human beings, empowerment of the scope of opportunities, and benefiting from freedom; which leads to the preservation of human ideals and values. The improvement of the human development index represents the empowerment of people to achieve the goal of improving their living standards, which is achieved through the use of human capabilities (Montazeri & Renani, 2022). In this regard, the educational system as a sensitive and important social system has a special position and it will be able to perform its important task efficiently provided that it has the right human resources and has a healthy and dynamic organization (Tayarzadeh et al., 2021).
In this regard, education and training, as the largest organization in charge of the human resources of the country's labor market plays a vital role in reducing the country's unemployment rate, with features such as wide and appropriate educational coverage, having the forthcoming generation at the right age to learn principles and concepts, and train human resources before entering the labor market. In fact, by providing the necessary training at the right time, in addition to transferring information and concepts of entrepreneurship to students, education provides the basis for the growth of many characteristics and necessary skills of entrepreneurship in them. In the meantime, in addition to the stage of realizing entrepreneurship as a "good idea" in order to realize the potential abilities of entrepreneurs, the necessary training should be provided, so that students have the necessary knowledge and skills to establish activities in the form of entrepreneurship in a systematic way (Arefi et al, 2010). Based on this, entrepreneurship education with the aim of increasing entrepreneurial activities in schools to students should be done within the framework of the unique cultural and social context of each region (Lee & Peterson, 2000). Therefore, the current research, understanding the importance of this issue and the existence of a clear research gap in this field, has tried to answer the question: "what are the elements and characteristics of the ideal model of professional development of technical and professional art students in order to teach entrepreneurship in conservatories?"
Theoretical Framework
Professional development
 Professional development includes any activity designed to improve knowledge, skills, and attitudes. In other words, the professional development of teachers is composed of natural learning experiences, and conscious and designed direct and indirect activities, which are useful for each and every student, special groups, and even the whole school; and finally the conducted activities lead to the improvement of educational quality (Kalantari Khandani & Farrokhi, 2016).
 
Entrepreneurship and its education
Entrepreneurship training is a type of training that is used for people to develop entrepreneurial characteristics, and is well followed by support services for successful business implementation, and it can be said that entrepreneurship training seeks to create knowledge, skill, and motivation in students to encourage entrepreneurship in different fields (Ekankumo & Kemebaradikumo, 2011).
Sims (2023) under the title of effective teacher professional development, conducted according to the new theory and meta-analytical test. As a result, researchers are not in the way of advice for those tasked with designing or implementing better PD. The research is trying to solve this problem by creating a new theory of effective PD based on a combination of active causal components that aims to develop teachers' insights, goals, techniques, and practice.
Zare davijani et al, (2023) examined the purpose of the present study to identify the factors affecting entrepreneurship in university graduates of Payam Noor universities in Tehran province. The output of the research is to emphasize the strengthening of four variables, including the individual and personal capabilities and qualifications of the graduates, strengthening the educational elements related to the development of entrepreneurship in the university, strengthening the government's support conditions (facilitation, support, and encouragement), and finally intervention in the six environments effective on academic entrepreneurship.
Research methodology
The research method is developmental according to its purpose, and qualitative in terms of implementation. The statistical population includes 24 experts and informants, selected by purposeful and snowball sampling. The studied community includes 1) theoretical foundations of formal and public education in the Islamic Republic of Iran; 2) National curriculum; 3) the objectives of the secondary education course; and 4) the description of the duties of the technical and professional course students. Data collection tools include semi-structured interviews.
 
Research findings
Data analysis using qualitative content analysis method is of inductive type. To validate the findings, the four criteria of "reliability", "credibility", "verifiability" and "transferability" of qualitative studies have been used. In the analysis of the findings, 191 "open codes" were identified, and by classifying them, the components of the model include the philosophy and why of professional development, approach and direction, principles, goals, levels, the role of art students, qualifications, processes, obstacles, and consequences were identified as the main elements of the model. The results of the current research can be used by the Ministry of Education and Culture in policies related to the empowerment of art students in order to promote entrepreneurship education in conservatories; and recommendations and guidelines provided in the template can be used at the levels of general administrations, management of educational districts and schools.
Conclusion
The current research was conducted with the aim of designing a professional development model for technical and professional art students in order to teach entrepreneurship in conservatories. The findings of this research is aligned with the results of Sims (2023), Zare davijani et al, (2023), Singha Kumar (2022), Jeddi Gargari et al, (2021), Rezayi et al, (2020), Mortazanejad (2018), Darling-Hamond et al, (2017), Juza (2016), and Taheri et al, (2013). Rezayi et al, (2020) showed, with the title of "Identifying the barriers to entrepreneurship education in Kermanshah schools", that the lack of interest and motivation to study, the weak scientific foundation of students in the associate branch, the lack of connection between science and industry in technical and vocational branches and associate brunch, the poor physical condition of conservatories, the use of non-specialist art students in entrepreneurship education, the use of inappropriate teaching methods, the allocation of low budgets to technical and technical and vocational branches and associate branches, the low quantity and quality of educational equipment and facilities are some of the major problems and obstacles in the development of entrepreneurial knowledge and skills
According to the results of the research, it is suggested that regarding the research model, which is a conceptual model, it has many considerations in policy making and planning for those involved in the professional development of art students, which can be noticed at different levels of education management.

Abstract Abstract The purpose of this research is to investigate the effect of mock-based training on the performance of Tehran Municipality employees. The current research is applicable in terms of its purpose, and survey-cross-sectional in terms of the research implementation method. The statistical population included 70 employees in the Line and Headquarters units of Tehran Municipality, and in total, by Morgan's table, and using stratified random sampling, 60 employees from three units (General Administration of Welfare and Veteran Affairs, Center Administrative renovation and transformation of Tehran Municipality and Tehran City Planning and Studies Center) were identified and selected from the field of Municipal Planning Deputy. The sampling method is stratified-relative. The collection tool in this research is a researcher-made questionnaire and a standard employee performance questionnaire (Stephen, 2005). In order to confirm the final research model, confirmatory factor analysis was performed. SPSS and PLS software were used for data analysis. The constituent components of Mock education model included goals, audience determination, needs assessment, feasibility, title selection, title type, platform selection, content, support, interactive platform, audience involvement, evaluation strategy; and the findings of the research showed that education based on Mock has a positive and significant effect on the performance of municipal employees and showed that the overall fit of the model is appropriate. Extended abstract Introduction The most important and fundamental issue of any organization is the job performance of its human resources. The necessity and increasing role of performance evaluation in the success of organizations and its use in the current environment has become inevitable in the field of professional management. The municipality, as a large and effective organization, is required to respond to the citizens and stakeholders in urban affairs, and therefore, examining the results and evaluating the performance is considered an important strategic process in it, and this process in the form of a two-way relationship will result the increase of quality and effectiveness of management and performance (Sabziyan & Foadchi, 2019). In order to take advantage of the proper performance of the employees in the municipality, help should be taken from the category of training. In fact, employee training is the most effective tool for managers to deal with environmental changes and guarantees proper service delivery, especially in service and government organizations. If these trainings are compiled and implemented regularly and purposefully for the real needs of employees, it will not only improve the performance of employees and the organization, but also improve the skills of managers and increase the satisfaction of employees and clients (Rahimi Kia et al., 2022). Research shows that not using mock courses affects the teaching and learning of employees and their performance, job satisfaction and educational justice. This is despite the fact that the use of mock courses can improve the level of technological literacy among employees and make them strong in every way so that they can perform optimally. It can also cause a transformation in the work system and ultimately the job satisfaction of employees (Nong et al, 2022). Therefore, the researcher is trying to answer the question: what effect does MOCK-based training have on the performance of Tehran Municipality employees? Literature Mock is an online course that is offered freely through the web to an unlimited number of participants. These courses are usually similar to university courses. Most of them have a specific start and end time. In addition to common content such as videos, texts, and a collection of these tools, Mocks creates an interactive space for employees and managers to participate in. These courses were able to attract different groups of people from many countries of the world. The qualitative courses that were taught by professors from many prominent universities in the world took an important step to use equal educational opportunities. The only prerequisite for participating in many of these courses is only a computer and an internet connection (Li & Baker, 2017). Performance has been defined as activities that are usually part of a person's job and activities and must be performed. In another definition, job performance is defined as the organizational value of the employee's job behaviors in different times and job situations. The meaning of organizational value is an estimate that the organization performs on the activities and services of its employees, such as performing a job task or having a suitable working relationship with other employees (Sony et al, 2016). Abedini Baltork et al, (2022) investigated the construction and validation of the Mock-based curriculum scale in higher education. The result of the confirmatory factor analysis showed that the curriculum based on Mock includes managerial, technological, human resource, goal, content, teaching strategies, learning and evaluation issues. The values ​​of TLI and CFI indices are at the optimal level and more than the cut-off point of 90. Therefore, the model has a good fit with the data. Ramzani et al, (2021) investigated human resource management and the relationship between in-service training and empowerment with the performance of Bojnord Municipality employees. The results of their research showed that there is a positive and significant relationship between in-service training and employee empowerment components and the employees' performance. Research methodology The current research is applicable in terms of its purpose, and survey-cross-sectional in terms of the research implementation method. The statistical population included 70 employees in the Line and Headquarters units of Tehran Municipality, and in total, by Morgan's table and using stratified random sampling, there were 60 employees from three units (General Administration of Welfare and Veteran Affairs, Center Administrative renovation and transformation of Tehran Municipality and Tehran City Planning and Studies Center) were identified and selected from the field of Municipal Planning Deputy. The sampling method is stratified-relative. The collection tool in this research is a researcher-made questionnaire and a standard employee performance questionnaire (Stephen, 2005). In order to confirm the final research model, confirmatory factor analysis was performed. A researcher-made questionnaire was used to collect data related to Mock-based education. A questionnaire (Stephen, 2005) was used to collect data related to employee performance.   Research findings SPSS and PLS software were used for data analysis. The constituent components of Mock training model included goals, audience determination, needs assessment, feasibility, title selection, title type, platform selection, content, support, interactive platform, audience involvement, and evaluation strategy; and the findings of the research showed that education based on It has a positive and significant effect on the performance of municipal employees and showed that the overall fit of the model is appropriate. Conclusion The present study was conducted with the aim of investigating the effect of Mock-based training on the performance of Tehran Municipality employees. The results of this research corresponds with the results of Abedini Baltork et al, (2022), Ramzani et al, (2021), Meneses et al, (2020), Xing (2019), Farzan et al, (2020), Haron et al, (2019), and Vasudev (2020). In the research of Fathi Hafshejani et al, (2022), three components were obtained based on the findings. The first category is the educational process with 6 sub-components (educational goals of courses, the contents of educational courses, various professional learning methods, professional educational activities, educational resources, performance evaluation courses); the second category is the support part with 5 sub-components (educational coverage of staff, educational support, educational costs, educational motivators, educational method capabilities); and the third category of the operational section with 3 sub-components (educational areas, additional skill training, creating professional soft skills). Also, the result of this study has shown the possible consequences of MOCK's educational functions in the workplace, that stakeholders including organizations, companies and employees can use it in their educational system with confidence and with more attention to these functions, because it can dare be said that most organizations in Iran are still unaware of its potential educational benefits. In a world where with the rapid development of technology, being online is considered a necessity both personally and professionally in organizations, including our country, and it is expected that today's workforces are highly skilled and continuously improve their skills with the world's current standards, and they can acquire these new skills through lifelong learning, i.e. Mocks, in an advanced digital environment.
According to the results of the research, it is suggested that the objectives of the implementation of MOCK be formulated according to the needs of the beneficiaries. Therefore, a working group consisting of educational planners, course instructors, and administrators of Tehran Municipality should be formed and decide on this matter. It is suggested that the target audience of Mock be determined by the educational planners of the municipality so that a curriculum related to them can be developed. For this purpose, supervisors of job units in the municipality should give the required information to training planners during meetings. At first, evaluators from Tehran Municipality will be assigned to evaluate the municipality's need to have a Mock. These evaluators are employees of the educational management department of the municipality. The possibility of implementing Mock in the municipality can be monitored by internal evaluators and managers.