Razi Journal of Medical Sciences

other تأثیر دانشگاه خدمت محور با رویکرد نسل پنجم بر مسئولیت‌پذیری اجتماعی دانشگاه‌های علوم پزشکی مازندران و بابل The Impact of a Service-Oriented University with a Fifth-Generation Approach on Social Responsibility in Mazandaran and Babol Universities of Medical Sciences روانشناسی بالینی Clinical Psychiatry پژوهشي Research <div style="text-align: justify;">زمینه و هدف: در سال‌های اخیر، دانشگاه خدمت ‌محور با رویکرد نسل پنجم به عنوان مدلی نوین برای ارتقای مسئولیت‌پذیری اجتماعی در دانشگاه‌ها مطرح شده است. این پژوهش با هدف بررسی تأثیر دانشگاه خدمت‌محور نسل پنجم بر مسئولیت‌پذیری اجتماعی اعضای هیئت علمی دانشگاه‌های علوم پزشکی مازندران و بابل انجام شد. روش کار: این مطالعه کاربردی، اکتشافی و آمیخته (کیفی-کمی) بوده و در سال‌های ۱۴۰۲-۱۴۰۳ انجام شده است. بخش کیفی بر مبنای نظریه داده‌بنیاد با انجام ۱۰ مصاحبه نیمه‌ساختاریافته عمیق با اعضای هیئت علمی منتخب بر اساس نمونه‌گیری هدفمند و اصل اشباع نظری انجام گرفت. در بخش کمی، پرسشنامه مسئولیت‌پذیری اجتماعی مایگنان و فریل (۲۰۰۲) با ۳۳ گویه و چهار بعد اقتصادی، قانونی، اخلاقی و بشردوستانه، در نمونه‌ای 254 نفری از اساتید دانشگاه‌های علوم پزشکی مازندران و بابل مورد استفاده قرار گرفت. داده‌های کیفی با کدگذاری نظری و داده‌های کمی با تحلیل عاملی تأییدی و مدل‌سازی معادلات ساختاری تحلیل شدند. یافته‌ها: نتایج نشان داد دانشگاه خدمت‌محور نسل پنجم تأثیر معناداری بر افزایش مسئولیت‌پذیری اجتماعی در تمامی ابعاد دارد، به‌ویژه بعد اخلاقی که بیشترین تأثیر را نشان داد. همچنین، تحلیل داده‌های کیفی ابعاد کلیدی و سازوکارهای مؤثر دانشگاه خدمت‌محور را در تقویت رفتارهای مسئولانه اجتماعی مشخص ساخت. نتیجه‌گیری: این پژوهش با تلفیق داده‌های کیفی و کمی، تصویری عمیق و دقیق از نقش دانشگاه خدمت‌محور نسل پنجم در ارتقای مسئولیت‌پذیری اجتماعی ارائه می‌دهد و می‌تواند راهنمای سیاست‌گذاران و مدیران دانشگاه‌های علوم پزشکی در جهت بهبود عملکرد اجتماعی و اخلاقی دانشگاه‌ها باشد.</div> <div style="text-align: justify;">Background & Aims: In recent decades, universities have evolved beyond their traditional roles of education and research to become active agents of social change and community engagement. This evolution is particularly embodied in the concept of the "service-oriented university," which prioritizes responsiveness to societal needs and the cultivation of social responsibility among faculty, staff, and students. The fifth-generation service-oriented university represents the latest paradigm in this transformation, integrating advanced technology, innovation, and participatory governance to enhance social accountability and ethical commitment in higher education institutions. In this context, social responsibility has emerged as a critical dimension, reflecting the university's commitment to economic, legal, ethical, and philanthropic duties towards its community and society at large. The increasing societal expectations from universities to contribute actively to sustainable development and social welfare demand a clear understanding of how the service-oriented university model influences the social responsibility behaviors of its members. The present study aims to investigate the impact of the fifth-generation service-oriented university model on the social responsibility of faculty members and staff in medical universities across Mazandaran Province, Iran. By employing a mixed-methods approach, this research seeks not only to quantify the extent of this impact but also to explore the underlying mechanisms and experiences that characterize this relationship. Specifically, the qualitative phase, grounded in the theory-building methodology of grounded theory, delves deeply into participants’ perspectives, enabling the extraction of rich insights into the factors and processes that facilitate enhanced social responsibility in the context of a service-oriented university. The quantitative phase complements this by measuring social responsibility levels across its four main dimensions—economic, legal, ethical, and philanthropic—using a validated questionnaire. Together, these approaches provide a comprehensive understanding of the role and effectiveness of the fifth-generation service-oriented university in fostering socially responsible behavior in academic settings. Methods: This applied, exploratory, mixed-methods study was conducted during 2023-2024. The qualitative phase was based on grounded theory and involved 10 in-depth semi-structured interviews with purposively selected faculty members, continuing until theoretical saturation. In the quantitative phase, the Maignan and Ferrell (2002) Social Responsibility Questionnaire, consisting of 33 items across four dimensions- economic, legal, ethical, and philanthropic- was administered to a sample of 254 faculty members from Mazandaran and Babol Universities of Medical Sciences. Qualitative data were analyzed through theoretical coding, while quantitative data were examined using confirmatory factor analysis and structural equation modeling. Results: Findings indicated that the fifth-generation service-oriented university has a significant positive effect on enhancing social responsibility across all dimensions, with the greatest impact observed in the ethical dimension. Additionally, qualitative analysis identified key dimensions and mechanisms through which the service-oriented university fosters responsible social behavior. Conclusion: This study provides valuable evidence that the fifth-generation service-oriented university significantly enhances social responsibility among faculty members and staff within medical universities. The integration of qualitative and quantitative data demonstrates that the university’s service-oriented model positively influences all dimensions of social responsibility, with particular strength in promoting ethical responsibility. These findings underscore the importance of institutional frameworks and strategies that embed service and social accountability into the core functions of universities. The qualitative insights reveal key mechanisms through which the service-oriented university fosters a culture of responsibility, including participatory decision-making, community engagement, ethical leadership, and the promotion of innovation directed at societal benefit. These mechanisms not only shape individual attitudes and behaviors but also contribute to the broader organizational climate that supports sustainable social development. For policymakers and university administrators, this research highlights the critical need to adopt and strengthen service-oriented policies that align with the principles of the fifth-generation university. Such policies can cultivate an environment where social responsibility becomes a shared value and a practical commitment across academic roles. Moreover, enhancing social responsibility within universities can improve public trust, strengthen university-community partnerships, and contribute to the advancement of health and wellbeing in society. In conclusion, the fifth-generation service-oriented university model offers a promising pathway for universities seeking to elevate their social impact and ethical standards. Continued research and practical application of this model can further solidify the role of universities as pivotal actors in fostering socially responsible and sustainable futures.</div> دانشگاه خدمت‌محور, نسل پنجم, مسئولیت‌پذیری اجتماعی, نظریه داده‌بنیاد Service-Oriented University, Fifth Generation, Social Responsibility, Grounded Theory 1 11 http://rjms.iums.ac.ir/browse.php?a_code=A-10-8709-3&slc_lang=other&sid=1 Zahra Mohseni Kebria زهرا محسنی کبریا 3900319475328460089759 0009-0001-8141494X No PhD Student in Educational management, Babol Branch, Islamic Azad University, Babol, Iran دانشجوی دکتری مدیریت آموزشی، واحد بابل، دانشگاه آزاد اسلامی، بابل، ایران Seyedeh Zahra Hoseini Daroonkolaei سیده زهرا حسینی درونکلائی s.zahra.hoseini61@gmail.com 3900319475328460089760 3900319475328460089760 Yes Assistant professor, Department of Educational Sciences, Babol Branch, Islamic Azad University, Babol, Iran استادیار گروه علوم تربیتی، واحد بابل، دانشگاه آزاد اسلامی، بابل، ایران Korosh Ghasemzadeh کوروش قاسم‌زاده 3900319475328460089761 3900319475328460089761 No Assistant Professor, Department of Educational Sciences, Babol Branch, Islamic Azad University, Babol, Iran استادیار، گروه علوم تربیتی، واحد بابل، دانشگاه آزاد اسلامی، بابل، ایران Mohamad Adabitabar Firozja محمد ادبی تبار فیروزجاه 3900319475328460089762 3900319475328460089762 No Associate Professor, Department of Mathematics, Qaemshahr Branch, Islamic Azad University, Babol, Iran دانشیار، گروه ریاضی کاربردی، واحد بابل، دانشگاه آزاد اسلامی، بابل، ایران