Explanation and Design of an Indigenous Model for a Skill-Based University at Urmia University Based on Grounded Theory with the Strauss and Corbin Approach
Keywords:
Skill-based University, Grounded Theory, Higher Education, Skill-orientedness, Sustainable DevelopmentAbstract
Purpose: This research was conducted with the aim of designing a conceptual model for a “skill-based university” tailored to the indigenous context of Iranian higher education.
Methods and Materials: The present study was an applied research project utilizing a qualitative approach based on Grounded Theory (Strauss & Corbin). Participants consisted of 20 faculty members from Urmia University, selected through purposive sampling with disciplinary diversity and managerial experience. Data were collected via semi-structured interviews and analyzed using MAXQDA software through three stages: open, axial, and selective coding. Data validity and trustworthiness were ensured through member checking, peer debriefing, and constant comparison.
Findings: Data analysis resulted in the extraction of 135 basic concepts, 20 axial categories, and 5 comprehensive categories. The “conceptual model of a skill-based university” emerged as the central phenomenon, explained through causal, contextual, intervening, strategic, and consequential relationships. Causal factors included curriculum revision, transformation of pedagogical methods, human resource empowerment, and the redefinition of the faculty’s role. Contextual conditions emphasized institutional policymaking and support, while intervening conditions focused on the redesign of digital infrastructure and the creation of an innovation ecosystem. Strategies were centered on the development of practical training and university-industry interaction, leading to consequences such as the promotion of skill-orientedness, increased employability, and the improvement of higher education quality.
Conclusion: The establishment of a skill-based university requires a comprehensive redesign across the dimensions of curriculum, human resources, policymaking, and infrastructure. The proposed model can serve as an indigenous and strategic framework for higher education policymakers and administrators in the transition from traditional universities to skill-based institutions and the realization of sustainable development.
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Copyright (c) 2026 Tohid Zahed (Author); Hassan Ghalavandi; Ali Ghorbani (Author)
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