Iranian Higher Education
Volume 17, Issue 2 (2025)
ihej 2025, 17(2): 107-131 |
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Motaghi H R, Naderi A, Geraei nejad G, Ezati M. Identifying the Drivers of Financial Resources Development for Vocational Training Units with the Aim of Designing a Prospective Model: A Systematic Review with Meta-Synthesis. ihej 2025; 17 (2) :107-131
URL: http://ihej.ir/article-1-2141-en.html
URL: http://ihej.ir/article-1-2141-en.html
1- PhD student in Economics and Financial Management in Higher Education, Educational Management and planning Dept, Faculty of Psychology and Educational Sciences, University of Tehran, Tehran, Iran , motaghi999@gmail.com
2- Professor, Educational Management and Planning Dept, Faculty of Psychology and Educational Sciences, University of Tehran, Tehran, Iran.
3- Assistant Professor, Department of Theoretical and Industrial Economics, Faculty of Economics and Accounting, Islamic Azad University - Central Tehran Branch, Tehran, Iran
4- Associate Professor, Educational Management and Planning Dept, Faculty of Psychology and Educational Sciences, University of Tehran, Tehran, Iran
2- Professor, Educational Management and Planning Dept, Faculty of Psychology and Educational Sciences, University of Tehran, Tehran, Iran.
3- Assistant Professor, Department of Theoretical and Industrial Economics, Faculty of Economics and Accounting, Islamic Azad University - Central Tehran Branch, Tehran, Iran
4- Associate Professor, Educational Management and Planning Dept, Faculty of Psychology and Educational Sciences, University of Tehran, Tehran, Iran
Abstract: (276 Views)
Objective: Previous studies in Iran indicate a lack of comprehensive research on financial resource development at vocational training units. Therefore, the present study was conducted with the aim of identifying the drivers of financial resource development and designing a prospective model for vocational education units.
Methodology: This applied study employs a documentary-library research design. A systematic review of prior studies was conducted using meta-synthesis. Initially, various keywords were searched in major domestic and international scientific databases, resulting in the identification of 107 relevant research works. Subsequently, 56 studies focusing on themes and drivers of financial resource development were selected. Their key findings were analyzed and synthesized using qualitative coding methods.
Findings: The meta-synthesis process yielded 314 primary and key themes, categorized into 34 sub-organizing themes and 12 main organizing themes. These main themes include: educational leadership and governance development, financial and academic efficiency enhancement, industry and community engagement, commercialization of scientific achievements and university innovations, international collaborations and interactions, university development planning, individual and organizational excellence, charitable and volunteer contributions, legal and regulatory mechanisms, ‘financial, supportive, and promotional’ mechanisms, market institution development, and external environmental factors. The validity of these themes was confirmed using the Kappa agreement coefficient index.
Conclusion: Decentralization and independence of decisions of university vocational education units and limiting government interventions in this field should become the main priorities of the Iranian education system. Also, attention to two-way interaction and adaptation of education to the needs of the labor market and attention to the principle of competitiveness and regional networking in different sectors of vocational education are necessary. In this context, continuous and constructive synergy with the industry and expansion of the network of academic sponsors and its guidance towards the development of financial resources at the level of university vocational education units are suggested.
Methodology: This applied study employs a documentary-library research design. A systematic review of prior studies was conducted using meta-synthesis. Initially, various keywords were searched in major domestic and international scientific databases, resulting in the identification of 107 relevant research works. Subsequently, 56 studies focusing on themes and drivers of financial resource development were selected. Their key findings were analyzed and synthesized using qualitative coding methods.
Findings: The meta-synthesis process yielded 314 primary and key themes, categorized into 34 sub-organizing themes and 12 main organizing themes. These main themes include: educational leadership and governance development, financial and academic efficiency enhancement, industry and community engagement, commercialization of scientific achievements and university innovations, international collaborations and interactions, university development planning, individual and organizational excellence, charitable and volunteer contributions, legal and regulatory mechanisms, ‘financial, supportive, and promotional’ mechanisms, market institution development, and external environmental factors. The validity of these themes was confirmed using the Kappa agreement coefficient index.
Conclusion: Decentralization and independence of decisions of university vocational education units and limiting government interventions in this field should become the main priorities of the Iranian education system. Also, attention to two-way interaction and adaptation of education to the needs of the labor market and attention to the principle of competitiveness and regional networking in different sectors of vocational education are necessary. In this context, continuous and constructive synergy with the industry and expansion of the network of academic sponsors and its guidance towards the development of financial resources at the level of university vocational education units are suggested.
Keywords: development of university financial resources, financial diversification, meta-synthesis, vocational higher education.
Type of article: Review |
Subject:
Special
Received: 2025/09/7 | Accepted: 2025/11/1 | ePublished ahead of print: 2025/11/15
Received: 2025/09/7 | Accepted: 2025/11/1 | ePublished ahead of print: 2025/11/15
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