Iranian Higher Education
Volume 18, Issue 3 (2026)
ihej 2026, 18(3): 51-74 |
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Izadi S, Gholamalitabar firouzjaee K. Fourth Generation University and Social Responsibility at Stanford University and the National University of Singapore: Lessons for Iran. , ihej. 2026; 18 (3) :51-74
URL: http://ihej.ir/article-1-2196-en.html
URL: http://ihej.ir/article-1-2196-en.html
1- Professor, Department of education, Faculty of Humanities and Social Sciences, University of Mazandaran, Babolsar, Iran
2- Ph.D. Student in Curriculum Studies, Department of education, Faculty of Humanities and Social Sciences, University of Mazandaran, Babolsar, Iran ,K.gholamalitabar@gmail.com
2- Ph.D. Student in Curriculum Studies, Department of education, Faculty of Humanities and Social Sciences, University of Mazandaran, Babolsar, Iran ,
Abstract: (14 Views)
Objective: As fourth-generation universities assume an increasingly important role in addressing societal challenges, social responsibility has become a key dimension of their contribution to national development and labor market transformation. Examining the experiences of leading universities can provide valuable insights for improving higher education systems. Accordingly, this study aimed to analyze the strategies adopted by Stanford University and the National University of Singapore (NUS) in fulfilling social responsibility and to derive lessons applicable to Iran’s higher education system.
Method: This qualitative comparative study was conducted using George F. Bereday’s four-stage comparative framework. Stanford University and the National University of Singapore were purposively selected based on the strategy of different social systems, similar educational outcomes. Data were collected through documentary analysis of peer-reviewed articles, official university reports, and international policy documents. From 158 identified sources, 18 high-quality documents published between 2000 and 2026 were selected following screening and quality appraisal using the CASP checklist. The trustworthiness of the findings was enhanced through data triangulation.
Results: Both universities promote social responsibility by transforming academic knowledge into technological and social innovations that address real-world challenges, implementing service-oriented educational programs, engaging alumni and international experts in entrepreneurial initiatives and authentic projects, mobilizing financial support from public and governmental institutions, and investing in emerging industries and future labor markets. Despite these shared principles, Stanford University adopts a global vision supported by an organic, decentralized governance structure, whereas NUS follows a regional development orientation with a centralized governance model that aligns its mission with national priorities through structured collaboration with government and industry.
Conclusion: The findings indicate that effective social responsibility in fourth-generation universities depends on aligning institutional strategies with their social and economic contexts rather than adopting a single universal model. Given the characteristics of Iran’s higher education system, the government’s central role in steering university activities, and its regionally oriented vision, the strategies adopted by the National University of Singapore appear to be more adaptable to Iran’s higher education system.
Method: This qualitative comparative study was conducted using George F. Bereday’s four-stage comparative framework. Stanford University and the National University of Singapore were purposively selected based on the strategy of different social systems, similar educational outcomes. Data were collected through documentary analysis of peer-reviewed articles, official university reports, and international policy documents. From 158 identified sources, 18 high-quality documents published between 2000 and 2026 were selected following screening and quality appraisal using the CASP checklist. The trustworthiness of the findings was enhanced through data triangulation.
Results: Both universities promote social responsibility by transforming academic knowledge into technological and social innovations that address real-world challenges, implementing service-oriented educational programs, engaging alumni and international experts in entrepreneurial initiatives and authentic projects, mobilizing financial support from public and governmental institutions, and investing in emerging industries and future labor markets. Despite these shared principles, Stanford University adopts a global vision supported by an organic, decentralized governance structure, whereas NUS follows a regional development orientation with a centralized governance model that aligns its mission with national priorities through structured collaboration with government and industry.
Conclusion: The findings indicate that effective social responsibility in fourth-generation universities depends on aligning institutional strategies with their social and economic contexts rather than adopting a single universal model. Given the characteristics of Iran’s higher education system, the government’s central role in steering university activities, and its regionally oriented vision, the strategies adopted by the National University of Singapore appear to be more adaptable to Iran’s higher education system.
Keywords: fourth generation university, social responsibility, Stanford University, National University of Singapore (NUS), higher education
Type of article: Research |
Subject:
Special
Received: 2026/04/24 | Accepted: 2026/11/1 | ePublished ahead of print: 2026/11/2
Received: 2026/04/24 | Accepted: 2026/11/1 | ePublished ahead of print: 2026/11/2
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