Document Type : Original Article


1 Ph.D. Student in distance education planning, Payame Noor University, Tehran, Iran.

2 Associate Professor, Education, Payame Noor University, Tehran, Iran.

3 Assistant Professor, Education, Payame Noor University, Tehran, Iran

4 Assistant Professor, Education, Payame Noor University, Tehran, Iran.



Purpose: The university is an effective institution for the growth and excellence of society and the present study was conducted with the aim of validating the structural model of the third generation university based on distance education.
Methodology: This study in terms of purpose was applied and in terms of implementation method was quantitative with a structural model approach. The research population was the faculty members of Payame Noor University in the academic year 2020-21. The research sample in the preliminary stage to study the psychometric indices of the model was 72 people and in the main stage were 232 people who were selected by multi stage cluster sampling method. The research instrument was a 58-item researcher-made questionnaire in seven components of organizational infrastructure, interventionist conditions, prevailing atmosphere on university, third generation university, autonomy, globalization and effective interaction, whose its formal and content validity by experts was confirmed and its reliability by Cronbach's alpha method was obtain 0.88. Data were analyzed by structural equation modeling in SPSS-22 and AMOS-22 software.
Findings: The results showed that the structural model of the third generation university based on distance education had 18 sub-components in seven components of organizational infrastructure (with two sub-components of hard bedding and soft bedding), intervening conditions (with three sub-components of autonomy, globalization and effective interaction), prevailing atmosphere on university (with four sub-components of creativity and brainstorming, organizational commitment, innovative motivation and innovative attitude), third generation university (with two sub-components of entrepreneurial university and wealth-creating university), autonomy (with three sub-components of independent policy-making, financial dependence reduction and independent content production), globalization (with two sub-components of global look and global action) and effective interaction (with two sub-components of intra-organizational communication and extra-organizational communication). Other findings showed that the structural model of the third generation university based on distance education had a good fit and in this model organizational infrastructure, interventionist conditions and prevailing atmosphere on university had a significant direct effect on third generation university and organizational infrastructure had a significant indirect effect on the third generation university through interventionist conditions (P<0.001).
Conclusion: According to the findings the structural model of the third generation university based on distance education had a good validation and to improve the third generation university based on distance education using from the components of globalization, effective interaction, autonomy, interventionist conditions, organizational infrastructure and prevailing atmosphere on university can be effective.


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