Identifying the Components of a Skill-Based University Policy Model with a Generation Z Approach

Abstract

Objective: The main goal of this research was to identify the components of a skill-based university policy model with a Generation Z approach. This research is qualitative, applied, and survey-based.   Methodology: To present the model, content analysis was used as the method. Interviews were employed for data collection. The Content Validity Ratio (CVR) index was used to assess the validity of the content. Additionally, the reliability of the codes examined was assessed and confirmed using Cohen's Kappa coefficient. The participants in this research included all experienced academic managers and experts, with a sample size of 24 individuals determined using snowball sampling.   Findings: In the content analysis and identification of components, the stages of implementing policies with a skill-based university approach, strategic alignment between and within university units, environmental factors of skill-based university policies, transformation of content and skill-based educational programs, internal organizational factors of skill-based university policies, policy making in the context of networking and industry relations, policy-making in the field of skill-based university infrastructure, strategies for implementing skill-based university policies, expected results of skill-based policy implementation, feedback and continuous policy improvement, evaluation and selection of skill-based strategies, and factors affecting the successful implementation of skill-based university policies were identified as the main components of the final model. Suggestions for implementation in universities were also provided.   Conclusion: The findings of this research highlight the key components necessary for developing a skill-based university policy model tailored to the needs of Generation Z, offering valuable insights for higher education institutions aiming to align their policies with emerging demands.