جستجوی مقالات مرتبط با کلیدواژه "فرهنگ کارآفرینی" در نشریات گروه "علوم تربیتی"

The aim of this study was to identify effective strategies on entrepreneurship development in Farhangian University. The research method was exploratory mixed in the qualitative part the qualitative content analysis method was used and in the quantitative part the descriptive-survey method was used. Participants in the quality section included experts in the field of entrepreneurship, educational management, educational planning and higher education management in the country and officials of Farhangian University in the country, who were selected as key informants through targeted sampling method. The statistical population of the study in a quantitative stage included all faculty members of the country's cultural universities. Using one-stage cluster sampling method, 328 faculty members were selected for the study. Data were collected in the qualitative part through semi-structured interviews and in the quantitative part using a researcher-made questionnaire. Content validity (CVR) of 0.87 and content validity index (CVI) of 0.68 were obtained for the research questionnaire, the values of reliability coefficients for the entire questionnaire were obtained at 0.88, which shows that the information collection tool has the necessary ability to measure variables. They have research. The results showed that the factors affecting the development of entrepreneurial culture in Farhangian University include working group, development of educational identity, development of norms, development of protectionist laws, external support.

Purpose of the present study is Developing Model of Entrepreneurship Culture Development in Farhangian University. The research method was qualitative the type of grounded theory method. Participants included experts in the field of entrepreneurship, educational management, educational planning and higher education management in the country and officials of Farhangian University which through purposeful sampling out of whom 16 experts selected as key informants. The data were collected through semi-structured interviews. Reliability and validity of the data were obtained from the two methods of reviewing participants and re-coding by experts. Data were analyzed by open, axial and selective coding, 136 open codes, 26 concepts and 17 categories were counted. Major and core categories in the form of 6 dimensions of causal conditions including (commercialization of research activities, investment development, development of financial mechanisms, development of job skills), central phenomenon (development of educational entrepreneurship, development of social networks, participatory learning) context conditions (teamwork, development of educational identity, development of norms), interfering conditions (focus on change, external support), strategies (development of protectionist rules, external support) and consequences (individual development and university development) were classified and Finally, paradigm model of the research was presented.

The aim of the present research was to developing a model for the development of entrepreneurial culture in Farhangian University. The research method was exploratory mixed studies (qualitative-quantitative). In the qualitative part the researcher uses the Grounded theory and in quantitative part with using the descriptive survey method. Participants in the quality section included experts in the field of entrepreneurship, educational management, educational planning and higher education management in the country and officials of Farhangian University in the country, who were selected as key informants through targeted sampling method of 12 people. The statistical population of the study in quantitative part included all faculty members of the country's cultural universities. Using one-stage cluster sampling method, 328 faculty members were selected for the study. Data were collected in the qualitative part through semi-structured interviews and in the quantitative part using a researcher-made questionnaire. Data in the qualitative part were analyzed by open, axial and selective coding and in the quantitative part by second-order factor analysis and structural modeling. Based on the results, 74 open codes (concepts), 16 axial codes (dimensions and components) and 6 optional codes (main categories) were counted. Major and core categories in the form of 6 dimensions of causal conditions including (commercialization of research activities, investment development, development of financial mechanisms, development of job skills), core Phenomenon (development of entrepreneurship education, development of social networks, learning Participatory), context conditions (working group, development of educational identity, development of norms), interventionist conditions (focus on change, external support), strategies (development of protectionist laws, external support) and consequences (individual development and university development) Upgraded to a higher abstract level, And the paradigm model of research was presented, in quantitative part, the model of entrepreneurial culture development was approved.

The purpose of this study is to identify the effective factors on promoting entrepreneurial culture from experts view at schools and to survey the status- qua of kardanesh (technical & professional schools) from teacher view. The research method in this study is sequential exploratory mixed methods approach it was used by conventional content analysis in the qualitative phase with open and axial coding in analyzing the data. In this level, 14 purposeful selected interviewees pointed to five effective factors on entrepreneurial culture include educational, training, attitudinal, financial and structural factors; the validity of the findings was assured by members checking and peer review methods. In the quantitative level, the answer of 288 teachers was analyzed as partial stratified random sampling with one sample T- test and Friedman test. The results showed that educational, training, attitude in all factors has a satisfactory level, while financial factor is on average level and structural factor is not on a satisfactory level; and the results of Friedman’s test showed that educational factor has the highest rank among effective factors in promoting the entrepreneurial culture at school and the factors including training, attitudinal, financial, and structural being placed in next ranks.

The present research seeks to answer the following questions: what factors affect the promotion of entrepreneurial culture in second high schools of Tabriz City? What is the entrepreneurial mentality about the factors creating entrepreneurial culture? And what is the significance of each of them? In this regard, the Q-methodology (a mixed-methods of qualitative-quantitative approaches) and exploratory research method were employed; first, to prepare Q items, participants were selected from among the teachers from the second high schools or entrepreneurs who somehow were connected with the schools. It was tried that interviews be conducted with participants who have different and practical ideas and mentalities about the entrepreneurial culture in schools. Reviewing theoretical literature; conducting interviews with eleven entrepreneurs, experts and experts; reviewing bulletins and school publications; and reviewing the documents, films, cartoons, paintings and essays related to the subject, were used to compile Q items. The number of the participants depended on the saturation of Q items. In this research, after the 9th interview, the saturation of Q items were obtained, and the interviews of the tenth and eleventh were also conducted to ensure the validity of the items. Then, in order to sort the Q for second high school teachers in active entrepreneurship in Tabriz, their number was estimated to be around 260 individuals, from among whom 152 individuals were selected via the purposive sampling method. by entrepreneur teachers, this research means those who have been educated in entrepreneurship, teach entrepreneurship, have completed entrepreneurial courses, created new businesses, selected as entrepreneurs, patented their own patents, or worked in knowledge-based companies. In the implementation of the research, the initial data on the participants (entrepreneur teachers) were obtained and recorded. Data such as age, gender, years of service, field of study and education. In response to this question, what are the factors affecting the promotion of entrepreneurship culture in secondary schools in the second theoretical part of Tabriz city?, it should be clarified that 65 factors derived from the evaluation of the discourse space of the research were obtained as follows: assignment-oriented assessment, parent-sponsored partnership with students, launch of the weekend start-up competition in schools, student participation in solving school problems, offering apprenticeships for students in the field of study, team-building training in schools, having a library of new business books, prioritizing funding for research activities in schools, creating centers for growth in schools, familiarizing students with important organizations and institutions of the country such as the labor office, the autonomy and independence of schools in attracting, employing, rewarding and making decisions, school interaction with the social, economic, production and service environment, giving freedom to act in the content of learning and autonomy of students, teaching managers, experts, teachers and students to change and development, the formation of a number of education and entrepreneurship experts for designing systematic schools programs, attractive and creative physical atmosphere of the school, emphasizing educational content on self-esteem, creativity and innovation, the fitting of educational content to the needs of the students day, paying attention to the individual differences of students in the teaching process, crating think tanks in schools, organizing school-based school malls, identifying entrepreneurship opportunities in schools, identifying the threats of entrepreneurship in schools, providing incentive mechanisms for teachers and students, promoting scholarly and exploratory camps in schools, from school ownership, identifying drawbacks and failures of schools with the help of students, offering entrepreneurship courses in all disciplines, providing workshops for students' parents to institutionalize entrepreneurial beliefs, valuing different creativity and thought, students’ freedom in selecting disciplines, private sector support from schools, providing entrepreneurship units at cultural universities, using documentaries, holding exhibitions, festivals, and publishing journals of entrepreneurship in schools, introducing and using different curriculum resources, designing entrepreneurship training courses in high schools, flexibility in schools-inspired rules, research-based propositions, creative and pragmatic curriculum, informing students about out-of-school opportunities, familiarizing students with labor market problems in their city, using active teaching models, using cyberspace and the presentation of teachers' and school staff proposals to promote entrepreneurship, emphasizing the student problem solving process in the teaching process, development and advancement of human resources, recruitment of job and career entrepreneur counselors, the increased risk-taking opportunities for teachers and students, the participation of students in the teaching process Providing student self-taught classes, teaching brain training, developing case studies about successful businesses, emphasizing the self-assessment of managers, teachers and students, using day-training technology, E-learning and web-based learning, accountability and responsibility in schools, participatory management, continuous improvement and continuation of educational content, increasing the collective spirit of managers, teachers and students, emphasizing the quality of teaching, learning methods, teaching-learning activities and processes, monitoring and continuous evaluation of school activities, promoting teamwork culture and networking in schools, paying attention to entrepreneurs' teachers in the promotion and ranking of teachers, increasing facilities and resources available to teachers and students, providing diverse and stimulating entertainment for students, paying attention to personal differences in evaluation of flexible and dynamic structure of schools. After the participants were asked to prioritize Q cards, which were composed of statements, on a scale of -5 to +5, according to their research and beliefs and their current feelings. The subject of the research and the question was prepared in writing with all the conditions, as well as a summary of the stages of the work, and was made available to the contributor. The interval cards with numbers from -5 to +5 on them were arranged on a table for the participants who sort them based on the significance of the items inserted on the Q cards. To create validity in the research, Q items were submitted to a number of expert professors and participants to be reviewed. After collecting their comments and removing ambiguities about statements, Q options were finalized. In order to determine the reliability of the Cronbach's alpha coefficient, the SPSS statistical software calculated it as 0.89, indicating that the Q sort has the required reliability and reliability. According to research findings, eight different perspectives on the promotion of entrepreneurial culture in schools were obtained. These views indicate that the promotion of entrepreneurial culture in schools is affected by factors such as the creation of entrepreneurial infrastructure, development of practical training, improvement of school resources and facilities, empowerment of human actors, teacher-centered management, acceptance of differences, communication with society and industry, and creative education and curriculum.

The main purpose of this research was to gain an awareness of the feasibility of implementing an entrepreneurial university and explain why and how it should be in the Shahid Chamran University of Ahvaz. The research method is mixed and explanatory. Participants were the faculty members of Shahid Chamran University of Ahvaz. In the quantitative part of the research, a classified random sampling method was used and 120 subjects were selected on the basis of Cochran’s. The results of the quantitative data indicated the possibility of implementing all the components of an entrepreneurial university in Shahid Chamran University. In the qualitative part, the purposeful sampling method was used to select the appropriate items along with 12 members of the authorities and faculty members associated with entrepreneurship and industry. Semi-structured interviews were conducted which were later analyzed through the qualitative content analysis method. The overall results showed that faculty members accepted the difficulties and obstacles in the way of establishing an entrepreneurial university. They also were aware of a lack of infrastructure and political contexts, social, economic and culturally suitability in the country. However, they believed that the university had good capabilities and appropriate fields. The university can use some strategies to progress on its way to becoming an entrepreneurial university.