جستجوی مقالات مرتبط با کلیدواژه « آموزش کارآفرینی » در نشریات گروه « علوم ترویج »

Currently, there is a pressing need to develop entrepreneurship education approaches that foster experiential learning in higher agricultural education. In this study, our primary objective was to construct a comprehensive conceptual framework for student entrepreneurship using interpretive phenomenology. To gather data, a semi-structured interview was conducted with 30 participants. The findings resulted in the formation of four conceptual layers. The innermost layer aims to enhance and foster students' learning through entrepreneurship. It comprises seven conceptual propositions (conceptual identifiers) and ten conceptual labels (core themes). The second conceptual layer reflects the improvement in agricultural students' educational quality through their involvement in the entrepreneurial cycle during their education. It consists of 20 conceptual propositions and their corresponding conceptual labels. The third layer pertains to the individual achievements of student enterprise development. It includes 12 conceptual propositions and 19 conceptual labels. The final conceptual layer focuses on the academic development resulting from supporting student entrepreneurship. It emerged from the convergence of 19 conceptual propositions and 22 conceptual labels. Based on the conceptual model derived from the research findings, facilitating students' involvement in entrepreneurial and business activities within the university ecosystem has a positive impact on their learning outcomes. This improvement not only enhances the quality of education but also enriches their educational experience by providing them with diverse and valuable experiences. Enhancing teaching and promoting learning has significant benefits for both students (personal development) and the broader university community and society.

Today, growth of entrepreneurship training programs in universities and higher education centers are based on the pre assumption that entrepreneurship skills are acquired. The purpose of this study was to extract factors affecting entrepreneurship skills of students in agriculture training centers in three provinces of Fars, Khorasan Razavi, and Alborz. The research method was applied in terms of purpose and exploratory in terms of mixed data type. The data collection tool was a researcher- made questionnaire, content validity of which was approved by agricultural extension and education experts and its reliability was estimated to be 0.91 using ordinal theta coefficient. The independent variables consisted of educational, psychological, economic, and socio and cultural variables and the dependent variable was entrepreneurship skills. The statistical population of the research is last semester students in agriculture training centers in Fars, Khorasan Razavi, and Alborz provinces in 2018(670). The sample size was determined using Morgan table, 245 people and were selected by stratified random sampling with proportional assignment. The findings of spearman correlation test showed that factors: educational, psychological, economic, and socio and cultural had a significant positive correlation with entrepreneurship skills. Applying interactive models of structural Equation Modeling (SEM) indicated that the most important factor affecting entrepreneurship skills among respondents is psychological factor with the path coefficient of 0/63. Educational and economic factors affected entrepreneurship skills with path coefficients of 0/24 and 0/23.

Today, entrepreneurship education is needed in universities for progress, production and development. In recent years, the growing unemployment of educated people in the fields of agriculture and natural resources has caused great concern for individuals and society. Therefore, the present study was conducted to investigate the factors affecting entrepreneurship education of agricultural and natural resources students at Shahrekord University. This research is a descriptive-correlational research. The statistical population of this study included all incoming students of the faculties of Agriculture, Natural Resources and Earth Sciences of Shahrekord University in the academic years 2014-18 (N = 2000). To determine the statistical sample size using Cochranchr('39')s formula, 322 students were selected as the sample. Data collection tool was a questionnaire whose validity was reviewed and confirmed by the professor of the management department of Payame Noor University of Khansar. To measure the reliability of the questionnaire, the method of calculating Cronbachchr('39')s alpha coefficients was calculated using SPSS software version 23 and showed an acceptable Cronbachchr('39')s alpha coefficient (a= 0.70-0.86). Inferential statistics and structural equations were used to analyze the data using Amos software. Findings showed that empirical learning, information and communication technology, risk-taking and entrepreneurial characteristics of the learner directly and indirectly affect entrepreneurship education. Therefore, universities should pay attention to the importance of factors affecting entrepreneurship education and make more use of experiential learning and information and communication technology in entrepreneurship education.

The aim of this study was to analyze the entrepreneurial skills of Agricultural and Natural Resources students. The population was included 893 students of faculties of Agriculture, Water & Soil, and Natural Resources at University of Zabol and study sample was calculated 269 students using stratified random sampling. The data gathering instrument in this study was a questionnaire which its validity was confirmed by experts in the field of entrepreneurship and its reliability was confirmed through a pilot testing and Ordinal Theta was between 0.81 - 0.92. The results of the current and desired situations of the entrepreneurial skills showed that the team building skill is in ranked first. However, the skill of familiarity with the legal and commercial rules was ranked lowest in both the current and desired situations. The results showed that the deepest the gap between the desired and the current situation belongs to the skills of familiarity with the legal and commercial rules, writing a business plan, and communications, respectively. It recommended that the entrepreneurial skills should be taught as a multi-step process. In such a way that each entrepreneurial skill is segmented and each section should be taught both theoretically and then practically.

It is important to pay attention to the quality and applicability of entrepreneurship courses for self-employment of students of agricultural sciences and natural resources in universities. The purpose of this study was to evaluate the quality of entrepreneurship education services provided by students of Gorgan University of Agricultural Sciences and Natural Resources. The statistical population of the study consisted of 168 students who had completed entrepreneurship course in 98 and were selected as the sample of the study. Using Cochran formula and stratified random sampling, the sample size was 120 persons. The research tool was a standard SERVQUAL questionnaire whose validity was confirmed by faculty members of Agricultural Extension and Education Department of Gorgan University of Agricultural Sciences and Natural Resources. SPSS software was used for data analysis. The results showed that there was a negative gap between students' perception and expectation in all five dimensions of SERVQUAL questionnaire, with the highest gap in guarantee dimension (- 0/241) and the lowest gap in responsiveness (- 0/158). According to the research findings, it is suggested to create an attractive and dynamic classroom environment for students 'understanding and expectations of students' moods and expectations. Teachers to exchange ideas, introduce students to the future workplace and employment, empathy and flexibility in the classroom, easy access to professors, allocate hours for student counseling, and provide regular and interconnected lessons, and student participation in classroom discussions. They can increase perceptions as expected, in which case the higher education system will improve the quality of education.

This study aimed to develop a framework for applying agricultural entrepreneurship education system in rural areas of Ilam province. The methodology of the study was quantitative and qualitative. In the first phase, based on the viewpoint of 9 participants in the focus group, the framework of entrepreneurship education components was identified. In the second phase, with the participation of 15 experts and experts, using the Delphi method, the components and sub-components of the entrepreneurship education system were extracted and formulated in three rounds. In the third step, the components and sub-components of the entrepreneurial education system were ranked using the AHP method. The statistical sample comprises 15 of the knowledgeable experts and specialists in the field of training and entrepreneurship in the rural areas of Ilam Province who were selected by purposeful sampling. In this study and during the three stages, the Delphi of 11 components and 76 subcomponents in the development of the entrepreneurial training management information system process in the rural areas of Ilam Province were confirmed. The general calculation results of the paired comparisons regarding the 11 components show that the highest significance is related to the component of training information system content and the lowest significance is related to the component of infrastructural environment. It was also found that the subcomponents of recognition principles for the rural entrepreneurship opportunities, teaching market selection methods tailored for the products produced in the village, courses taught by trainers who have the experience of entrepreneurial work or at least the experience of working with entrepreneurs have the highest rankings.

Entrepreneurship education plays a role to develop entrepreneurial attitude. The purpose of this cause-correlational study was to investigate the impact of entrepreneurship education on students' attitude towards business in agricultural high schools of Kermanshah. The statistical population was 175 students from seven agricultural high schools. Based on Morgan sampling table, 118 students were selected by stratified random sampling method with proportional allocation. To gather data, two researcher-made questionnaires were used when their validity was confirmed by a panel of experts and their reliability was confirmed by a pre-test and ordinal coefficient theta (θ = 0.94 and 0.81) through R software. Data was analyzed by SPSS. The results showed entrepreneurship education included eight components: personality characteristics of students, coaches' characteristics, space and educational equipment, teaching methods, educational content, transformational leadership style, educational counseling, and occupational counseling, educational patterns of students in the family, which were based on literature and research background, have a positive and significant correlation with the attitude toward Business, and based on Kruskal Wallis statistic, there is no significant difference between students' attitudes toward different educational trends in agricultural high schools in Kermanshah. The result of logistic regression showed that the proposed model was able to differentiate between two groups of students with a positive or negative attitude towards agricultural business, and 82.8% of the students, and according to the Exp (β), the "transformational leadership style" has the highest predictive power in the logit model. Finally, practical suggestions were made to improve entrepreneurship education in agricultural high schools.

This research was carried out to explain a conceptual model for training opportunity recognition by university technological startups in agriculture in Golestan province. This research as a mixed method research has been done in two phases in 2018. The first phase as a qualitative research was performed through descriptive phenomenology method. Semi-structured deep interviews were implemented to collect data. Statistical population of this research consisted of 100 university technological agro-startups in Golestan province (N=100). Through purposeful sampling, 40 students were selected as sample or interviewee. Data collection process was continued until reaching theoretical saturation and usefulness threshold of available information. Based on Colaizzi's method, the qualitative thematic content analysis was carried out to analyze the collected data. In the second phase of research, using, a questionnaire containing characteristics of the respondents and five dimensions of opportunity recognition behavior was compiled based on the first phase findings and filled by respondents for completion. Data were analyzed using descriptive (frequency and percentage) and inferential (non-parametric Friedman tests) with SPSS software. The findings of research led to the extraction of five dimensions of opportunity recognition education: entrepreneurial opportunity features (perception of opportunity); entrepreneurial opportunity assessment criteria; capabilities associated with entrepreneurial opportunity recognition and exploitation; determinants of entrepreneurial opportunity recognition and exploitation; and learning trajectories for entrepreneurial opportunity recognition and exploitation. In order to summarize research findings, extraction and categorization of main representative themes of the five dimensions were made in the form of a conceptual model.

Today this has been accepted that entrepreneurship education success is depended on reinforcement of student's entrepreneurial self-efficacy beliefs. In other words entrepreneurial self-efficacy beliefs are precursor for business startup behavior or business development, particularly for reduction of nascent entrepreneur’s fear of failure. The main aim of Empirical research was assessment the composed structures of Entrepreneurial self- efficacy among agricultural students. This Empirical research is applied research which its data was gathered through survey method. Non experimental research as well as descriptive – correlation approach is best description for research type. Senior and junior undergraduate agricultural students composed research population (N=730). 120 convenient questionnaires were gathered as result of Cochran formula. Validity was treated through face validity, convergence and construct validity and reliability was considered by Cronbach’s alpha and composite reliability amount. Structural Equation Modeling using confirmatory factor analysis was dominant method which shows for sustainable entrepreneurship in higher education, seven dimensions have central role. Systems thinking competence (STC), Embracing diversity and interdisciplinarity (EDI), Foresighted thinking (FTC), Normative competence (NC), Action competence (AC), Interpersonal competence (IC) and Strategic management competence (SMC), confirmed as dominant competencies that must be considered in entrepreneurship education. It seems concentrate on these competencies for in agricultural education with aim to fostering nascent entrepreneur, could result on sustainable entrepreneurship.

Entrepreneurship education is a fast growing area and a hot topic in colleges and universities all around the world, and its supposed benefits have been much praised by researchers and educators; nevertheless, the outcomes and effectiveness of entrepreneurship education programs have remained largely untested. Building on the theory of planned behavior, an ex-ante and ex-post survey was used to assess the impact of entrepreneurship education programs on students’ entrepreneurial intentions and also to explore the benefits of these programs. Data were collected by a questionnaire from a sample of 109 participants in entrepreneurship courses at four universities (Bu-Ali Sina, Kordestan, Shahrekord, Ilam). Entrepreneurship education had significant positive impacts on motivational factors (i.e., subjective norms, attitudes and perceived behavioral control) and students’ entrepreneurial intentions. Moreover, from the three entrepreneurship education-related benefits (i.e., learning, inspiration and resources) learning proved to be associated with the increase in perceived behavioral control, entrepreneurial attitudes intentions. In total, this study shows the theory of planned behavior can provide a useful framework to assess the effectiveness of entrepreneurship education.

The aim of present study is identifying the entrepreneurship educational barriers is miandoab agricultural educational center this is a descriptive-correlation and survey study. Statistical population of the study include, all students in miandoab agricultural education center who participate in entrepreneurship courses. A simple random sample of 186 students was selected using the krejcie and Morgan table. In order to gathering data, interview and questionnaire were utilized as the main tools of data gathering a survey study. The validity of questionnaires were confirmed with corrective feedback from professors of Tarbiat Modares university. According to the results of this study, lake of interaction between university and entrepreneurial firms and avoidance of using skillful teachers are the main educational barriers. Also, based on the results of factor analysis weakness of policy and planning are the main barriers.

Entrepreneurship seem as the main force to enhance socio-economic and cultural development. Higher education system can contribute to entrepreneurship and enterprise development in agriculture sector both indirectly، through entrepreneurial education of agricultural students (teaching entrepreneurship to students)، and directly، by academic entrepreneurship and commercialization of university agricultural research (commercial utilization of university knowledge and technology and mobilizing university resources to enterprise development). This research aimed to identify and prioritize components and related indicators of entrepreneurship education in higher agricultural education system. In the first phase، a combination of systematic review and Delphi technique was conducted to extract and categorize indicators of entrepreneurial higher agricultural education. Using purposive sampling technique and regarding the research purpose، criteria for selection of participants as key experts were identified، as professional expert، lecturer or researcher in entrepreneurship. A total of 21 experts participated in the research. In the second phase، using AHP and TOPSIS، five categories of indicators of academic entrepreneurship were ranked، including: entrepreneurship education methods (20 items)، curriculum development for entrepreneurship education (15 items)، capacity-based content of entrepreneurship education (20 items)، research in entrepreneurship education (20 items)، professional development for entrepreneurship education (12 items)، stakeholders and target groups of entrepreneurship education (9 items)، promotion of entrepreneurial culture (in-formal entrepreneurship education) (23 items) and capacity and institutional development for entrepreneurship education (40 items).

The main purpose of this study was to determine and analyze educational detterents of rural entrepreneurship development in Guilan Province, using screening Fuzzy method. To accomplish this objective, Delphi technique to obtain group consensus was employed. The study used two mailed questionnaires. The first round of the study used a questionnaire with an open-ended question. In the second questionnaire, respondents were asked to rate the items identified in first round on a seven-point Likert type scale. The population for this study consisted of the rural entrepreneurship experts and universities’ faculty members (n=33). Kendall’s coefficient of concordance (W) was used to measure consensus among the experts at the end of the research rounds. Proiarity setting, in terms of thier importance was taken by screening Fuzzy method. The results revealed that variables: “lack of entrepreneurship knowledge among provincial authorities” and “lack of rural awareness about principals of designing and complementing variety of profitable businesses” were factors causing sudden development of rural entrepreneurship devalopment alliviation in Guilan Province. Aanalyzing the educational detterents influencing entrepreneur development in rural area of Guilan makes it possible to gain the road map of entrepreneurship, and creating a better and more appropriate entrepreneurial opportunities.

Skills and information presented by formal agricultural education for successful performance of agricultural graduates at work are insufficient; therefore one of the basic changes in educational programs of agricultural universities is entrepreneurship education program to be included in the curriculum. Entrepreneurship education should be designed based on the educational needs of students. Need assessment causes proportion of educational needs and educational programs. Accordingly، the purpose of this study was to determine educational needs of agricultural students in relation to entrepreneurship management as perceived by agricultural faculty members، as well as، by students of agricultural faculties in the West of Iran using Borich Need Assessment model and Quadrant Analysis. The statistical population consisted of agricultural faculty members and students of agricultural faculties in the West of Iran. Using ranking random sampling، 200 students and 50 faculty members were selected using krejcie and morgan table. This study is conducted in 2 phases، in the first phase of the study، educational needs of the students identified as perceived by them using questionnaire. Result revealed 56 educational topics with high priority were the educational needs. The top three needs were new idea creation of production and services، development of business plan and determination of several market sectors. In the second phase of the study، Quadrant Analysis was conducted in order to identify common needs as perceived by faculty members and students. Quadrant analysis revealed that most educational needs prioritized by students were also ranked high by faculty members.

The purpose of research was to investigate influencing of entrepreneurship education on entrepreneurial spirit and skills of the students in Miandoab agricultural education center. This study was descriptive-correlation research and used survey method. The statistical population of the study consisted of all students in Miandoab educational center who have passed the entrepreneurship 3-credit course. Using Krejcie and Morgan’s table and proportional stratified random sampling technique, 178 students selected as research sample. The validity of the questionnaire was verified through the judgment of a panel of academic staffs in Tarbiat Modares University. To assess the reliability of the questionnaire, Cronbach’s alpha coefficients calculated for the main scales of the questionnaire (0.60 to 0.85). Based on the results, there were significant differences between entrepreneurial spirit and skills before and after passing the entrepreneurship course. In other words, entrepreneurship education has caused improvement in entrepreneurial sprit and skills of the students. The results of multivariate regression analysis indicated that 36.8 percent (R2­= 0.368) of the variability in education level and location and previous experience of the entrepreneurship capabilities.