واکاوی عناصر برنامه‌درسی تدریس کارآفرینانه در حوزه علوم انسانی آموزش عالی ایران

یارعلی, کمال الدین; تجری, طیبه; صفری, مریم

doi:10.22034/ijes.2024.2016213.1502

نوع مقاله : مقاله پژوهشی (کمی)

نویسندگان

¹ گروه کارآفرینی، واحد علی آبادکتول، دانشگاه آزاد اسلامی، علی آبادکتول، ایران.

² گروه آموزش علوم تربیتی، دانشگاه فرهنگیان، تهران، ایران.

³ گروه مدیریت آموزشی، واحد آزادشهر، دانشگاه آزاداسلامی، آزادشهر، ایران.

10.22034/ijes.2024.2016213.1502

چکیده

هدف: توجه به تدریس کارآفرینانه در عناصر برنامه‌درسی اهمیت زیادی دارد و بر همین اساس، هدف این مطالعه، واکاوی عناصر برنامه‌درسی تدریس کارآفرینانه در حوزه علوم انسانی آموزش عالی ایران بود.
روش: این مطالعه از نظر هدف کاربردی و از نظر شیوه اجرا کیفی بود. جامعه این مطالعه همه خبرگان و متخصصان کشور شامل شش گروه راه‌انداز کسب‌وکار و تأسیس شرکت‌های دانش‌بنیان، همکاری با نهادهای واسطه‌ای کارآفرینانه، آموزش و تدریس کارآفرینی، تألیف مقاله، کتاب و راهنمایی یا مشاوره پایان‌نامه و رساله در زمینه کارآفرینی، متخصص برنامه‌ریزی درسی و مدیران آموزش عالی در دانشگاه‌های ایران در سال تحصیلی 400-1399 بودند. نمونه‌ها طبق اصل اشباع نظری و با روش نمونه‌گیری هدفمند انتخاب شدند که تعداد آنها 25 نفر بود. ابزار پژوهش حاضر مصاحبه نیمه‌ساختاریافته بود که روایی و پایایی آن مورد بررسی و تایید قرار گرفت. داده‌ها با روش کدگذاری مبتنی بر نظریه داده‌بنیاد در نرم‌افزار MAXQDA تحلیل شدند.
یافته‌ها: یافته‌های پژوهش حاضر نشان داد که عناصر برنامه‌درسی تدریس کارآفرینانه در حوزه علوم انسانی آموزش عالی ایران 216 مفهوم در 47 مولفه و 6 مقوله داشت. مقوله شرایط علّی شامل 8 مولفه و33 مفهوم، مقوله شرایط زمینه‌ای شامل 8 مولفه و 36 مفهوم، مقوله شرایط مداخله‌گر شامل 9 مولفه و 28 مفهوم، مقوله محوری شامل 5 مولفه و 39 مفهوم، مقوله راهبردها شامل 12 مولفه و 54 مفهوم و مقوله پیامدها شامل 5 مولفه و 26 مفهوم بود.
نتیجه‌گیری: بر اساس یافته‌های این مطالعه، متخصصان و برنامه‌ریزان درسی می‌توانند گام موثری در جهت بهبود برنامه‌درسی تدریس کارآفرینانه در حوزه علوم انسانی آموزش عالی بردارند.

کلیدواژه‌ها

موضوعات

روانشناسی

عنوان مقاله [English]

Analyzing the Curriculum Elements of Entrepreneurial Teaching in the field of Humanities Sciences in Iran's Higher Education

نویسندگان [English]

Kamalaldin Yarali ¹
Tayebeh Tajari ²
Maryam Safari ³

¹ Department of Entrepreneurship, Aliabad Katoul Branch, Islamic Azad University, Aliabad Katoul, Iran.

² Department of Educational Sciences, Farhangian University, Tehran, Iran.

³ Department of Educational Management, Azadshahr Branch, Azad Islamic University, Azadshahr, Iran.

چکیده [English]

Purpose: Paying attention to entrepreneurial teaching is very important in curriculum elements, and accordingly, the purpose of this study was to analyzing the curriculum elements of entrepreneurial teaching in the field of humanities sciences in Iran's higher education.
Methodology: This study in terms of purpose was applied and in terms of execution method was qualitative. The population of this study includes six groups of business startups and establishment of knowledge-based companies, cooperation with entrepreneurial intermediary institutions, entrepreneurship education and teaching, authoring articles, books and guidance or counseling of dissertations and thesis in the field of entrepreneurship, specialist of curriculum and managers of planning higher education in Iranian universities in the academic years of 2020-21. The samples were selected according to the principle of theoretical saturation and with the purposeful sampling method, which their number was 25 people. The tool of the current research was a semi-structured interview which whose validity and reliability were checked and confirmed. The data were analyzed by the coding method based on the grounded theory in MAXQDA software.
Findings: The findings of the present research showed that the curriculum elements of entrepreneurial teaching in the field of humanities sciences in Iran's higher education had 216 concepts in 47 components and 6 categories. The category of causal conditions includes 8 components and 33 concepts, the category of background conditions includes 8 components and 36 concepts, the category of intervening conditions includes 9 components and 28 concepts, the core category includes 5 components and 39 concepts, the category of strategies includes 12 components and 54 concepts, and the category of consequences includes 5 components and 26 concepts.
Conclusion: Based on the findings of this study, experts and planners curriculum can take an effective step towards improving the curriculum elements of entrepreneurial teaching in the field of humanities sciences of higher education.

کلیدواژه‌ها [English]

Curriculum Elements
Entrepreneurial Teaching
Humanities Sciences
Higher Education

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جامعه شناسی آموزش و پرورش

واکاوی عناصر برنامه‌درسی تدریس کارآفرینانه در حوزه علوم انسانی آموزش عالی ایران

مراجع

مراجع

دوره 9، شماره 2
مرداد 1402
صفحه 445-454

واکاوی عناصر برنامه‌درسی تدریس کارآفرینانه در حوزه علوم انسانی آموزش عالی ایران

مراجع

مراجع

دوره 9، شماره 2مرداد 1402صفحه 445-454

دوره 9، شماره 2
مرداد 1402
صفحه 445-454