Psychology
Asiyeh Iri; maryam Taghvaee Yazdi; Saeed Saffarian Hamedani
Abstract
Purpose: Knowing the ambivalence elements of entrepreneurship in different organizations, especially the technical and vocational organization plays an important role in improving the state of this educational system. Therefore, the aim of this study was to analyzing the ambivalence elements of entrepreneurship ...
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Purpose: Knowing the ambivalence elements of entrepreneurship in different organizations, especially the technical and vocational organization plays an important role in improving the state of this educational system. Therefore, the aim of this study was to analyzing the ambivalence elements of entrepreneurship in the technical and vocational organization of the country. Methodology: In a descriptive research from type of correlation were analyzed the ambivalence elements of entrepreneurship. For this purpose, the research population was all the employees of technical and vocational organization of Golestan province with number of 500 people, which the sample size based on Cochran's formula was estimated to be 217 people, which these people were selected by simple random sampling method. The tool of the current research was the questionnaire of the ambivalence elements of entrepreneurship in the technical and vocational organization, which the data were analyzed with the methods of exploratory factor analysis and structural equation modeling in SPSS and Smart PLS software. Findings: The findings of this study indicated that the ambivalent elements of entrepreneurship in technical and vocational organizations were included 14 elements of market orientation, market analysis, use of creativity, continuous problem solving, knowledge sharing, knowledge absorption capacity, strategic planning, continuous sourcing, flexible organization, continuous learning, managerial expertise, financial support, capable human resources, environment dynamism, ambivalence and the results that the factor load of all of them was higher than 0.50, the average variance extracted of all of them was higher than 0.60, and the Cronbach and combined reliability of all of them was higher than 0.80. Also, the model of analyzing the ambivalence elements of entrepreneurship in the technical and vocational organization of the country had a good fit and the coefficient of all paths was significant (P<0.05). Conclusion: According to the results of this study, it is necessary to plan to improve the ambivalence of entrepreneurship in the technical and vocational organization of the country through the identified elements.
Social Sciences
Narges Aboutalebi; Saeed Saffarian Hamedani; maryam Taghvaee Yazdi; Tayebeh Tajari
Abstract
Purpose: Having a futurology approach in curriculum designing can create a competitive advantage for higher education. As a result, the current research was conducted with the aim of presenting the workplace curriculum model with a futurology approach in the Iran's higher education system.Methodology: ...
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Purpose: Having a futurology approach in curriculum designing can create a competitive advantage for higher education. As a result, the current research was conducted with the aim of presenting the workplace curriculum model with a futurology approach in the Iran's higher education system.Methodology: This study in terms of purpose was applied and in terms of implementation method was descriptive-survey. The current research population was all managers, professors and experts in the fields of higher education management, educational management, knowledge management, curriculum planning and future studies of Farhangian University of Mazandaran province, totaling 452 people, who were selected by total sampling method. The data were collected with a researcher-made questionnaire of the workplace curriculum with a futurology approach in the higher education system which its validity and reliability were evaluated as appropriate and were analyzed with the methods of exploratory factor analysis and structural equation modeling in SPSS and Smart PLS software.Findings: The findings showed that the workplace curriculum model with a futurology approach in the Iran's higher education system had 42 indicators and 22 components in 6 categories. The category of causal conditions includes the components of the need to pay attention to environmental factors, the need to pay attention to organizational factors, the need to pay attention to individual factors, the need to pay attention to social and cultural factors and the need to pay attention to technological changes, the category of main phenomenon includes the curriculum component of the workplace curriculum with a futurology approach, the category of contextual conditions includes the components of the curriculum fit with environmental, organizational and individual goals and characteristics, the correct evaluation process, the creation of a learning organization, the expansion of the inclusion of workplace curriculum and the organizational discipline, the category of intervening conditions includes the components of policies, incomplete understanding of the concept of workplace planning and educational technology, the category of strategies includes the components of the application of virtual education in the development of workplace curriculum planning, environmental science and future-oriented needs statistics in the development of curriculum planning for the workplace, creating flexibility in programs and customizing the workplace curriculum, developing a collaborative learning mechanism with an emphasis on decentralization and strengthening organizational culture and adaptability among the different levels of identity and the category of the outcomes includes the components of developing employees' competencies, realizing educational effectiveness and realizing educational satisfaction. The factor loading of all the categories and components was higher than 0.70, the average variance extracted was higher than 0.50 and the combined reliability of all of them was higher than 0.70. In addition, the workplace curriculum model with a futurology approach in the Iran's higher education system had a good fit and, in this model, the causal conditions on the workplace curriculum with a futurology approach, contextual conditions, intervening conditions and the workplace curriculum with a futurology approach on the strategies and strategies on the consequences and each of the categories on their components had a direct and significant effect (P<0.05).Conclusion: According to the workplace curriculum model with a futurology approach in the Iran's higher education system, planning based on it is necessary to improve the curriculum situation.
