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.
چکیده
هدف: آموزش عالی از طریق تدریس کارآفرینانه می‌تواند برای خود مزیت رقابتی ایجاد نماید. بنابراین، هدف این مطالعه طراحی الگوی تدریس کارآفرینانه در آموزش عالی ایران بود.
روش‌شناسی: پژوهش حاضر از نظر هدف و شیوه اجرا به‌ترتیب کاربردی و توصیفی از نوع پیمایشی بود. جامعه پژوهش حاضر 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. حجم نمونه بر اساس جدول کرجسی و مورگان 322 نفر تعیین که این تعداد با روش نمونه‌گیری تصادفی ساده انتخاب شدند. ابزار پژوهش حاضر پرسشنامه محقق‌ساخته تدریس کارآفرینانه در آموزش عالی ایران با 214 گویه بود که روایی صوری و محتوایی آن با نظر خبرگان تایید و پایایی آن با روش‌های ترکیبی و آلفای کرونباخ بالاتر از 70/0 به‌دست آمد. داده‌های این مطالعه با روش‌های تحلیل عاملی اکتشافی و مدل‌سازی معادلات ساختاری در نرم‌افزارهای SPSS و Lisrel تحلیل شدند.
یافته‌ها: یافته‌های مطالعه حاضر حاکی از آن بود که تدریس کارآفرینانه در آموزش عالی ایران 214 مفهوم در 13 مولفه و 6 مقوله داشت. مقوله شرایط علّی شامل مولفه‌های لزوم رویارویی با تحولات و ضرورت ایجاد توانمندی‌ها (33 مفهوم)، مقوله شرایط زمینه‌ای شامل مولفه محیط یا متغیرهای داخلی (36 مفهوم)، مقوله شرایط مداخله‌گر شامل مولفه‌های اساتید اثربخش، حمایت و پشتیبانی دانشگاهی و موانع محیطی (28 مفهوم)، مقوله محوری شامل مولفه تدریس کارآفرینانه (39 مفهوم)، مقوله راهبردها شامل مولفه‌های ارتقای توانمندی اساتید، به‌کارگیری روش‌های نوین، تعامل و محیط یادگیری غنی (53 مفهوم) و مقوله پیامدها شامل مولفه‌های تغییر ارزش‌ها در آموزش عالی و پویایی اقتصادی جامعه (25 مفهوم) بود؛ به‌طوری که بار عاملی همه مولفه‌ها بالاتر از 50/0، میانگین واریانس استخراج‌شده همه آنها بالاتر از 60/0 و پایایی کرونباخ و ترکیبی همه آنها بالاتر از 70/0 بود. همچنین، الگوی تدریس کارآفرینانه در آموزش عالی ایران برازش مناسبی داشت و در این الگو، مقوله شرایط علّی بر مقوله محوری، مقوله‌های شرایط زمینه‌ای، شرایط مداخله‌گر و محوری بر مقوله راهبردها و مقوله راهبردها بر مقوله پیامدها اثر مستقیم و معنادار داشت (001/0P<).
بحث و نتیجه‌گیری: الگوی طراحی‌شده در پژوهش حاضر درباره تدریس کارآفرینانه در آموزش عالی ایران می‌تواند توسط متخصصان و برنامه‌ریزان درسی مورد استفاده قرار گیرد و آنان بر اساس نتایج این مطالعه اقدام به تدریس کارآفرینانه در آموزش عالی کنند.
کلیدواژه‌ها
- تدریس کارآفرینانه
- اساتید اثربخش
- حمایت و پشتیبانی دانشگاهی
- پویایی اقتصادی جامعهریس کارآفرینانه
- آموزش عالی
موضوعات
عنوان مقاله [English]
Designing an Entrepreneurial Teaching Pattern 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: Higher education through entrepreneurial teaching can create a competitive advantage for itself. Therefore, the aim of this study was designing an entrepreneurial teaching pattern in Iran's higher education.
Methodology: The current research in terms of its purpose was applied and in terms of its purpose implementation method was descriptive from type of survey. The current research population 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 sample size based on the table of Krejcie and Morgan table was determined 322 people, who this number were selected by simple random sampling method. The instrument of the current research was the researcher-made questionnaire of entrepreneurship teaching in Iran's higher education with 214 items, that whose face and content validity was confirmed by the opinion of experts and its reliability with using combined and Cronbach's alpha methods was obtained above 0.70. The data of this study were analyzed with the methods of exploratory factor analysis and structural equation modeling in SPSS and Lisrel software.
Findings: The findings of the present study indicated that entrepreneurial teaching in Iran's higher education had 214 concepts in 13 components and 6 categories. The category of causal conditions includes the components of the need to face transformations and necessity of creating capabilities (33 concepts), the category of background conditions includes the component of the internal environment or variables (36 concepts), the category of intervening conditions includes the components of the effective professors, universal support and protection and environmental barriers (28 concepts) ), the core category includes the component of entrepreneurial teaching (39 concepts), category of strategies includes the components of the improving the ability of professors, the use of new methods, interaction and rich learning environment (53 concepts), and the category of consequences includes the components of the changing values in higher education and economic dynamics of society (25 concepts); So that the factor load of all components was higher than 0.50, the average variance extracted was higher than 0.60, and the Cronbach and combined reliability of all of them was higher than 0.70. Also, the entrepreneurial teaching pattern in Iran's higher education had a good fit and in this pattern, the category of causal conditions had a direct and significant effect on the core category, the categories of contextual conditions, intervening conditions and core conditions d a direct and significant effect on the category of strategies, and the category of strategies had a direct and significant effect on the category of consequences (P<0.001).
Conclusion: The designed pattern in the present research about entrepreneurial teaching in Iran's higher education can be used by curriculum experts and planners, and they based on the results of this study can conduct to entrepreneurial teaching in higher education.
کلیدواژه‌ها [English]
- Entrepreneurial Teaching
- Higher Education
- Effective Professors
- Universal Support and Protection
- Economic Dynamics of Society
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