تبیین ویژگی‌های محتوای آموزشی با تأکید بر مهارت های کارآفرینی دانشجویان رشته‌های فنی مهندسی و مقایسه آن با وضع موجود در دانشگاه هرمزگان

نوع مقاله: مقاله پژوهشی

نویسندگان

دانشگاه هرمزگان

چکیده

هدف از انجام این پژوهش تبیین ویژگی‌های محتوای آموزشی با تأکید بر مهارت‌های کارآفرینی در رشته‌های فنی مهندسی و مقایسه آن با وضع موجود در دانشگاه هرمزگان بود. روش این پژوهش ترکیبی متوالی اکتشافی بود. جامعه در بخش کیفی شامل کلیه کارآفرینان برتر واساتید دانشگاهی و در بخش کمی شامل کلیه دانشجویان و اساتید دانشگاه هرمزگان بود. مشارکت‌کنندگان در بخش کیفی به روش موارد مطلوب و در بخش کمی روش نمونه‌گیری طبقه ای نسبی انتخاب شدند. حجم نمونه را در بخش کیفی اشباع اطلاعاتی و در بخش کمی فرمول کوکران تعیین کرد. ابزار گردآوری داده‌ها مصاحبه نیمه ساختاریافته و پرسشنامه محقق ساخته بود. روایی داده‌های کیفی به‌وسیله چک کردن اعضا و سه سوسازی و در بخش کمی به‌وسیله روایی محتوایی و سازه و پایایی به‌وسیله آلفای کرانباخ تائید شد. داده‌های کیفی به‌وسیله تحلیل مضمون و داده‌های کمی به‌وسیله آمار توصیفی، t تک گروهی و تحلیل عاملی تأییدی تحلیل شدند. مقولات استخراج شده شامل ارتقا مهارت های فردی، کاربردی ساختن محتوا، اصول فنی کارآفرینی و محتوای انعطاف پذیر بود. نتایج بررسی کمی داده ها نشان دهنده وضعیت نامطلوب ویژگی های برشمرده برای محتوای آموزشی بود.

چکیده تصویری

تبیین ویژگی‌های محتوای آموزشی با تأکید بر مهارت های کارآفرینی دانشجویان رشته‌های فنی مهندسی و مقایسه آن با وضع موجود در دانشگاه هرمزگان

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

Explaining Educational Content Features With Emphasis on Entrepreneurship Skills of Students in Engineering Fields and Comparing them with the Situation at Hormozgan University

نویسندگان [English]

  • morteza kharazmi
  • hossain zainalipour
  • eghbal zarei
university of hormozgan
چکیده [English]

The purpose of this study was to explain the educational content characteristics with emphasis on entrepreneurship skills in engineering fields and compare it with the current situation at Hormozgan University. The method was a sequential exploratory blend. The society in the qualitative sector includes all the top entrepreneurs and college students and in the small part included all students and professors of Hormozgan University. Participants in the qualitative section were selected by desirable methods, and in the quantitative section, stratified sampling method was selected. The sample size was determined in the qualitative information saturation section and in the quantitative part the Cochran formula. The data were collected through semi-structured interviews and researcher-made questionnaire. The validity of the qualitative data was verified by checking the members and three submissions, and in the quantitative section, by content and structure validity, and reliability by Cronbach alpha. Qualitative data were analyzed by thematic analysis and quantitative data by descriptive statistics, t-test, and confirmatory factor analysis. The extracted categories included the promotion of individual skills, the application of content, the technical principles of entrepreneurship and flexible content. The quantitative results of the quantitative survey indicate the unfavorable condition of the enumerated attributes for educational content.

کلیدواژه‌ها [English]

  • Entrepreneurship
  • Faculty of Engineering
  • Hormozgan University
  • students
  • Educational Content

[1] Warhuus J.P & Vaid Basaiawmoit R. (2014). Entrepreneurship education at Nordic technical higher education institutions: Comparing and contrasting program designs and content. The International Journal of Management Education, 12(3), 317-332.

[2] Lanero A, Vazquez j.l & Munoz-Adanez A. (2015). A social cognitive model of entrepreneurial intentions in university students. Annals of Psychology, 31(1), 243-259.

[3] Moghimi S.M. & Ahmadpour Dariani M. (2008). Entrepreneurship Education in Iran SMEs Iran: Needs and Alternatives. Journal of Entrepreneurship Development, 1(1), 207-245. [In Persian].

[4] Hansemark, O. (2003). The effects of an entrepreneurship program on need for achievement and locus of control of reinforcement. International Journal of Entrepreneurial Behaviour and Research, 4 (1), 28–50.

[5] Utsch, A& Rauch, A. (2011). Innovativeness and initiative as mediators between 112 achievement orientation and venture performance. European Journal of Work and Organizational Psychology, 9 (1), 45–26.

[6] Baron R A,Franklin R.J & hmieleski K M. (2016). Why Entrepreneurs Often Experience Low, Not High, Levels of Stress (The Joint Effects of Selection and Psychological Capital). Journal of Management ,42(3), 742-768.

[7] Keshtkari, Z., Mirzabeiki, M.A. & khosravi, A. (2014). Evaluation of Coordination of Implemented Graduate Education Curriculum with Entrepreneurial Skills. Journal of Higher Education Curriculum, 5(9), 107-123. [In Persian].

[8] Mohammadpoor, A. (2011). Meta-study of the philosophical and practical foundations of combined research method in social and behavioral sciences. Tehran: Publications of Sociologists. [In Persian].

[9] Parker, S.C. (2011). Entrepreneurships or entrepreneurship? Journal of business venturing, 26(1), 19-34.

[10] Zhou, M,& Haixia, X. (2012). A Review of Entrepreneurship Education for College Students in China. Adm. Sci, 2012, 2.

[11] Olokundun, M, OluwoleIyiola, S, rcyOgbari, H, OdunayoSalau, F, P, Taiye, B. (2018). Data article on the effectiveness of entrepreneurship curriculum contents on entrepreneurial interest and knowledge of Nigerian university students. Data in Brief, 18, 60–65.

[12] Mohd Sufian A K.)2016). Entrepreneurship Education in an Engineering Curriculum. Procedia Economics and Finance, 35, 379 – 387.

[13] Munyanyiwa.T,Svotwa.D;Rudhumbu.N and Mutsau.M. (2016). A Comparative Study of Entrepreneurship Curriculum Development and Review at the University of Zimbabwe and Botho University, Botswana. Journal of Education and Practice, 7(13), 63-72.

[14] Ahmad, S. Z, Ismail, M. Z, F& Buchanan, R. (2014). Examining the entrepreneurship curriculum in Malaysian polytechnics. The International Journal of Management Education, 12, 397-406.

[15] Hynes, B. (1996), Entrepreneurship Education and Training – Introducing Entrepreneurship into non-business Disciplines. Journal of European Industrial Training, 20(8), 10-17.

[16] Mortazanejad, N., Attaran, M., Hosseinikhah, A. & Abbasi, E. (2017). Explanation of Entrepreneurship Curriculum Components in General Education (Synthesis Inquiry). Journal of Theory & Practice in Curriculum, 9(5), 105-142. [In Persian].

[17] Mazbohi, S., Sharafi, M. & Moghadam, M. (2011). Entrepreneurship Education Curriculum: Objective, content, teaching methodology and evaluation method. Journal of Innovation and Creativity in the Humanities, 1(3), 97-130. [In Persian].

[18] Norouzzadeh, R. & Kossary, M. (2009). Characteristics of the Quadruplet Elements Undergraduate Curriculum with Emphasis on Training Entrepreneurship. Journal of Research and Planning in Higher Education, 54, 1-18. [In Persian].

[19] Hytti, U. O& Gorman, C. (2005). What is “Enterprise Education? An Analysis of the Objectives and Methods of Enterprise Education Programmes in Four European Countries. Education and Training, 46 (1), 11-23.

[20] Statistical Center of Iran. (2016). Country statistical journal. Tehran Statistics Center. [In Persian].

[21] Bazarghan, A. (2015). Introduction to qualitative and mixed research methods. Tehran: Agah Publication. [In Persian].

[22] Creswell, W. (2011). Educational research: planning, conducting, and evaluating quantitative and qualitative research. (4th ed). Boston: Pearson pub.

[23] Littman. M. (2006). Qualitative research in education: A user’s guide. London: Sage [23] Sarmad, Z., Bazarghan, A. & Hejazi, E. (2012). Research methods in behavioral science. Tehran: Agah Publication. [In Persian]