mihamad darini; Aliakbar aghajaniafrozi; neda tahmasbiroshan
Volume 16, Issue 56 , April 2022, , Pages 131-145
Abstract
The purpose of this study was to investigate the effect of entrepreneurship education on entrepreneurial intention with the mediating role of self-confidence, entrepreneurial attitude, mentality towards entrepreneurship. The research method of the present study was descriptive-correlational. The sample ...
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The purpose of this study was to investigate the effect of entrepreneurship education on entrepreneurial intention with the mediating role of self-confidence, entrepreneurial attitude, mentality towards entrepreneurship. The research method of the present study was descriptive-correlational. The sample consisted of 482 students of universities in Mazandaran province who were selected using stratified random sampling. The instruments of this study included the scales of measuring entrepreneurship education , attitude towards entrepreneurship (Jena, 202) and feeling of self-efficacy, entrepreneurial mentality and entrepreneurial intention (wardena et al., 2020) which after calculating the validity and reliability They were analyzed between the distribution sample and the data using a structural equation model. Findings showed that entrepreneurship education had a positive and significant effect on self-confidence, mentality and attitude (emotional, cognitive and behavioral) and entrepreneurial intention and self-confidence had a positive and significant effect on mentality and attitude (emotional, cognitive and behavioral) and entrepreneurial intention and so on. Emotionally, behavioral attitude had an effect on entrepreneurial intention but cognitive dimension did not affect entrepreneurial intention. Because, education can be the bedrock for the development of skills and abilities of entrepreneurs, and this factor, by affecting people's attitudes about their capabilities, increases their sense of self-efficacy and a positive mentality towards entrepreneurship. Creates in them and strengthens their entrepreneurial intention
Ali Akbar Akbari; sayed jalal musavi; Hamidreza esmaely Givi
Volume 14, Issue 48 , April 2020, , Pages 161-182
Abstract
The purpose of this study is to identify and prioritize the components of the entrepreneurial university. In this research, in order to summarize and aggregate the findings of previous researches, the meta-synthesis method has been used. First, by searching in various scientific documents databases, ...
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The purpose of this study is to identify and prioritize the components of the entrepreneurial university. In this research, in order to summarize and aggregate the findings of previous researches, the meta-synthesis method has been used. First, by searching in various scientific documents databases, 842 primary sources, some of which were referred to the entrepreneurial university (third generation university), were extracted. Then, considering the relevance to the research, the initial sources were seived and 75 sources were selected for the final consideration. Subsequently, by using content analysis and open and axial coding of selected resources, 20 factors were identified in five main categories 1- Strategy and leadership, 2- Structure and processes, 3- Culture, 4- Education system and 5- Network of relationships as the main components and categories of the formation of an entrepreneurial university. Finally, the weight and priority of these components as inputs of policy making in the field of higher education to push the universities of the country towards the entrepreneurial university, is calculated and presented using the group analytic hierarchy process and judgments of seven experts in the field of higher education. Accordingly, the five components of leadership, organization, resource management, entrepreneurial attitudes, and laws are of the highest importance. By the end, to facilitate transition to the entrepreneurial university some suggestions were presented regarding important components.
Zohreh Riazi
Volume 12, Special Issue , June 2018, , Pages 1067-1083
Abstract
Educational systems that have contributed to the competitive economy have been accompanied by rapid and rapid changes in internationalization, and their characteristics are the transition from the industrial community to the education-based information society and the shift in the national economy's ...
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Educational systems that have contributed to the competitive economy have been accompanied by rapid and rapid changes in internationalization, and their characteristics are the transition from the industrial community to the education-based information society and the shift in the national economy's rates to the global economy. In accredited educational systems, entrepreneurship is referred to as an economic development engine. The entry of educational and information technology and the Internet into trade exchanges, while facilitating these exchanges, has greatly reduced the amount of costs. For this reason, most of the world's educational systems are looking for faster and more serious entry into the markets of educational and electronic exchanges through the Internet to their clients. The purpose of this study was to investigate the role of educational systems in entrepreneurship with regard to the impact of e-learning. This research has been done by descriptive-survey method. The statistical population of the study was 260 people. A questionnaire of 38 questions was distributed among the staff. The reliability of the questionnaire was calculated using Cronbach's alpha (0.75). The collected data were analyzed by descriptive and inferential statistics in the form of Pearson correlation test using spss software. The findings of this study showed that factors such as organizational, economic, e-learning features have a significant role in developing small enterprises based on e-learning in Shiraz.
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Volume 9, Issue 31 , August 2016, , Pages 285-325
Abstract
The purpose of this study was to investigate the relationship between communication skills and entrepreneurship skills among students of science and social sciences faculties and psychology of Allameh Tabataba'i and Khwarazmi universities. This research is applied in a descriptive-correlational manner. ...
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The purpose of this study was to investigate the relationship between communication skills and entrepreneurship skills among students of science and social sciences faculties and psychology of Allameh Tabataba'i and Khwarazmi universities. This research is applied in a descriptive-correlational manner. The statistical population consisted of 6000 students of Allameh Tabataba'i and Kharazmi Universities of Education Sciences and Psychology. Using 360 degree random sampling method, 360 students were equally from the two universities studied as The statistical sample has been studied. In this research, two standard tools including the Barton Gay Communication Skills Questionnaire (1990) and the Ellenbach Entrepreneurship Skills Questionnaire (2007) were used. Their validity was assessed through the views of experts and experts in this field and its reliability. The tools have been calculated using Cronbach's alpha coefficient of 72% and 82% respectively. In the preliminary research, inferential statistics, independent t-test, one-way ANOVA and Pearson correlation coefficient were used for t-test. The results show that there is no significant difference between the mean of communication skills and entrepreneurship skills of students of Allameh Tabatabaie and Kharazmi. In addition, there is a positive and significant relationship between communication skills and entrepreneurship skills
