واکاوی شایستگی‌های کارآفرینان آموزشی

محورهای موضوعی : آموزش و پرورش

سکینه اشرافی ¹ , حبیب الله نجفی هزارجریبی ²

1 - مربی دانشگاه پیام نور ، تهران، ایران
2 - استادیار گروه علوم تربیتی دانشگاه پیام نور ، تهران

تاریخ دریافت : 1396/12/24 تاریخ پذیرش : 1399/02/30 تاریخ انتشار : 1399/02/01

کلید واژه: کارآفرینی, کارآفرینان آموزشی, شایستگی‌های اجرایی, علمی, حرفه‌ای و فردی,

چکیده مقاله :

کارآفرینان آموزشی گروهی از افراد خلاق و نوآور هستند که به دنبال ارائه خدمات جدید، ابزارهای آموزشی جدید و ایجاد مدارس و موسسه­های آموزشی هستند. هدف اصلی پژوهش حاضر، بررسی شایستگی­های کارآفرینان آموزشی، به‌منظور ایجاد یک چارچوب مفهومی و توسعه­ی مبانی نظری آن بوده است. این پژوهش از نوع پژوهش­های کیفی است که با استفاده از رویکرد مبتنی بر پدیدارشناسی توصیفی انجام گرفت. مشارکت­کنندگان در این پژوهش شامل 18 نفر از مدیران موسسه­های آموزشی بودند. انتخاب مشارکت­کنندگان بر حسب تجربه و نیز آشنایی کلی با موضوع صورت گرفت. داده­ها به روش مصاحبه، به روش هدایت کلیات و به صورت نیمه ساختاریافته، گردآوری شد و تا رسیدن به اشباع نظری ادامه یافت. روش تحلیل محتوای استقرایی با استفاده از سه سطح باز، محوری و گزینشی بود. یافته­ها نشان داد که نشانگر­های شایستگی­های کارآفرینان آموزشی در قالب ابعاد و مؤلفه­هایی 1- شایستگی‌های اجرایی (مهارت‌های مدیریتی، مهارت‌های اقتصادی و مهارت دیجیتالی)2-شایستگی کارآفرینی 3- شایستگی‌های علمی (دانش حرفه‌ای، دانش عمومی، دانش درباره آموزش و پرورش، دانش درباره بازار کار)4- شایستگی حرفه‌ای (مهارت رشد و توسعه حرفه­ای، مهارت ارتباطی، اخلاق حرفه‌ای 5-شایستگی‌های فردی (ویژگی‌های شخصیتی، شایستگی نگرشی، شایستگی فکری) تبیین و دسته‌بندی شدند.

چکیده انگلیسی:

Educational entrepreneurs are a group of creative and innovative people who seek to provide new services, new educational tools, and create schools and educational institutions. the aim of present Research identifying the competencies of educational entrepreneurs in order to create a conceptual framework and develop its theoretical foundations. This research is a qualitative research that was conducted using a descriptive phenomenological approach. The participants in this study include 18 managers of educational institutions. The selection of contributors was based on experience and general familiarity with the subject. The data were collected by method of semi-structured interview, general guidance and continued until theoretical saturation. The inductive content analysis method was using three open, axial and selective levels. The findings showed that competencies identified and categorized in five dimensions and components 1- Executive competencies (managerial skills, economic skills and digital skills) 2- entrepreneurship Competencies 3- Academic competencies (professional knowledge, general knowledge, Knowledge about education, knowledge about labor market) 4. Professional competence professional growth and development skills, communication skills, professional ethics, 5-Individual competencies (personality traits, attitude competence, intellectual competence) were explained and categorized.

منابع و مأخذ:

• Bazargan, A. (2014). An introduction of qualitative and mixed research methods. Tehran: Didar publication. [Persian].


• Borasi, R., & Finnigan, K. (2010). Entrepreneurial attitudes and behaviors that can help prepare successful change-agents in education. The New Educator, 6(1), 1-29.


• Borg, W. R., & Gall, M. D. (1971). Educational research: An introduction. Translate by Ahmad Reza Nasr & et al (2014). Tehran: Samt Publication.[Persian]


• Bresler, L. (2011). Integrating the arts: Educational entrepreneurship in a school setting. Hellenic Journal of Music, Education & Culture, 2(1), 5-17.


• Chand, V. S., & Amin-Choudhury, G. (2006). Teachers and socio-educational entrepreneurship: Competence as a consequence. The Journal of Entrepreneurship, 15(2), 97-114.‏


• Creswell,J. W& Plano Clark,V. L. (2012). Designing and conducting mixed methods research. Translated by Alireza Kiamanesh&Javid Saraei(2010). Tehran:Aeizh Publication.[Persian]


• Creswell,J.W  (2012). Qualitative inquiry and research design: Choosing among five approaches. Translated by Hassan Danaee Fard & Hosein Kazemi  (2017).Tehran: Safar Publication.[Persian]


• Dal, M., Elo, J., Leffler, E., Svedberg, G., & Westerberg, M. (2016). Research on pedagogical entrepreneurship–a literature review based on studies from Finland, Iceland and Sweden. Education Inquiry, 7(2), 30036.


• Din, M. (2017). Students as mavericks for change : a model for introducing educational  entrepreneurship training. International Education and Research Journal, 3(2).‏


• European Commission. (2013). Entrepreneurship 2020 Action plan–reigniting the entrepreneurial spirit in Europe.‏


• Eyal, O. (2008). A. two-dimensional model of school entrepreneurship. Educational Planning, 17(3), 28-37.


• Eyal, O., & Inbar, D. E. (2003). “Developing a public school entrepreneurship inventory: Theoretical conceptualization and empirical examination. International Journal of Entrepreneurial Behavior and Research, 9(6), 221-244.


• Haara, F. O., Jenssen, E. S., Fossøy, I., & Ødegård, I. K. R. (2016). The ambiguity of pedagogical entrepreneurship–the state of the art and its challenges. Education Inquiry, 7(2), 29912.


• Hentschke, G. C., & Caldwell, B. J. (2005). Entrepreneurial leadership. In B. Davis (Ed.), The Essentials of School Leadership (pp. 145-159). London: Paul Chapman Educational Publishing.


• Hess, F. M. (2007). The case for educational entrepreneurship: Hard truths about risk, reform, and reinvention. Phi Delta Kappan, 89(1), 21-30.


• Hooman, H. A.(2010) Understanding the Scientific Method in the Behavioral Sciences, Tehran:  11th edition , Samt Publication.[Persian]


• Kuratko, D. F. (2005). The emergence of entrepreneurship education: Development, trends and challenges. Entrepreneurship, Theory and Practice, 29(5), 577–598.


• Leffler, E. (2009). The many faces of entrepreneurship: A discursive battle for the school arena. European Educational Research Journal, 8(1), 104-116.


• Leisey, D. E., & Lavaroni, C. (2000). The educational entrepreneur: Making a difference. Edupreneur Press.‏


• Levin, H. M. (2006, January). Why is educational entrepreneurship so difficult. In Conference on Educational Entrepreneurship at American Enterprise Institute, Washington, DC. effective schools: Educational reform as continuous improvement (pp. 28-42).


• MAN, W. Y. T. (2010). Clarifying the domain of educational entrepreneurship: Implications for studying leadership, innovation and change.


• McGuinn, P. (2006). The policy landscape of educational entrepreneurship. Educational entrepreneurship: Realities, challenges, possibilities, 63-81.‏


• Omer Attali, M., & Yemini, M. (2017). Initiating consensus: stakeholders define entrepreneurship in education. Educational Review, 69(2), 140-157.


• Peltonen, K. (2015). How can teachers’ entrepreneurial competences be developed? A collaborative learning perspective. Education+ Training, 57(5), 492-511.‏


• Polat, H. (2017). Teacher Perceptions on School Administrators' Entrepreneurship Skills. Journal of Education and Practice, 8(12), 90-101.


• Polat, S., & Aktop, E. (2010). Öğretmenlerin duygusal zeka ve örgütsel destek algılarının girişimcilik davranışlarına etkisi. Akademik Bakış Dergisi, 22, 1-20.


• Scanlan, M. (2011). Organizational learning in schools pursuing social justice: fostering educational entrepreneurship and boundary spanning. Scholar-Practitioner Quarterly.


• Schimmel, I. (2013). Entrepreneurial educators: A narrative study examining entrepreneurial educators in launching innovative practices for K-12 schools (Doctoral dissertation, Northeastern University).‏


• Smith, K., Petersen, J. L., & Fund, N. V. (2006). What is educational entrepreneurship. Educational entrepreneurship: Realities, challenges, possibilities, 21-44.


• Teske, P., & Williamson, A. (2006). Entrepreneurs at work. Educational entrepreneurship: Realities, challenges, possibilities, 299.‏


• Wiseman, A. (2014). Internationally comparative approaches to innovation and entrepreneurship in education. In A. Wiseman (Ed.), International education and public sector entrepreneurship: International Perspectives on Education and Society Series, 23 (pp. 3–31).


• Yemini, M., Addi-Raccah, A., & Katarivas, K. (2015). I have a dream: School principals as entrepreneurs. Educational Management Administration & Leadership, 43(4), 526-540.