ارزیابی مؤلفه‌های کارآفرینی در برنامه درسی تجربه‌شده دانشجویان دانشگاه کابل
محورهای موضوعی : پژوهش در برنامه ریزی درسیمصطفی رضایی 1 , رحمت اله مرزوقی 2
1 - عضو هیئت‌علمی دانشگاه کابل و کارشناس ارشد مدیریت آموزشی دانشگاه شیراز، شیراز، ایران.
2 - استاد دانشکده علوم تربیتی و روانشناسی دانشگاه شیراز، شیراز، ایران.
کلید واژه: کارآفرینی, برنامه درسی تجربه شده, مؤلفه های کارآفرینی,
چکیده مقاله :
هدف کلی پژوهش ارزیابی مؤلفه‌های کارآفرینی در برنامه درسی تجربه‌شده دانشجویان کارشناسی دانشگاه کابل در سال تحصیلی 93-92 بود. جامعه آماری پژوهش، دانشجویان سال آخر دوره کارشناسی دانشگاه کابل بود (4590 نفر). بر اساس فرمول کوکران 346 نفر به‌عنوان نمونه به روش نمونه‌گیری طبقه‌ای تصادفی بهینه شده انتخاب شدند. برای ارزیابی کارآفرینی در گام اول چارچوب کارآفرینی تدوین شد، در گام دوم بر اساس آن ابزار ارزیابی مؤلفه‌های کارآفرینی در برنامه درسی تجربه‌شده تحقیق ساخته شد. پایایی ابزار پژوهش با استفاده از آزمون آلفای کرونباخ 88/0 بود. روایی ابزار مورد تأیید متخصصان قرار گرفت. در بخش آماری از میانگین، انحراف استاندارد و آزمون T تست‌ها، تحلیل واریانس اندازه‌گیری‌های مکرر و روش تحلیل عاملی تأییدی استفاده گردید. که به‌وسیله نرم‌افزار spss و lisrel پس از تحلیل داده‌ها یافته‌های نشان داد که چارچوب کارآفرینی دارای اعتبار است. بعد غالب کارآفرینی در برنامه‌درسی تجربه‌شده، مقوله موقعیت‌شناسی است. در کل وضعیت کارآفرینی از حد متوسط پایین‌تر بود. بین دانشجویان دختر و پسر تفاوتی وجود ندارد، اما بین کارآفرینی دانشجویان دانشکده‌های مختلف تفاوت معنادار مشاهده می‌گردد. بیشترین مؤلفه‌ای که در برنامه درسی تجربه‌شده شیوع شده، مؤلفة خلاقیت و نوآوری و کمترین آن مقوله کنترل درونی بود.
Abstract The goal of study was the evaluation of the entrepreneurship components in the experienced curriculum from perspectives of fourth year undergraduate students at Kabul university in the academic year of 2013-14. The statistical populations were the undergraduate students from the Kabul University (4590). The method of sampling was classified random sampling. 346 students were selected as a sample size on the basis Cochran formula and data were collected through researcher made questionnaire. The first step was to develop a conceptual framework for evaluating entrepreneurship components and in the second step the research tools were made based on that. The reliability of the instrument using Cronbach's alpha test was 88/0 and validity was confirmed by experts. In statistical part, mean, standard deviation, t-tests, repeated measures and Confirmatory factor analysis were used. Due to SPSS and LISREL software, data were analyzed. Research findings indicated that framework of the entrepreneurship is valid. The dominant aspect of perception entrepreneurship in the curriculum from the perspective of students was the component of “situation recognition”. The overall condition of perception of entrepreneurship was at an average level. Also the finding showed that there is no difference between perception of entrepreneurship in the experienced curriculum by male and female students, but there is a difference between the perceptions of entrepreneurship of students in various faculties. The most prevalent components in the experienced curriculum was the components of creativity and innovation, and the least was relevant the concept of internal control.
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