Agricultural education
Mohammad Sharif Sharifzadeh; Gholamhossein Abdollahzadeh
Abstract
This applied research aimed to assess the strategic context of international student recruitment at Gorgan University of Agricultural Sciences and Natural Resources. Initially, a review of relevant trans-university and intra-university documents was conducted. Consequently, 34 external factors were identified, ...
Read More
This applied research aimed to assess the strategic context of international student recruitment at Gorgan University of Agricultural Sciences and Natural Resources. Initially, a review of relevant trans-university and intra-university documents was conducted. Consequently, 34 external factors were identified, comprising 16 opportunities and 18 threats, alongside 41 internal factors, which included 18 strengths and 23 weaknesses. In the subsequent phase, the insights garnered from the initial stage were assembled into a questionnaire designed for evaluating and formulating strategies rooted in the SWOT analytical framework and the assessment matrix for strategic situations and actions. The statistical population for this phase encompassed 200 university faculty members, from which 132 were randomly chosen via stratified sampling. The results of the SWOT analysis indicated that the overall score for internal factors was 2.623 and 3.164, while the external factors scored 2.381 and 3.361, respectively. The findings suggest that the strategies for attracting international students largely align with defensive measures. Therefore, it is imperative for the university to first address its weaknesses, followed by alleviating threats by leveraging its existing strengths and opportunities. Moreover, through the application of focus group discussions, four defensive strategic goals were established and prioritized, namely: 1- Enhancing institutional, scientific, and research capabilities to attract international students; 2- Fostering comprehensive development in the university’s international collaboration; 3- Advancing curricular and educational quality with a global perspective; and 4- Elevating support services and the overall academic experience for international students.
Agricultural education
Mohammad Sharif Sharifzadeh; Gholamhossein Abdollahzadeh; Fatemeh Rajabian Gharib
Abstract
This study aimed to identify challenges and enhance the student entrepreneurship ecosystem through a dual-method research approach in a sequential design. Initially, a focus group comprising stakeholders from Gorgan University of Agricultural Sciences and Natural Resources (N=22) was formed to explore ...
Read More
This study aimed to identify challenges and enhance the student entrepreneurship ecosystem through a dual-method research approach in a sequential design. Initially, a focus group comprising stakeholders from Gorgan University of Agricultural Sciences and Natural Resources (N=22) was formed to explore issues surrounding student entrepreneurship. Subsequently, the Strategic Options Development and Analysis (SODA) approach, a problem-structuring and soft operational research method, was employed in the analytical phase to map the dimensions of the student entrepreneurship ecosystem. The overarching goal of this strategic analysis was to enhance the student entrepreneurship ecosystem. Through cognitive mapping and analyses using Decision Explorer, three strategic maps were developed for each dimension: content enrichment, process structuring, and fostering an enabling environment for student entrepreneurship. The cognitive mapping exercise unveiled pivotal issues within the student entrepreneurship landscape. Notably, deficiencies in business plan content and structure based on new business models/canvas were underscored as crucial, with a domain score of 10 and a central score of 21.15. Inadequate performance of entrepreneurship mentors was identified as a significant challenge in improving the process structure of student entrepreneurship, scoring 15 in the domain and 18.18 centrally. Furthermore, the lack of alignment between university education, research, and entrepreneurship missions was highlighted as a key concern in creating an enabling environment for student entrepreneurship, scoring 13 in the domain and 16.22 centrally. Drawing upon these insights, tailored strategies were proposed to enhance the student entrepreneurship ecosystem, addressing critical areas identified in each cognitive map.
Agricultural education
Mohammad Sharif Sharifzadeh; Gholamhossein Abdollahzadeh; Fatemeh Rajabian Gharib
Abstract
Currently, there is a pressing need to develop entrepreneurship education approaches that foster experiential learning in higher agricultural education. In this study, our primary objective was to construct a comprehensive conceptual framework for student entrepreneurship using interpretive phenomenology. ...
Read More
Currently, there is a pressing need to develop entrepreneurship education approaches that foster experiential learning in higher agricultural education. In this study, our primary objective was to construct a comprehensive conceptual framework for student entrepreneurship using interpretive phenomenology. To gather data, a semi-structured interview was conducted with 30 participants. The findings resulted in the formation of four conceptual layers. The innermost layer aims to enhance and foster students' learning through entrepreneurship. It comprises seven conceptual propositions (conceptual identifiers) and ten conceptual labels (core themes). The second conceptual layer reflects the improvement in agricultural students' educational quality through their involvement in the entrepreneurial cycle during their education. It consists of 20 conceptual propositions and their corresponding conceptual labels. The third layer pertains to the individual achievements of student enterprise development. It includes 12 conceptual propositions and 19 conceptual labels. The final conceptual layer focuses on the academic development resulting from supporting student entrepreneurship. It emerged from the convergence of 19 conceptual propositions and 22 conceptual labels. Based on the conceptual model derived from the research findings, facilitating students' involvement in entrepreneurial and business activities within the university ecosystem has a positive impact on their learning outcomes. This improvement not only enhances the quality of education but also enriches their educational experience by providing them with diverse and valuable experiences. Enhancing teaching and promoting learning has significant benefits for both students (personal development) and the broader university community and society.
Agricultural education
Sima Kazemi; Gholamhossein Abdollahzadeh
Abstract
Keeping operations management has a very important role in increasing the Citrus crop yield and extension training is one of the important strategies to familiarize gardeners with the keeping operations management of Citrus orchards. In this regard, this study was conducted to determine the role of various ...
Read More
Keeping operations management has a very important role in increasing the Citrus crop yield and extension training is one of the important strategies to familiarize gardeners with the keeping operations management of Citrus orchards. In this regard, this study was conducted to determine the role of various factors in the attitude, skills and knowledge of Sari gardeners in the field of Citrus operations with emphasis on extension training in 2020. The view of the research was quantitative in terms of the nature of the subject, the type of research was descriptive and causal-comparative and in terms of the method of data collection was survey. The statistical population consisted of two groups of trained and untrained gardeners. With simple random sampling method and using Morgan table, 120 trained gardeners and with multi-stage random sampling method and using Cochran's formula, 120 untrained gardeners were selected as the research sample. The results of the Median test showed that there is a significant difference between the two groups in terms of components of attitude about nutrition and pruning, skill of nutrition and integrated pest management and knowledge of nutrition, pruning, integrated pest management and irrigation. The results of Friedman test showed that extension training had the most roles on the attitude component and the least role on the skill component in the field of Citrus keeping operations.
Sara Parsiani; Mohammad Reza Mahboobi; Gholamhoessin Abdollahzade; Mahnoosh Sharifi
Abstract
The aim of this research was to identify and explain the functions and capabilities of facilitators to promote rural women's entrepreneurship so that the results can be used to integrate facilitation in agricultural extension. This survey research was conducted in rural areas of Galikesh county, Golestan ...
Read More
The aim of this research was to identify and explain the functions and capabilities of facilitators to promote rural women's entrepreneurship so that the results can be used to integrate facilitation in agricultural extension. This survey research was conducted in rural areas of Galikesh county, Golestan province. The statistical population of this study included facilitators and rural women of Galikesh county. The respondents (n=204) were selected by stratified random sampling. The research tool was a researcher-made questionnaire that was developed based on the literature review and interviews with a group of key informants in the form of a tri-dimensional model; its content validity according to the opinions of the expert group, and its reliability by calculating Cronbach's alpha coefficient [α = .964, α = .960 ] and C.R. [.967, .962] was confirmed. According to the findings, most of the respondents evaluated the functions of facilitators (47.06%), the capabilities of facilitators (52.94%), and the facilitation impacts (46.57) at a moderate level. According to the Spearman correlation coefficient, there is a positive and significant relationship between the three components of facilitation functions, facilitation capabilities, and facilitation impacts. According to the structural model test, the research variables explain 75% of the variance of the dependent variable, the consequences of the facilitators' activities, and the independent variable of capabilities explains 58.9% of the variance of the mediating variable of functions.
mahshid saberitanasvan; Mohammad Sharif Sharifzadeh; Gholam Hossein Abdullah Zadeh; Mohammad Hadi Pahlavani
Abstract
, it is predicted that education that provides students with access to deeper learning opportunities can lead to their personal and professional growth and development. Regarding this issue, the purpose of this research was to assess the impact of access to deeper learning opportunities on the development ...
Read More
, it is predicted that education that provides students with access to deeper learning opportunities can lead to their personal and professional growth and development. Regarding this issue, the purpose of this research was to assess the impact of access to deeper learning opportunities on the development of entrepreneurial capabilities of students in the Gorgan University of Agricultural Sciences and Natural Resources. The statistical population of this study was 1000 active students in the university. Using stratified random sampling method with proportional assignment according to the table of Bartlett et al. (2001), 213 students were selected as the research sample. The research tool for data collection was a researcher–made questionnaire. The formal validity of the questionnaire was confirmed by an expert panel (including faculty members of agricultural education and entrepreneurship).Reliability of the main indexes of the questionnaire was determined based on Theta (θ) reliability coefficient (0.83, 0.87). Data analysis was analyzed using SPSS26 and SAS software. The research findings based on the correlation matrix showed that a significant positive relationship between access to deeper learning opportunities and entrepreneurial capabilities of the students. Also, the canonical correlation analysis between 8 dimensions of access to deeper learning opportunities and 11 dimensions of entrepreneurial capabilities of agricultural students led to two pairs of important canonical variables of individual development based on self-awareness and learning approach with correlation rates of 0.67 and 0.37, respectively. The results showed that providing deeper learning conditions and contexts for students increases or strengthens their entrepreneurial capabilities.
Mojtaba Dehghanpour; Masoud Yazdanpanah; Masoumeh Forouzani; Gholamhossein Abdollahzadeh
Abstract
In order to identify the most effective educational-promotion methods, this study evaluated different extension training methods in climate change adaptation programs using different criteria. For this purpose, individual, group, and mass extension training methods consisting of 26 options were evaluated ...
Read More
In order to identify the most effective educational-promotion methods, this study evaluated different extension training methods in climate change adaptation programs using different criteria. For this purpose, individual, group, and mass extension training methods consisting of 26 options were evaluated through six criteria of effectiveness, efficiency, acceptance, participation, gender fit and usefulness, and 12 sub-criteria through multi-criteria decision-making technique of PROMETHEE. Samples were selected using purposive sampling and included extension and education experts from Ministry of Agriculture Jihad (6 persons), extension and education experts from Jihad-Agricultural Organization of Fars Province (10 persons) and farmers of Fars Province (10 persons). Based on the findings of the study, the sub criteria of usefulness in behavior change has the highest weight percent and importance. Also the results of ranking of extension training methods showed that in terms of farmers and agricultural experts, among the individual methods of meeting with eminent farmer and meeting with experts and extension agents were higher. In addition, among the group-based training methods, specialized training workshops have been effective extension training techniques to improve adaptation to climate change. In addition, mass media, especially radio and television, have been most effective methods of mass training methods in adaptation training.
m.sh sharifsharifzadeh; Gholamhossein Abdollahzadeh; Loghman Abbasi; Mahnoosh Sharifi
Abstract
This research was conducted with the aim of qualitative explanation of a conceptual model for academic brand development in higher agriculture education, case of Gorgan University of Agricultural Sciences and Natural Resources. This qualitative research was done by the descriptive phenomenological method. ...
Read More
This research was conducted with the aim of qualitative explanation of a conceptual model for academic brand development in higher agriculture education, case of Gorgan University of Agricultural Sciences and Natural Resources. This qualitative research was done by the descriptive phenomenological method. Data collection was conducted using semi-structured deep interview. Through theoretical sampling, 20 respondents were selected from the university community. The qualitative thematic content analysis was carried out to analyze the data. The findings of this research resulted in identifying and defining 116 indicators . The four-layer indicator set consists of 14 components. The first layer is the brand image of the university (brand equity); six components include brand awareness (5 indicators), brand association (6 indicators), brand superiority (5 indicators), brand emotional response or brand effect (6 indicators), brand identification (6 indicators), and brand resonance, including brand communication, loyalty, and support (with 9 indicators). The second layer, entitled University Experience, consists of three categories or components including relational-social Experience (8 indicators), personal development experience (9 indicators), and emotional experience (3 indicators). The third layer, or perceived service quality of the university, includes three components of educational quality (10 indicators), quality of life (8 indicators), and the quality of human and social relationships in the university or academic community (14 indicators) and the effects and outcomes of the university or the social presence of the university (14 indicators). The fourth layer, the perception of the quality of the host community of the university (place brand), is described with 10 indicators.
M.SH. SHarifzadeh; M.Hadi pahlavani; GH. Abdullahzadeh
Abstract
The main objective of this research was using of canonical correlation analysis (CCA) to find relations between psychological capital and entrepreneurial traits of agriculture students. This research carried out by survey method. The statistical population of this study consisted of all agricultural ...
Read More
The main objective of this research was using of canonical correlation analysis (CCA) to find relations between psychological capital and entrepreneurial traits of agriculture students. This research carried out by survey method. The statistical population of this study consisted of all agricultural students of the Gorgan University of Agricultural Sciences and Natural Resources (N=2265). The sample size (n=225) was determinate by Cochran's formula and respondents was selected by proportionate stratified random sampling technique. Data was gathered by a questionnaire, consisted of Index of Psychological Capital Questionnaire (Luthans et al., 2007) and Measurement Instrument of Personality Characteristics of Iranian's Entrepreneurs (Kordnaeij et al., 2007). Formal validity of the questionnaire was confirmed by an expert panel (including faculty members of agricultural education and entrepreneurship). Reliability of main indexes of the questionnaire was determined based on Theta (θ) reliability coefficient (0.82, 0.86). Using SPSS and SAS software, the gathered data was analyzed. The results showed that the most of students (64 %) are weak and very weak in terms of entrepreneurial traits. Also, more respondents (46 %) have moderate level of psychological capital, 24% in low and very low and nearly 30 %had high or very high. Calculated correlation coefficients revealed a significance positive relationship between psychological capital dimensions and Entrepreneurial Traits. The CCA indicated that there are two important pairs of canonical variables between psychological capital and entrepreneurial traits of agriculture students with correlations of 0.51 and 0.30 respectively.
Abstract
This two-phase research was done to identify and prioritize mechanisms of academic entrepreneurship in agricultural higher education. According to the research purpose, criteria to select key expert participants were identified as: actual experience in academic entrepreneurship, managerial experience ...
Read More
This two-phase research was done to identify and prioritize mechanisms of academic entrepreneurship in agricultural higher education. According to the research purpose, criteria to select key expert participants were identified as: actual experience in academic entrepreneurship, managerial experience in policy making and institutional supporting for academic entrepreneurship, and professional experience as lecturer or researcher in academic entrepreneurship. A total of 24 experts participated in this Delphi technique. By a three-round Delphi study, the first phase was conducted in order to identify alternative mechanisms and criteria of academic entrepreneurship in higher agricultural education. As findings of the first phase, 5 alternatives and 7 criterion were extracted. Using Analytical Hierarchical Process (AHP), extracted alternative mechanisms and criteria of academic entrepreneurship were prioritized in the second phase. Required data was collected through pair-wise comparison and Expert Choice software used to analysis data. Finally, five methods of academic entrepreneurship ranked based on the seven criterion as: set up spin-off and start-up firms by agricultural faculty members for commercialization of research and supplying scientific services has the highest rank (relative weight of 0.242). Then set up a university academic cooperative, with relative weight of 0.242, licensing or selling patents, with relative weight of 0.213, contract research, with relative weight 0.182 and providing education and consulting services out of university, with relative weight of 0.099 got the next rank. Each mechanism of academic entrepreneurship has a different impact and specific implication.
