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, ...
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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 ...
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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. ...
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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.
Gholamhossein Abdollahzadeh; Mohammad Sharif Sharifzadeh
Abstract
Social Network Sites (SNSs), as a tool for conveying educational messages, have a high position in the agricultural education system. The use of SNSs can affect different aspects of the educational system. Numerous studies have examined the relationship between the use of SNSs and various variables of ...
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Social Network Sites (SNSs), as a tool for conveying educational messages, have a high position in the agricultural education system. The use of SNSs can affect different aspects of the educational system. Numerous studies have examined the relationship between the use of SNSs and various variables of educational system outputs. This study seeks to identify the factors affecting the educational use of social media and academic performance of agricultural students. The statistical population was 111,528 students of public agricultural colleges across the country in the academic year 2018-2019, of which 400 students were selected from eight universities in the country using Morgan table and multi-stage random sampling method. Data were collected by a researcher-made questionnaire using Likert Scale whose morphological validity was confirmed by a number of professors in the field of agricultural extension and Persian literature, and its content validity was confirmed by Average Variance Extracted (AVE between 0.64 and 0.73 for different variables) and reliability was confirmed using sequental theta (Ɵ between 0.85 and 0.92 for different variables). To investigate the effect of variables on students’ academic performance, t, f and Pearson correlation coefficient were used, respectively, and the findings showed that the most common use of SNSs among students is related to communicating with friends and family. There is a significant difference between the educational use of these networks by male and female students and also between students of different educational levels, but no significant difference was observed between different disciplines. It was also found that the rate of educational use of social networks among students who used these networks for educational purposes, has a positive effect on their academic performance, so it is suggested that educational administrators and planners as well as university professors pay more attention to the inclusion of these media in the curriculum.
Agricultural education
Mohammad Reza Mahboobi; Atieh Yavarzadeh; Mohammad sharif sharifsharifzadeh
Abstract
In the current situation, the management of universities are facing the challenge of attracting students and the need for them to have a different mental image of the university in the competitive market of higher education. This applied research was conducted to investigate the effect of students' mental ...
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In the current situation, the management of universities are facing the challenge of attracting students and the need for them to have a different mental image of the university in the competitive market of higher education. This applied research was conducted to investigate the effect of students' mental image of Gorgan University of Agricultural Sciences and Natural Resources on their perception and expectation of the quality of educational services and was performed using a quantitative research method based on the survey. The statistical population of the study was composed of 500 students. The Krejcie and Morgan table was used to determine the sample size and 216 students were selected by the stratified random sampling method as the study sample. The research instrument was a questionnaire whose validity was confirmed by a group of experts. The reliability of the questionnaire was confirmed by pretest and Teta coefficient (Ө = 0.928, 0.889, and 0.919). The differences between respondents' perceptions and expectations of the quality of educational services using the Wilcoxon test showed that in most cases, the average perceptions of respondents are higher than their average expectations of the quality of educational services. Findings of the Spearman correlation test showed that there is a negative and significant relationship between respondents' perceptions of the quality of academic services and their mental image of the university brand, but there is a positive and significant relationship between respondents' expectations of the quality of academic services and their mental image of the university brand.
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 ...
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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 ...
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, 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.
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. ...
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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.
Mohammad Okhli; Hossein Didehkhani; Mohammad Sharif Sharifzadeh; Seyed Mohammad Reza Hosseini
Abstract
This research was carried out to explain a conceptual model for training opportunity recognition by university technological startups in agriculture in Golestan province. This research as a mixed method research has been done in two phases in 2018. The first phase as a qualitative research was performed ...
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This research was carried out to explain a conceptual model for training opportunity recognition by university technological startups in agriculture in Golestan province. This research as a mixed method research has been done in two phases in 2018. The first phase as a qualitative research was performed through descriptive phenomenology method. Semi-structured deep interviews were implemented to collect data. Statistical population of this research consisted of 100 university technological agro-startups in Golestan province (N=100). Through purposeful sampling, 40 students were selected as sample or interviewee. Data collection process was continued until reaching theoretical saturation and usefulness threshold of available information. Based on Colaizzi's method, the qualitative thematic content analysis was carried out to analyze the collected data. In the second phase of research, using, a questionnaire containing characteristics of the respondents and five dimensions of opportunity recognition behavior was compiled based on the first phase findings and filled by respondents for completion. Data were analyzed using descriptive (frequency and percentage) and inferential (non-parametric Friedman tests) with SPSS software. The findings of research led to the extraction of five dimensions of opportunity recognition education: entrepreneurial opportunity features (perception of opportunity); entrepreneurial opportunity assessment criteria; capabilities associated with entrepreneurial opportunity recognition and exploitation; determinants of entrepreneurial opportunity recognition and exploitation; and learning trajectories for entrepreneurial opportunity recognition and exploitation. In order to summarize research findings, extraction and categorization of main representative themes of the five dimensions were made in the form of a conceptual model.
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 ...
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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 ...
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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.
Abstract
Corporate entrepreneurship is an important factor in the development and improvement of economic performance and wealth creation and can play a very important role in improving the performance of an organization.This research aimed to investigate driving factors of entrepreneurship development in agricultural ...
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Corporate entrepreneurship is an important factor in the development and improvement of economic performance and wealth creation and can play a very important role in improving the performance of an organization.This research aimed to investigate driving factors of entrepreneurship development in agricultural engineering, technical and consulting services companies in Alborz province. Statistical population included all employees of these companies (N=207). According to Cochran formula, the sample size was determined (n=119). For multi-stage random sampling method was used for sampling. The validity of the questionnaire was approved by some members of the professional department of agricultural extension and education. Its reliability coefficient was approved using ordinal theta (α= 0.78- 0.91). Friedman test showed that between four driving factors of entrepreneurship development, behavioral factor (with components including leadership style, entrepreneurial characteristics of managers, organizational culture and organizational communication) have the most importance. Factor analysis showed 57/765% of the variance of environmental factors of driving factors of entrepreneurship development in agricultural engineering, technical and consulting services companies in Alborz province explained by three factors which named as social support, legislating, meritocracy and convergence and two-way interactions. This research recommended attention of companies managers to delegation of authority, participating creative and innovative employees to solve companies problems and legality to create an atmosphere of healthy competition between companies in order to entrepreneurship development in agricultural engineering, technical and consulting services companies.
muhamadsharif sharifzadeh; GHulamhusein Abdullahzadeh
Abstract
Entrepreneurship seem as the main force to enhance socio-economic and cultural development. Higher education system can contribute to entrepreneurship and enterprise development in agriculture sector both indirectly, through entrepreneurial education of agricultural students (teaching entrepreneurship ...
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Entrepreneurship seem as the main force to enhance socio-economic and cultural development. Higher education system can contribute to entrepreneurship and enterprise development in agriculture sector both indirectly, through entrepreneurial education of agricultural students (teaching entrepreneurship to students), and directly, by academic entrepreneurship and commercialization of university agricultural research (commercial utilization of university knowledge and technology and mobilizing university resources to enterprise development). This research aimed to identify and prioritize components and related indicators of entrepreneurship education in higher agricultural education system. In the first phase, a combination of systematic review and Delphi technique was conducted to extract and categorize indicators of entrepreneurial higher agricultural education. Using purposive sampling technique and regarding the research purpose, criteria for selection of participants as key experts were identified, as professional expert, lecturer or researcher in entrepreneurship. A total of 21 experts participated in the research. In the second phase, using AHP and TOPSIS, five categories of indicators of academic entrepreneurship were ranked, including: entrepreneurship education methods (20 items), curriculum development for entrepreneurship education (15 items), capacity-based content of entrepreneurship education (20 items), research in entrepreneurship education (20 items), professional development for entrepreneurship education (12 items), stakeholders and target groups of entrepreneurship education (9 items), promotion of entrepreneurial culture (in-formal entrepreneurship education) (23 items) and capacity and institutional development for entrepreneurship education (40 items).
