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.
Abbas Norozi
Abstract
Today, growth of entrepreneurship training programs in universities and higher education centers are based on the pre assumption that entrepreneurship skills are acquired. The purpose of this study was to extract factors affecting entrepreneurship skills of students in agriculture training centers in ...
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Today, growth of entrepreneurship training programs in universities and higher education centers are based on the pre assumption that entrepreneurship skills are acquired. The purpose of this study was to extract factors affecting entrepreneurship skills of students in agriculture training centers in three provinces of Fars, Khorasan Razavi, and Alborz. The research method was applied in terms of purpose and exploratory in terms of mixed data type. The data collection tool was a researcher- made questionnaire, content validity of which was approved by agricultural extension and education experts and its reliability was estimated to be 0.91 using ordinal theta coefficient. The independent variables consisted of educational, psychological, economic, and socio and cultural variables and the dependent variable was entrepreneurship skills. The statistical population of the research is last semester students in agriculture training centers in Fars, Khorasan Razavi, and Alborz provinces in 2018(670). The sample size was determined using Morgan table, 245 people and were selected by stratified random sampling with proportional assignment. The findings of spearman correlation test showed that factors: educational, psychological, economic, and socio and cultural had a significant positive correlation with entrepreneurship skills. Applying interactive models of structural Equation Modeling (SEM) indicated that the most important factor affecting entrepreneurship skills among respondents is psychological factor with the path coefficient of 0/63. Educational and economic factors affected entrepreneurship skills with path coefficients of 0/24 and 0/23.
ronak alipour; ardashir shiri; homayoon moradnezhadi
Abstract
This study aimed to develop a framework for applying agricultural entrepreneurship education system in rural areas of Ilam province. The methodology of the study was quantitative and qualitative. In the first phase, based on the viewpoint of 9 participants in the focus group, the framework of entrepreneurship ...
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This study aimed to develop a framework for applying agricultural entrepreneurship education system in rural areas of Ilam province. The methodology of the study was quantitative and qualitative. In the first phase, based on the viewpoint of 9 participants in the focus group, the framework of entrepreneurship education components was identified. In the second phase, with the participation of 15 experts and experts, using the Delphi method, the components and sub-components of the entrepreneurship education system were extracted and formulated in three rounds. In the third step, the components and sub-components of the entrepreneurial education system were ranked using the AHP method. The statistical sample comprises 15 of the knowledgeable experts and specialists in the field of training and entrepreneurship in the rural areas of Ilam Province who were selected by purposeful sampling. In this study and during the three stages, the Delphi of 11 components and 76 subcomponents in the development of the entrepreneurial training management information system process in the rural areas of Ilam Province were confirmed. The general calculation results of the paired comparisons regarding the 11 components show that the highest significance is related to the component of training information system content and the lowest significance is related to the component of infrastructural environment. It was also found that the subcomponents of recognition principles for the rural entrepreneurship opportunities, teaching market selection methods tailored for the products produced in the village, courses taught by trainers who have the experience of entrepreneurial work or at least the experience of working with entrepreneurs have the highest rankings.
nader naderi; saba amiri
Abstract
Entrepreneurship education plays a role to develop entrepreneurial attitude. The purpose of this cause-correlational study was to investigate the impact of entrepreneurship education on students' attitude towards business in agricultural high schools of Kermanshah. The statistical population was 175 ...
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Entrepreneurship education plays a role to develop entrepreneurial attitude. The purpose of this cause-correlational study was to investigate the impact of entrepreneurship education on students' attitude towards business in agricultural high schools of Kermanshah. The statistical population was 175 students from seven agricultural high schools. Based on Morgan sampling table, 118 students were selected by stratified random sampling method with proportional allocation. To gather data, two researcher-made questionnaires were used when their validity was confirmed by a panel of experts and their reliability was confirmed by a pre-test and ordinal coefficient theta (θ = 0.94 and 0.81) through R software. Data was analyzed by SPSS. The results showed entrepreneurship education included eight components: personality characteristics of students, coaches' characteristics, space and educational equipment, teaching methods, educational content, transformational leadership style, educational counseling, and occupational counseling, educational patterns of students in the family, which were based on literature and research background, have a positive and significant correlation with the attitude toward Business, and based on Kruskal Wallis statistic, there is no significant difference between students' attitudes toward different educational trends in agricultural high schools in Kermanshah. The result of logistic regression showed that the proposed model was able to differentiate between two groups of students with a positive or negative attitude towards agricultural business, and 82.8% of the students, and according to the Exp (β), the "transformational leadership style" has the highest predictive power in the logit model. Finally, practical suggestions were made to improve entrepreneurship education in agricultural high schools.
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.
Abstract
Today this has been accepted that entrepreneurship education success is depended on reinforcement of students' entrepreneurial self-efficacy beliefs. In other words entrepreneurial self-efficacy beliefs are precursor for business startup behavior or business development, particularly for reduction of ...
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Today this has been accepted that entrepreneurship education success is depended on reinforcement of students' entrepreneurial self-efficacy beliefs. In other words entrepreneurial self-efficacy beliefs are precursor for business startup behavior or business development, particularly for reduction of nascent entrepreneur’s fear of failure. The main aim of Empirical research was assessment the composed structures of Entrepreneurial self- efficacy among agricultural students. This Empirical research is applied research which its data was gathered through survey method. Non experimental research as well as descriptive – correlation approach is best description for research type. Senior and junior undergraduate agricultural students composed research population (N=730). 120 convenient questionnaires were gathered as result of Cochran formula. Validity was treated through face validity, convergence and construct validity and reliability was considered by Cronbach’s alpha and composite reliability amount. Structural Equation Modeling using confirmatory factor analysis was dominant method which shows for sustainable entrepreneurship in higher education, seven dimensions have central role. Systems thinking competence (STC), Embracing diversity and interdisciplinarity (EDI), Foresighted thinking (FTC), Normative competence (NC), Action competence (AC), Interpersonal competence (IC) and Strategic management competence (SMC), confirmed as dominant competencies that must be considered in entrepreneurship education. It seems concentrate on these competencies for in agricultural education with aim to fostering nascent entrepreneur, could result on sustainable entrepreneurship.
saeed karimi
Abstract
Entrepreneurship education is a fast growing area and a hot topic in colleges and universities all around the world, and its supposed benefits have been much praised by researchers and educators; nevertheless, the outcomes and effectiveness of entrepreneurship education programs have remained largely ...
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Entrepreneurship education is a fast growing area and a hot topic in colleges and universities all around the world, and its supposed benefits have been much praised by researchers and educators; nevertheless, the outcomes and effectiveness of entrepreneurship education programs have remained largely untested. Building on the theory of planned behavior, an ex-ante and ex-post survey was used to assess the impact of entrepreneurship education programs on students’ entrepreneurial intentions and also to explore the benefits of these programs. Data were collected by a questionnaire from a sample of 109 participants in entrepreneurship courses at four universities (Bu-Ali Sina, Kordestan, Shahrekord, Ilam). Entrepreneurship education had significant positive impacts on motivational factors (i.e., subjective norms, attitudes and perceived behavioral control) and students’ entrepreneurial intentions. Moreover, from the three entrepreneurship education-related benefits (i.e., learning, inspiration and resources) learning proved to be associated with the increase in perceived behavioral control, entrepreneurial attitudes intentions. In total, this study shows the theory of planned behavior can provide a useful framework to assess the effectiveness of entrepreneurship education.
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).
