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.
