entrepreneurship education

The aim of the present study was identification Factors affecting entrepreneurship education in Farhangian university. Based on the purpose this study follows applied research; on the nature of the research, it is an explanation that has been done by qualitative method. The participants study included all experts and activists in the field of entrepreneurship at Farhangian University in the academic year of 2019-2020, that by using purposive sampling method, 19 people were selected as participants. To collect the data, a semi-structured interview used.The validity of the measurement tool has confirmed through Coders agreement. Maxqda12 was used for data analysis.The results of the research showed that the effective factors on entrepreneurship education in university system could be classified form of 4 Factors (Background, causal factors, strategies and intervention factors) and 11 components (Socio-cultural factors, economic factors, institutional factors, strategic, managerial, support, recruitment and employment.

  The purpose of this article was to explain the characteristics of the math education model based on the entrepreneurial approach in the second year of elementary school. In the qualitative part and using the database method, data were collected in two parts, including a systematic review of documents and semi-structured interviews. In the first part, 68 articles were examined through the preparation of a checklist of documents. In the second part, data was collected through 15 semi-structured interviews using purposive sampling, and in this way, the features of the model were explained. In the quantitative part, the validation checklist was used in the form of a researcher-made questionnaire, and the findings from the qualitative part were validated by experienced teachers of the second elementary school. The results showed that the characteristics of the mathematical education model based on the entrepreneurial approach in the target component refer to the characteristics of teaching direct and indirect mathematical concepts with an entrepreneurial approach, applied mathematics education, and fostering creative and innovative students. The content component, refers to the appearance features and content features, in the teaching methods component, it refers to the prerequisites for using the entrepreneurial approach and the methods of combining mathematics with entrepreneurship; and in the component of evaluation methods, it emphasizes flexible and multilateral evaluation. Explaining the characteristics of the math education model based on the entrepreneurial approach can facilitate the realization of educational outcomes.

A framework has been proposed to improve the content of civil engineering undergraduate education with a focus on transferring entrepreneurial skills. Using a mixed-exploratory research method, 11 university experts were interviewed and a conceptual model with 9 components (ecosystem, tests and evaluations, structure, incentives, general/theoretical courses, projects (structural and road design), internship, complementary courses and Kehad, extracurricular activities) was developed. Based on the sub-components, solutions have been presented for improving the content of civil engineering undergraduate education by transferring entrepreneurial skills. Then, based on the model, a questionnaire including 35 Likert-scale questions and 2 ordinal questions was designed and distributed to a sample of working civil engineers (experts). The obtained data were analyzed with the Friedman test, and the questions were ranked according to the priority of the experts. Finally, based on the top 20 priorities, suggestions were made to policymakers, professors, entrepreneurs, and students. For example, visiting construction sites as extracurricular activities was the suggestion of professors and the first priority of experts, also, the lesson proposal under the title “Innovative Project” was one of the 20 primary priorities of experts.

This study aimed to present and validate the entrepreneurial competency model for revising the curricula of Farhangian University. The research had an exploratory sequential mixed methods method and was conducted through modeling in qualitative and quantitative phases. The research tool included semi-structured interviews and researcher-made questionnaires. According to the findings, the final model of entrepreneurial competency in revising the curricula of Farhangian University consisted of 6 constructs of competency (knowledge, attitude, entrepreneurial management, entrepreneurial perception, entrepreneurial opportunity, and entrepreneurial communication) and 42 components. Accordingly, knowledge competency consisted of 9 components, attitudinal competency had 11 components, managerial competency had 9 components, perceptual competency had 6 components, opportunity competency had 4 components, and entrepreneurial communication had 4 components. perceptual competency had 6 components, opportunity competency had 4 components, and entrepreneurial communication had 4 components.perceptual competency had 6 components, opportunity competency had 4 components, and entrepreneurial communication had 4 components.perceptual competency had 6 components, opportunity competency had 4 components, and entrepreneurial communication had 4 components.

The purpose of this study was to investigate the effect of entrepreneurship education on students' entrepreneurial Mindset with the mediating role of inspiration. This research is applied in terms of purpose and descriptive-correlational in nature. The statistical population of this study is Students of Iranian public universities. The sampling method was available and the sample size(G*Powe) was 100 students. Cui Sun & Bell (2021) questionnaire was used to collect data. In order to analyze the data were used structural equation and Smart PLS3 software. Findings show that Extracurricular activities have a positive relationship with entrepreneurial inspiration and dimensions of Mindset; Entrepreneurial inspiration has a positive relationship with Alertness to opportunity, Ambiguity tolerance, Dispositional optimism and in general with entrepreneurial Mindset and entrepreneurial inspiration has a mediating role in the relationship between Extracurricular activities and entrepreneurial Mindset. But Curriculum attendance has nothing to do with entrepreneurial inspiration and Mindset; Entrepreneurial inspiration has nothing to do with Risk propensity, and entrepreneurial inspiration has no mediating role in the relationship between the Curriculum attendance and the entrepreneurial mindset. Finally, the direct impact of extracurricular activities was significantly positive, while there was no positive effect on Curriculum attendance. The findings of this study can help to be aware of the design and evaluation of entrepreneurship education programs in the future.

In order to connect with entrepreneurship, the tourism education system needs to interact with them as a system full of actors with different interests. If this interaction is lacking, the ability of the process of this system to meet the needs of the beneficiaries will face problems. Prevention of such a situation requires planning to strengthen the interaction between the actors of this system and solve their problems. Based on this, the aim of the current research is to find out the most important problems of the process of this system in Iran in the field of entrepreneurship from the point of view of actors in this field. The current research is applied in terms of purpose and qualitative-quantitative in terms of method. In the qualitative part of the research, a number of 177 semi-structured interviews were conducted with the experts of the supply and demand system organizations of tourism education in Iran, and the results of these interviews were analyzed and considered as the input of the quantitative part of the research. The reliability of the closed questions in the semi-structured interview was calculated using SPSS software and Cronbach's alpha coefficient, 0.78 .In the quantitative part of the research, the input topics were entered into the social network analysis software-Gephi- and the indicators extracted from the software were used to analyze the state of the comprehensive system of tourism education in Iran. The results of the research showed that according to the indicators of social network analysis, the subject area of "academic problems" with a high degree of weighted input has the highest score of the subject areas and has the most important problems from the actors' point of view. Four other thematic areas of problems, including organizational relations, systemic view, private sector and infrastructure, have been prioritized in the next level. The inconsistency between academic education and implementation in the field of tourism has the highest centrality of the entry level in the subject area of "academic problems", which indicates its centrality.

This study aimed to investigate the effect of technology-based entrepreneurship education on empowering the entrepreneurial spirit of sixth graders. The applied research and quasi-experimental methods were used with an experimental and a control group. The statistical population included sixty 12-year-old sixth graders in the city of Karaj. A sixth-grade work and technology lesson plan was presented for one month as the research tool. The standard Bahramzadeh et al. Entrepreneurship Spirit Questionnaire (2009) was used as a measurement tool. Content analysis was performed to determine content validity, and Cronbach's alpha coefficient was used to determine reliability. Data were analyzed using descriptive and inferential analyses in SPSS software. The findings show that technology-based entrepreneurship education has a positive and significant effect on the entrepreneurial spirit of sixth graders.

Abstract
Intuition is one of the characteristics of entrepreneurs and an important factor in the decision-making processes of entrepreneurs. In recent years, at the same time as the development of entrepreneurship as an interdisciplinary science, intuition and providing different definitions of it have not been noticed by researchers and researchers in this field, and many researches have not been written in this field. This is despite the fact that in other fields of humanities, especially management (with which entrepreneurship is closely related), basic sciences and even medical sciences, there is a suitable background and theoretical literature about this. On the other hand, it seems that the theoretical and epistemological foundations of this concept have not been researched as much as necessary in the few researches that have been conducted, and very little research has been done in this field. In this article, firstly, the definitions and researches about intuition are reviewed, and secondly, the little researches that have been done in entrepreneurship and its relationship with other sciences are discussed.

The objective of this research is to Designing the entrepreneurship and career Curriculum Based on successful operational projects. The research is qualitative and Stuart Mill Comparative Methodology. Field of Study is Entrepreneurship education program in Secondary level of advanced countries. The examined sample is three entrepreneurship and career education programs Included: JA It's My Future (USA), Me & My City (Finland) and JA It's My Business (Sweden). The sampling method is purposeful with standard technique. Analysis method Stuart Mill Comparative approach.  The results reveal a Designing the entrepreneurship and career Curriculum in the elements of goals, content, teaching-learning opportunities, teaching strategies, evaluation and learning outcomes. Therefore, this curriculum is suggested to educational policymakers for entrepreneurship and career education

The purpose of this study is to develop an entrepreneurship education framework in schools, which can be used as a basis for planning the country's education managers.

this research is practical and data collection and analysis has been done based on meta-synthesis approach.

In this research, according to the meta-synthesis approach, 759 valid published articles were investigated between 1956 and 2021.  After refining and controlling the quality of texts, 77 articles were used for coding and analysis.

the extracted codes were synthesized and it led to 51 concepts and eight topics. These topics include: volunteers’ participation in entrepreneurship education, methods of entrepreneurship education, supporting entrepreneurship education, entrepreneurship education in other subjects, the acquired skills, the acquired attitudes, the acquired knowledge, and the method of evaluation.

The present study was conducted to fit the entrepreneurship education model based on Training in Technical and Vocational Education. This research is based on practical purpose and has used quantitative method with structural equation modeling approach. The statistical population included all experts and faculty members in the field of entrepreneurship education, trainers and technical and professional managers in the city of Tehran. The statistical sample was selected through the purposeful sampling method. The research tool of the researcher-made questionnaire included 62 items that measure 16 constructs in the research model. Using confirmatory factor analysis, the psychometric properties of the research instrument confirmed. Data analysis was done using the structural equation approach to measure the fit of the model and the relationships between the structures in it. The results showed that personality traits, the content of educational programs, educational methods, educational models, abilities, and competencies of coaches and participatory managerial approaches are related to entrepreneurial skills training. There is also a relationship between infrastructure, government support, the relationship between the technical and vocational education system and industry, the entrepreneurial ecosystem's support for trainees, economic factors, the validity of technical and vocational certifications, and the mass media view of entrepreneurial ability. In addition, the structural model obtained using AMOS software indicates the appropriate fit of the model, that the factors studied in the model in the form of independent variables have been able to explain about 20% of entrepreneurial skills and 19% of entrepreneurial ability.

Since the schools are not efficient in the usual way and the students are not able to attract the labor market after graduation, the aim of the current research was to present a paradigmatic model of tacit knowledge sharing with the aim of starting entrepreneurship education in schools.research

Qualitative research method based on the data theory of Strauss and Corbin Foundation and the research environment were formed by all principals of elementary schools in Isfahan city in the academic year (2021-2022). The theoretical sampling method was used until saturation, and therefore, 27 elementary school principals of Isfahan city with more than 25 years of experience were selected as participants in the research. The method of data analysis was done by open, central and selective coding method. In this way, the open coding stage resulted in the number of 87 initial concepts, which were reduced by removing and adjusting identical codes, in the second stage, the number of 18 concepts was reduced, and after refining, the number of concepts remained 69.

The components of the obtained model include: causal conditions with three main categories (organizational will, organizational motivation and implementation of knowledge management in the organization), background conditions with two main categories (individual and organizational conditions) Intervening conditions with three main categories (individual, social and organizational limitations), consequences with two main categories (management efficiency and effectiveness); and strategies with three main categories (improving insight, ability, and attitude). The sum of the mentioned factors can improve the sharing of tacit knowledge with the aim of entrepreneurship education.

In order to set up entrepreneurship education in schools, it is necessary to provide the necessary motivation in school managers to share tacit knowledge and strengthen their will in this regard.

The present study aims to combine the extensive literature on entrepreneurship education in junior high school to provide an integrated framework for presenting strategies and challenges of entrepreneurship education.

This research is applied in terms of purpose and has been done with a synthesis qualitative method. The statistical population of all studies conducted in the period (2003-2020) and conducting semi-structured interviews with experts in the field of entrepreneurship education in Is Iran. Therefore, 1500 researches in the field of the subject were evaluated and finally 122 articles were purposefully selected and in the second step, 22 people were interviewed until the theoretical saturation was reached. By analyzing the content and composition of the relevant literature and implementing the interviews conducted, by open, pivotal, and selective coding methods, a total of 700 concept codes, 128 categories, and 9 key categories were selected during the search and systematic process.

The results of the analysis showed that the most important key categories identified in the challenges section include, lack of necessary prerequisites for entrepreneurship training, structural challenge of the education system, challenge of implementing entrepreneurship training, output challenge and final evaluation and key categories in the section. Its strategies include the way for education with an entrepreneurial approach, designing and developing an educational program with an entrepreneurial approach, integrating national and international education strategies with an entrepreneurial approach, changing the approach of regular schools to schools with an entrepreneurial education approach, synchronizing and externalizing activities has been entrepreneurial.

Conclution: 

Finally, using the obtained information, a model was presented to explain and compile a comprehensive model of entrepreneurship education for the junior high school. Finally, a model of challenges and strategies for entrepreneurial education was presented.

Technical, vocational and entrepreneurship education always emphasized as a tool for economic and social development in different countries. The main purpose of this study is to design an entrepreneurship education model in the technical and vocational education system of Iran. The research method is applied in terms of purpose and based on data collection; it is qualitative using Grounded theory method. Using purposeful sampling and snowball sampling method, semi-structured in-depth interviews conducted with 15 experts of entrepreneurship and technical and vocational training, and the data analyzed using open, axial and selective coding through Max QDA software 2018 version analyzed. The paradigm model based on the central phenomenon (entrepreneurial skills training) affected by causal conditions (personality traits of skills of graduates of technical and vocational education system, content of educational programs, teaching methods, patterns of skills training of family learners, abilities and competencies of technical and vocational management trainers) Causal conditions (infrastructure, government support, link between technical and vocational education system and industry, entrepreneurial ecosystem support for trainees) and intervening variables (economic factors, evaluation system for technical and vocational certification, mass media and social media) along with strategies and consequences of were formed in the system of entrepreneurship education in technical and vocational education system (individual level and macro level) formed.

The main purpose of this study is to design an entrepreneurship education model in the technical and vocational education system of Iran. The research method is applied in terms of purpose and based on data collection; it is qualitative using Grounded theory method. Using purposeful sampling and snowball sampling method, semi-structured in-depth interviews conducted with 15 experts of entrepreneurship and technical and vocational training, and the data analyzed using open, axial and selective coding through Max QDA software 2018 version analyzed. The paradigm model based on the central phenomenon (entrepreneurial skills training) affected by causal conditions (personality traits of skills of graduates of technical and vocational education system, content of educational programs, teaching methods, patterns of skills training of family learners, abilities and competencies of technical and vocational management trainers) Causal conditions (infrastructure, government support, link between technical and vocational education system and industry, entrepreneurial ecosystem support for trainees) and intervening variables (economic factors, evaluation system for technical and vocational certification, mass media and social media) along with strategies and consequences of were formed in the system of entrepreneurship education in technical and vocational education system (individual level and macro level) formed.

The purpose of this research is to analyze the role of entrepreneurship education on entrepreneurial mindset with emphasis on the mediation of entrepreneurial attitude and entrepreneurial self-efficacy. The current research is applied in terms of purpose and descriptive survey in terms of nature and method. The statistical population of this research includes the number of 1267 trainees of the Technical and Vocational Education Department of Kermanshah province. Using Cochran's formula, 295 people were selected as samples for the first half of 1401. The data collection tool was a questionnaire that had good validity and reliability. The results of the hypotheses indicated that entrepreneurship education has a moderate, direct and significant effect on entrepreneurial self-efficacy, and a moderate and weak, direct and indirect, and effect on entrepreneurial attitude and entrepreneurial mentality. Entrepreneurial self-efficacy has a strong effect on entrepreneurial attitude. direct and medium, direct and indirect and significant effect on entrepreneurial mentality and also entrepreneurial attitude on entrepreneurial mentality medium, direct and significant effect Finally, the effectiveness of entrepreneurship and entrepreneurial motivation can play a mediating role. With the design model, it can be expected that technical and vocational education can increase the level of entrepreneurship education in order to increase the entrepreneurial mindset of its apprentices, and if it wants to have a greater impact on the entrepreneurial mindset, it should be able to focus on the variables of entrepreneurial attitude and self-efficacy. Entrepreneurs who play the role of mediating variables should be given a lot of attention.

The purpose of this study was to Planning a Framework for Entrepreneurship Workshop for Professional Competency Promotion of Urmia University Faculty Members Based on Entrepreneurship National Organization Standards and its Evaluation Experts. Methodologically, this study was a "mixed" exploratory study. The statistical population were three group including all faculty members of University, curriculum planning specialists, and entrepreneurship specialists of Urmia universities. The data collection tool was a researcher-made questionnaire that was sent to all individuals. After the necessary follow-ups, in some cases, contact with individuals, we received 27 questionnaires from curriculum specialists, 261 from university faculty members and 49 from entrepreneurship specialists. In designing the proposed curriculum for workshops extracted and suggested features were categorized in three areas including "cognitive", "emotional" and "skills". Finding showed that there were about 11 features for the "objectives" element of the workshop curriculum, 13 features for "content", 12 Features for "learning activities", 18 features for "teaching methods", and 9 features for "evaluation". Descriptive statistics were used to examine the views of different groups on the proposed features and Chi-square test was used to validate the proposed framework; Statistical analysis was performed using SPSS software and Visio software was used to draw the final pattern. Findings showed that the validity of the proposed framework is valid for the sample groups. It is suggested that the obtained findings be used to develop the curriculum of entrepreneurship training workshops for faculties.