آموزش کارآفرینی

The aim of this research was to examine the mediating role of entrepreneurial attitude, education, and self-efficacy on students' entrepreneurial mindset. The study employed a descriptive-correlational research design and surveyed 273 students from the Faculty of Economic Sciences at Tabriz University, selected through available random sampling from a population of 997 students. The research utilized questionnaires on entrepreneurship education (Denaniveh et al., 2015), entrepreneurial self-efficacy (Zhao et al., 2005), entrepreneurial attitude (Chen & Linan, 2009), and understanding of entrepreneurial mindset (Arnolf & Matthiessen, 2013). Structural equation modeling using the partial least squares method and SmartPLS3 software was employed to test the hypotheses. Results showed that entrepreneurship education significantly influenced entrepreneurial self-efficacy (69%), entrepreneurial mindset (24%), and self-efficacy to entrepreneurial attitude (58%). Additionally, entrepreneurial self-efficacy mediated the relationship between entrepreneurial attitude and entrepreneurial mindset (37%). However, entrepreneurship education did not have a significant impact on entrepreneurial attitude or entrepreneurial mindset through the mediation of entrepreneurial attitude and self-efficacy.

Global teachings on the formation of entrepreneurial ecosystems show that the role of universities and higher education centers in the formation of these ecosystems has been special. This research has been conducted using a mixed qualitative and quantitative methodology with the aim of prioritizing and investigating the application rate of entrepreneurship ecosystem promoters in Ilam University.

In this research, in the first step, using hierarchical analysis technique and with the participation of 12 faculty members of Ilam University, the promoters of the entrepreneurship ecosystem of Ilam University were prioritized. The validity of the data collection tool was confirmed by the opinion of three faculty members of Ilam University. The compatibility rate of the criteria and sub-criteria also showed the reliability of the research tool. In the second step, a focus group of 5 people was used to explain the current situation of the use of these promoters in Ilam University. The software used included 26Spss and expert choice 11.

The findings of the research showed that in Ilam University, none of the identified entrepreneurship ecosystem promoters related to cultural and student fields have been implemented. In the fields of education, support and human resources, and research and technology, a number of initiatives have been implemented or are being implemented, and some have not been implemented.

Therefore, in order to form an entrepreneurial ecosystem in Ilam University, it is necessary to plan for the application of the unfulfilled promoters in all departments of the university. It seems that the student and cultural fields need more effort to align their activities with the entrepreneurial ecosystem.

Background factors play an undeniable role in sports entrepreneurship education. The purpose of the current research was to identify the relevant factors affecting sports entrepreneurship education of sports science students. The research method was qualitative and based on grounded theory. The statistical population of the research included faculty members of entrepreneurial management faculties of state universities, faculty members of sports science faculties of state universities across the country with entrepreneurship expertise, special and selected members and lecturers of the employment and entrepreneurship working group of the Ministry of Sports and Youth, and selected sports entrepreneurs of the country. Sampling was determined by snowball method. Data was collected from library sources and previous researches and semi-structured interviews. Next, 19 experts were interviewed, and opinion saturation was reached in 15 people. Then the interview data was analyzed by Maxqda software. Based on the results of the research, the factors affecting sports entrepreneurship education were identified in 5 categories (team building, government support, educational system, incentive system and cultural factors). According to the findings of the research, in order to teach sports entrepreneurship, the need to provide background conditions is felt. In this regard, universities can act as a facilitator in communication, development and social approaches and provide the conditions for sports entrepreneurship education of sports science students. Programs should be directed towards creativity and innovation and by combining theoretical and practical knowledge related to sports entrepreneurship, they should move from a knowledge-oriented university to an entrepreneurial university.

In recent years, universities have undergone a change in their traditional role from a mere focus on education and research to active participation in regional economic development. In parallel with global developments and changes in the relationship between the three main actors of national innovation systems (industry, government, and university), the task of entrepreneurship has been assigned to universities. With the revelation of the need for universities to pay attention to entrepreneurship as a central function alongside education and research, providing a favorable environment for academic entrepreneurship has gained unprecedented significance. Therefore, entrepreneurial universities create favorable environments for entrepreneurial activities in knowledge-based economies. Arak University, an influential actor in the entrepreneurship ecosystem, has taken effective measures to promote entrepreneurship through effective communication with the industry and the development of the knowledge-based industry. However, the basic question regarding the entrepreneurship of universities is, 'To what context and environment can university members engage in entrepreneurial activities?' This research investigates the requirements for the implementation of a university entrepreneurship ecosystem.

The current research is applied and developmental in terms of purpose, qualitative in terms of data nature, and descriptive in terms of data collection methodology. Since the emphasis was on formulating the problem and presenting the agreed-upon and committed solution, the research adopted the strategic options analysis and development (SODA) approach, which is a soft operations research approach. SODA, which is a method suitable for solving complex problems, uses cognitive mapping to understand the problem and what may happen to it. The sources of the present research were the faculty members of Arak University. Eleven faculty members were selected using the theoretical sampling method for semi-structured interviews. The final map was drawn and analyzed using the Decision Explorer software package.

After drawing the map agreed upon by the experts, creating a competitive environment, market management, and emotional commitment were considered goals. Cultural and social factors, financial resources, the educational and research system of the university, support and encouragement, technology and information systems, and entrepreneurial human resources were considered important issues. Finally, policy factors, rules and regulations, and higher education management were considered important options.

Conclusion/ Implications:

 By focusing on strengthening key options that have a significant impact on important issues, which, in turn, contribute to achieving goals at a higher level, measures that can play an essential role in organizing university entrepreneurship ecosystems include but are not limited to focusing on strategic plans for entrepreneurship development, providing support by the university's management team, developing the human capital of the faculty members and students, decentralizing entrepreneurship decision-making centers, creating a favorable internal environment for the flourishing of entrepreneurship, strengthening emotional commitment in employees, and supporting technological skills and foresight in formulating higher education policies with an entrepreneurship perspective.

Preparing entrepreneurial mindsets is increasingly recognized as one of the most critical factors in economic development across various societal sectors. A key measure for boosting entrepreneurship involves addressing limiting beliefs in diverse areas such as imagination, self-efficacy, agency, resource utilization, and more. This research explores the potential of cognitive-behavioral coaching as an effective tool for this vital aspect of entrepreneurial mindset development. The study aimed to enhance entrepreneurial mindsets through cognitive-behavioral coaching, considered an interventional-corrective approach from experts' viewpoints. Employing the Delphi research method, 12 experts from various psychology and coaching fields participated. A consensus model emerged through several rounds of inquiry, feedback, and revision. This model, grounded in cognitive-behavioral coaching principles and enriched with expert insights, provides a framework for belief change in entrepreneurship. It comprises eight stages, starting from identifying and examining belief-activating events, progressing to investigating underlying belief impacts and supporting values, and culminating in challenging the limiting belief and outlining its consequences. The stages also incorporate empathy and fostering agency to modify or eliminate the limiting belief, leading to future action steps for clients. All these eight stages are based on four main characteristics of the coaching session framework: goal intelligence, mutual trust, change readiness, and effective communication. The findings of this study not only fill a significant gap in the literature but also equip business coaches with a robust, expert-validated tool to navigate the challenging terrain of entrepreneurship by changing limiting beliefs.

The sustainability of businesses is a focal area in entrepreneurship, where understanding its framework and influential components aids in a better comprehension of entrepreneurial patterns. One such factor that has been explored for its impact on business sustainability is spiritual capital. This research aimed to investigate the extent of the relationship between spiritual capital and the sustainability of entrepreneurial agricultural businesses. The study was conducted using a descriptive correlational method. The research population comprised 288 managers of dairy farming units in the Khorramabad livestock town, from which a sample size of 165 was estimated using the Krejcie and Morgan table and selected through simple random sampling. The sample size was raised to 225 to increase the response rate. A questionnaire facilitated data collection, the validity of which was verified by an expert panel, and its reliability was confirmed using Cronbach’s alpha coefficient. Descriptive statistics were analyzed using SPSS23 software to assess the status of spiritual capital and business sustainability, while inferential statistics were conducted using LISREL8.8 software to test the hypothetical structural model. The final model demonstrated a positive and significant relationship between spiritual capital and the sustainability of the examined businesses. Furthermore, all four dimensions of spiritual capital (including attachment to God, spiritual valuation, spiritual influence, and transcendent relationship with God) positively and significantly correlated with business sustainability. Based on the findings, it is recommended that the Agricultural Jihad Organization of Lorestan province increasingly focus on the variables of spiritual capital in training courses for agricultural businesses.

The present research examines the effect of entrepreneurship education on the entrepreneurial intention of employees of Hamkaran System Company through mediating variables of knowledge absorption capacity and entrepreneurship capacity. The current research is "applied" in terms of purpose and "descriptive-correlation" in terms of data collection method. The statistical population included the employees of System Associates, 218 of whom were selected through Cochran's formula and random sampling. The data was collected through a 23-question questionnaire, which was used to collect data after verifying its validity and reliability. To evaluate entrepreneurship education and entrepreneurial intention, knowledge absorption capacity and entrepreneurial capacity, a questionnaire (Du Nguyen, Qiu and Nguyen, 2023) and Commiesen and Force (2010) were used, and Smart PlS software was used for data analysis The findings of this research show that entrepreneurship education has an effect on entrepreneurial capacity, knowledge absorption capacity and entrepreneurial intention, and entrepreneurial capacity and knowledge absorption capacity have an effect on entrepreneurial intention. Also, entrepreneurship education has an effect on entrepreneurial intention through entrepreneurial capacity and knowledge absorption capacity.

The purpose of this research is to investigate the effect of artificial intelligence technology on the development of entrepreneurship with the mediating role of entrepreneurship education. The research is applicable in terms of purpose, descriptive- survey in terms of nature, and of casual type. The statistical population of the research was managers and employees of start-up business companies in Kermanshah province. The sample size is 193 people and sampling method is random cluster. The data collection method was field collection, and the tools used were entrepreneurial development questionnaires (Antonik and Hiserich, 2003), artificial intelligence technology (adapted from Rahimi and Akbari research, 1402), and entrepreneurship training (researcher-made). The method of data analysis was descriptive statistics and inferential statistics (structural equation modeling), using Spss26 and Amos24 software. Sobel's test (t-statistic) was used to investigate the mediator variable. The findings showed that artificial intelligence technology has a significant effect on entrepreneurship development by 86%; and on entrepreneurship education by 83%. Also, entrepreneurship education predicts 11% of the changes resulting from entrepreneurship development. The results indicate that artificial intelligence technology has an impact on the development of entrepreneurship with the mediating role of entrepreneurship education in the start-up businesses of Kermanshah province.

Despite the existence of various scientific-research infrastructures, such as research institutes and research centers, science and technology parks, and different incubators in Ilam province, student-based knowledge-based companies and nuclei are few. Considering the importance of developing and promoting entrepreneurial activities and the role of universities and higher education centers in the formation of the entrepreneurial ecosystem, this research was conducted to develop a model for the promoters of the entrepreneurial ecosystem at Ilam University.

In this research, the promoters of the entrepreneurship ecosystem of Ilam University were analyzed using the Delphi technique in three rounds. After reviewing the literature and the internal and external experiences of the formation of academic entrepreneurship ecosystems, a semi-structured questionnaire was developed to explore the promoters of the entrepreneurship ecosystem from the perspective of the research participants. The participants were 14 faculty members of Ilam University who were experts in the field of entrepreneurship and innovation ecosystem and were studied purposefully. In the first round, based on a semi-structured interview, the promoters of the entrepreneurial ecosystem were compiled based on the participants' points of view and examined the literature. In the second and third rounds, the participants expressed their opinions about these promoters on a Likert scale. SPSS version 26 and Excel software were used for data analysis.

The results showed that some promoters of the innovative entrepreneurial ecosystem at Ilam University included improving the structure of the entrepreneurship ecosystem in the university to develop technological and entrepreneurial activities of faculty members and students, setting up a business and entrepreneurship consulting office in colleges, defining and allocating innovation grants for projects of faculty members, theses, and student theses in the form of student business cores, strengthening group and team cooperation in teaching, projects, and research plans, project cooperation with organizations, forcing faculty members to specialize their research and consulting activities and to set up the market and labor market information system of Iraq and the jobs and labor market of the country and the province.

Conclusion/ Implications: 

Considering the importance of the structure in advancing the entrepreneurship ecosystem and the experiences of successful universities in the world in this field, it is suggested that Ilam University, taking into account the existing laws and regulations, set up the Vice-Chancellor of Entrepreneurship and Technology in the university. Changing the title and function of the Science and Technology Development Center Council to the Innovation and Entrepreneurship Ecosystem Council is another recommendation. In the next step, it is necessary to revise the description of the duties of this council and formulate its duties according to the functions of the innovation and entrepreneurship ecosystem of the university.

In the contemporary era, employee empowerment and the enhancement of entrepreneurial spirit are recognized as key factors for the success and sustainability of organizations. Organizations can promote innovation and creativity among their employees by employing appropriate strategies, leading to increased productivity. Therefore, this research analyzes strategies for empowering employees in agricultural processing industries, emphasizing improving the entrepreneurial spirit at Danone Dairy Pars Production Company to identify and implement the best management strategies. The present research is applied based on its goal and descriptive survey regarding data collection methodology. The study population included experts and specialists in the field of human resources from relevant companies, with 21 participants selected using purposive snowball sampling. The data collection tool was a researcher-made matrix questionnaire. According to the findings, providing performance feedback to employees and encouraging and motivating them were identified as the optimal empowerment strategies to enhance the entrepreneurial spirit of operational staff at Danone Dairy Pars. Based on the research results, it is recommended that the company’s managers and decision-makers create the necessary conditions and appropriate infrastructure for effective performance feedback to employees and encourage and motivate them to enhance their capabilities and strive for greater efforts.

In today's educational landscape, the focus of entrepreneurship education is predominantly at the higher education or secondary school level. Unfortunately, there is a lack of emphasis on entrepreneurship programs at the elementary school level, which is concerning and poses its own challenges due to the significant population of primary school students. Furthermore, the early years of school play a crucial role in their lives, and it is essential how these years are experienced and what abilities and skills they acquire. Therefore, entrepreneurship education has found its way into various educational programs, including primary schools, so it has become essential during early childhood as it plays a crucial role in developing entrepreneurial skills and empowering individuals to start a business. The aim of the current study was to design an early entrepreneurship education model for primary school students and compare the model factors among the female and male managers and teachers in Ilam City.

The study employed a sequential mixed method involving qualitative and quantitative methods. Grounded theory and survey methods were used in the qualitative and quantitative phases, respectively. The research population of the quantitative phase was composed of all experts who were familiar with the research topic, out of whom 22 experts were selected using the purposive technique. The population in the quantitative phase was composed of all principals and teachers of elementary schools in Ilam County, out of whom 261 were selected by the convenience technique. The data collection instrument was semi-structured interviews in the qualitative phase and a closed-end questionnaire in the quantitative phase. In the qualitative phase, the three-step coding method was used for data analysis. Descriptive (average) and inferential statistics (comparison of averages) using Spss20 were employed to analyze data in the quantitative phase.

The results in the qualitative phase showed that the development of early entrepreneurship education in primary schools was affected by causal factors (macro-policy, micro-policy, educational goal setting, and reform of the educational system), contextual factors (educational environment, entrepreneurial environment, entrepreneurial events, and motivated teachers) and intervening factors (content production, teaching methods, and evaluation methods). These factors lead to the development of entrepreneurial capabilities. Also, the results in the quantitative phase showed that female teachers believed the role of producing suitable content in developing early entrepreneurship education for students to a greater extent than their male colleagues did.

Conclusion/ Implications:

 It is recommended to focus on building a positive culture within the educational system to shift beliefs and foster a more optimistic attitude among educational policymakers, principals, and primary school teachers. Additionally, suitable educational materials should be developed for primary students to enhance their entrepreneurial knowledge.

The purpose of the current research is to design a professional development model for technical and professional art students in order to teach entrepreneurship in conservatories. The research method is developmental according to its purpose, and qualitative in terms of implementation. The statistical population includes 24 experts and informants, selected by purposeful and snowball sampling. The studied community includes 1) theoretical foundations of formal and public education in the Islamic Republic of Iran; 2) National curriculum; 3) the objectives of the secondary education course; and 4) the description of the duties of the technical and professional course students. Data collection tools include semi-structured interviews. Data analysis using qualitative content analysis method is of inductive type. To validate the findings, the four criteria of "reliability", "credibility", "verifiability" and "transferability" of qualitative studies have been used. In the analysis of the findings, 191 "open codes" were identified, and by classifying them, the components of the model include the philosophy and why of professional development, approach and direction, principles, goals, levels, the role of art students, qualifications, processes, obstacles, and consequences were identified as the main elements of the model. The results of the current research can be used by the Ministry of Education and Culture in policies related to the empowerment of art students in order to promote entrepreneurship education in conservatories; and recommendations and guidelines provided in the template can be used at the levels of general administrations, management of educational districts and schools.

The purpose of this research is to present the entrepreneurial school model and examine its relationship with academic resilience in Iran.

This research is applied in terms of purpose and descriptive-exploratory in terms of nature and is a part of mixed research (qualitative and quantitative). In the (qualitative part), the dimensions and themes of the research (entrepreneurial components) and (academic resilience components) were extracted using Roberts' six-stage synthesis research model, and the validity of the data analysis was confirmed by the data reliability criterion. For this purpose, all the internal and external research conducted in the last 15 years (2009-2024) on the topic of entrepreneurship education that were in the databases were identified and extracted. Also, after selecting 18 experts in the field of entrepreneurship education with purposeful sampling and semi-structured interviews, data was collected and then analyzed. Also, the quantitative community included 102 entrepreneurs and professors of educational sciences and counseling and experts. For data analysis, exploratory and confirmatory factor analysis and structural equation model were used with Smart PLS software version 4 and statistical analysis with spss software version 27.

Based on the obtained results, the global model of entrepreneurship education has 8 dimensions including: 1- goals 2- entrepreneurial content 3- management 4- quality of teachers and professors 5- teaching-learning strategies 6- educational tools 7- background conditions and 8 - Evaluation and 60 indicators.

It can be said that the entrepreneurial school model can be effective in students' academic resilience.

The achievement of organizational ambidexterity in the dimensions of exploration and exploitation in the educational system can be created by increasing and growing thinking skills and intellectual capital. For this reason, paying attention to it and trying to identify and strengthen the key elements effective in its success and excellence is one of the duties of researchers and scholars. Therefore, this research aimed to investigate the effect of entrepreneurial thinking skills on organizational ambidexterity with the mediating role of intellectual capital in teachers of Isfahan.The research method was descriptive-correlational, and the statistical population included teachers of Isfahan City who were selected as a sample of 340 people using the Krejcie and Morgan table and the stratified cluster random sampling method.The research tools included three questionnaires on organizational ambidexterity, entrepreneurial thinking skills, and intellectual capital.The reliability of the tools was also estimated using Cronbach's alpha coefficient for thinking skills 98/0, organizational ambidexterity 97/0, and intellectual capital 90/0. Data analysis was performed descriptively and inferentially using Amos version 22 and SPSS version 26 software.The results showed that the total effects of entrepreneurial thinking skills, intellectual capital, and intellectual capital on organizational ambidexterity were positive and significant, and the mediating role of intellectual capital in the effect of entrepreneurial thinking skills on organizational ambidexterity was positive and significant. Based on this, educational and curricular affairs authorities and planners should take the necessary measures to familiarize teachers with entrepreneurial thinking skills in the education system and learning environments.