تعیین محدوده و ترتیب ارایه‌ی برنامه درسی برای ارتقای قابلیت‌های دانشجویان با استفاده از روش مدل‌یابی ساختاری تفسیری

نویسندگان

1 دانشجوی دکتری رشته آموزش مجازی و کارآفرینی- دانشگاه لیمریک- ایرلند

2 کارشناسی ارشد کارآفرینی- دانشگاه تهران

3 استادیار دانشکده علوم تربیتی و روان شناسی دانشگاه شهید بهشتی

4 استاد و رییس مرکز تحقیقات کسب و کار دانشگاه لیمریک- ایرلند

چکیده

یکی از پیش‌نیازها برای برنامه‌ریزی ارتقای قابلیت‌های کارآفرینی دانشجویان در نظام آموزش عالی کشورمان، تعیین «دامنه‌ی» برنامه‌ی درسی کارآفرینانه است. اهمیت این موضوع زمانی مشخص می‌شود که با گستره‌ای از ویژگی‌ها و توان‌مندی‌های کارآفرینانه مواجه باشیم. از این‌رو برای طراحی برنامه‌ی درسی اثرگذار، افزون‌بر تعیین «دامنه»، به تعیین «توالی» اجزای آن نیز نیازمندیم. این تحقیق با هدف شناسایی این دو شاخصه‌ی برنامه‌ی درسی برای ارتقای توان‌مندی‌های کارآفرینی در دانشجویان، از روش الگوسازی ساختاری تفسیری (ISM) که یکی از شیوه‌های تحقیق کیفی می‌باشد استفاده کرده و با بررسی نظرات 8 نفر از کارآفرینان موفق ایرانی، تعداد 13 ویژگی برتر کارآفرینی به‌عنوان اهداف نهایی برنامه‌ی درسی کارآفرینانه در دانشگاه‌ها تعیین شده است. سپس ساختار ارتباطات بینابینی و میزان اهمیت آن‌ها نیز در قالب یک شبکه‌ی تعاملی ترسیم گردید. بر این اساس مشخص شد که «اعتماد به نفس» به‌عنوان مهم‌ترین ویژگی کارآفرینی بر روی تمامی 12 ویژگی منتخب دیگر، اثرگذاری مستقیم و یا غیرمستقیم دارد. هم‌چنین، ضمن بررسی نتایج پژوهش‌های مشابه در زمینه‌ی روابط بین ویژگی‌های کارآفرینانه در ساختار تعاملی به‌دست آمده در این تحقیق، برخی کاربردهای نتایج حاصله در زمینه‌ی طراحی اثرگذار برنامه‌ی درسی کارآفرینی بحث و بررسی شده است.

کلیدواژه‌ها

عنوان مقاله [English]

The Scope and Sequence of Curriculum to Promote Students, Entrepreneurial Capabilities Using Interpretive Structural Modelling(ISM)

نویسندگان [English]

  • Morteza Rezaei-Zadeh 1
  • Mohsen Ansari 2
  • Mahboobeh Arefi 3
  • Eamonn Murphy Murphy 4
1 Student in the field of e-learning and entrepreneurship; University of Limerick, Ireland
2 M.A., entrepreneurship , University of Tehran
3 PhD, Associate Professor, University of Shahid Beheshti, Tehran
4 Professor- Director of enterprise research centre, university of Limerick, Ireland
چکیده [English]

 
One of the prerequisites for the students planning to promote entrepreneurial capabilities in our higher education system is the "domain" of entrepreneurial curriculum. It is of great importance when it becomes evident that we are faced with a range of characteristics and entrepreneurial capabilities. For an effective curriculum design, we have to determine the "scope" and the "sequence" components. This study has identified two key characteristics of entrepreneurship in the curriculum aimed at promoting students' abilities. An interpretative structural modelling method (ISM) is used in a qualitative research along with the viewpoints of eight Iranian successful entrepreneurs. and top 13 entrepreneurial features as the ultimate goals of the curriculum   in entrepreneurial universities. The communication structure of interrelationship is drawn in the form of an interactive network. On this basis, it is found that the "confidence", as the most important entrepreneurial characteristic in all of 12 selected features, has direct and indirect impact. Additionally, with a view to the results of similar research on the relationship between entrepreneurial characteristics in an interactive structure obtained in this study, some applications of an effective curriculum design in entrepreneurship have also been discussed. 

کلیدواژه‌ها [English]

  • Curriculum
  • Entrepreneurial Abilities
  • Universities
  • Entrepreneurs
  • Education of Entrepreneurship

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