اعتبار سنجي الگوي سنجش دارايي دانش ملي

هدف: هدف پژوهش حاضر، اعتبارسنجي الگوي سنجش دارايي دانش ملي بوده است. مواد و روش ها: از منظر هدف، اعتبارسنجي الگوي سنجش دارايي دانش ملي به شكل موجود است و كنترل و دخل و تصرفي از سوي محقق در دادهها يا محيط مشاهده اعمال نشد. بنابراين، الگوي به كار رفته از نوع توصيفي بوده است. جامعه آماري شامل كاركنان سازمانهاي بخش دولتي و خصوصي در شهر تهران بوده كه بيش از 10 سال سابقه كار داشتند و به واسطه سوابق شغلي، تحصيلي و سازماني به عنوان خبره در زمينه موضوع شناخته ميشدند. نمونهگيري به روش تصادفي ساده انجام گرفت. يافته ها: به منظور سنجش اعتبار الگوي دارايي دانش ملي، پس از بررسي پايايي پرسشنامه با استفاده از از آلفاي كرونباخ و آزمون كاپاي فلايس به منظور اطمينان از اتفاق نظر پاسخ دهندگان، روايي و اعتبار ارتباط بين اجزاء مدل با استفاده از تحليل عاملي و نرم افزار ليزرل، مورد سنجش قرار گرفت. نتيجه گيري: با در نظر گرفتن ميزان اتفاق نظر بالاي پاسخ دهندگان، و مقادير بار عاملي به دست آمده براي مولفه ها و شاخص هاي الگوي سنجش دارايي دانش ملي، مي توان بيان كرد كه اين الگو از روايي سازه اي بالايي برخوردار است و اعتبار خوبي براي كاربرد در بخش هاي خصوصي و دولتي دارد.

Purpose: The present research was performed with the aim of presenting a pattern of entrepreneurial intelligence in high school students in the west region of Golestan province. Materials and Methods: This study in terms of purpose was applied and in terms of implementation method was qualitative. The research population was the documents and texts of entrepreneurial intelligence and specialists and professors of entrepreneurial intelligence in the west of Golestan province in 2019 year. The research sample was documents and texts of entrepreneurial intelligence and based on principle of theoretical saturation 25 entrepreneurial intelligence specialists and professors who were selected by purposive sampling method. To collect data were used from noting and semi-structured interview methods and data were analyzed by content analysis method. Findings: The findings showed that the factors effecting on entrepreneurial intelligence in high school students were included individual factors (including two sub-components of intrinsic characteristics and acquired characteristics), educational and family (including two sub-components of teachers and educators and developmental-educational atmosphere) and social institutions (including three sub-components of authority and distribution of power, communication system and cultural norms) which were developed the indicators of each of them. Finally, based on the components, sub-components and indicators of entrepreneurial intelligence, the pattern of entrepreneurial intelligence was designed in high school students. Conclusion: Based on the pattern of entrepreneurial intelligence designed in this study, high school professionals and planners can use this pattern to take effective steps to promote entrepreneurial intelligence in high school students.