شناسايي مؤلفه‌هاي مؤثر بر آموزش كارآفريني دانش آموزان دوره دوم متوسطه (رويكرد كيفي)

Identifying the Components of Entrepreneurship Education for High School Students: A Qualitative Approach

باتوجه به نقش و اهميت كارآفريني در ابعاد زندگي انسان­ ها از نظام آموزشي هر كشوري انتظار مي ­رود شهروندان شايسته و كارآفرين تربيت نمايد. اين پژوهش با هدف شناسايي مؤلفه­ هاي آموزش كارآفريني دانش آموزان دوره دوم متوسطه انجام گرديد. تحقيق حاضر با رويكرد كيفي (به روش گراندد تئوري و با استفاده از كدگذاري باز، محوري و انتخابي) و با كمك نرم افزار Nvivo صورت گرفت. گردآوري داده‌ها از طريق مصاحبه انجام گرفت و روش گردآوري داده ها مصاحبه نيمه ساختار يافته است. مشاركت ­كنندگان پژوهش را خبرگان، استادان و صاحب‌نظران اجرايي و دست ­اندركاران حوزه آموزش كارآفريني تشكيل مي دادند. در پژوهش از نمونه‌گيري با رويكرد هدفمند و روش نمونه­ گيري نظريه­ اي استفاده گرديد. نمونه افراد پس از لحاظ اصل اشباع نظري 13 نفر تعيين شد. معيار انتخاب افراد نمونه كساني بودند كه بتوانند در ارتباط با اهداف پژوهش حاضر اظهار نظر دقيق و كارشناسانه داشته باشند. محقق پس از كدگذاري باز و فرايندي مصاحبه­ هاي انجام شده عوامل احصا شده را در قالب شرايط علي، زمينه­اي، مداخله ­گر، استراتژي و پيامد معرفي نمود. تحليل يافته­ ها حاكي از آن است كه 7 مؤلفه اصلي با 28 زير گروه شامل (ويژگي­ هاي فردي يادگيرنده، آموزش ­هاي غيررسمي، محيط آموزشي، حمايت­ هاي دولت، جامعه كسب­ وكار، روش­ هاي تدريس و منابع انساني) اصلي­ ترين مؤلفه ­هاي مؤثر بر ايجاد و توسعه آموزش كارآفريني دانش ­آموزان دوره دوم متوسطه به شمار مي آيند. ضمناً مدل نهايي آموزش كارآفريني بر اساس يافته­ هاي پژوهش ارائه شده است.

Entrepreneurship is more than starting a business. As researchers such as Morris et al. and Kraus et al. belive, entrepreneurial behavior consists of such important features as recognizing opportunities, considering security-related risks, and seriousness in implementing innovative ideas. Indeed, the importance of entrepreneurship has caused the world's top universities to add entrepreneurship education and development of entrepreneurial thinking to their agenda. This is depicted in the summary of the Universal Declaration on Human Rights Education issued in October 1998 under the auspices of UNESCO in Paris, where it is stated that the development of entrepreneurial skills and initiatives should be among the major concerns of higher education. The aim of this study was to identify the components of entrepreneurship education for high school students. To this end, the study benefitted from a qualitative approach and a grounded theory method, which has been variously called as contextual theory, fundamental theory, foundation data theorizing, data-based theory, and data-derived theory. Data collection was done through conducting semi-structured interviews with the study participants who were selected based on theoretical sampling and comprised of professors and experts who had executive experiences in the field of entrepreneurship education, learning and businesses related to entrepreneurship in the educational system. It was tried to select individuals who were experienced enough and could provide the present researchers with expert opinions about the issues relevant to the present study. The researchers continued collecting data until data saturation was achieved, i.e. after interviewing 13 participants. The collected data was then coded through open, axial, and selective coding. First, conceptual categories were identified. Then, it was tried to find the connection between the initial categories, and then, the final thems of the study emerged through further classification of the identified categories. After that, the validity of codings was assessed through examining the findings that were obtained from coding and comparing it with the previous research findings. Based on the findings of this study, the main factors that could influence the development of a curriculum based on entrepreneurship education were categorized under 28 subcategories, including educational environment, government support, business community, teaching methods and human resources, and 7 main categories. Based on the overall results of this study, it is recommended that the education system provide the learners with the knowledge and skills for entrepreneurship because gaining the necessary skills can be an important prerequisite for successful entrepreneurship and individual and social development. Furthermore, the country's education authorities should take individual differences into account when establishing entrepreneurial and smart schools so that they can better educate individuals and make closer connections between educational environments and the business market.