شناسایی مولفه‌های موثر بر آموزش کارآفرینی دانش‎آموزان دوره دوم متوسطه (رویکرد کیفی)

باتوجه به نقش و اهمیت کارآفرینی در ابعاد زندگی انسان ها از نظام آموزشی هر کشوری انتظار می رود شهروندان شایسته و کارآفرین تربیت نماید. این پژوهش با هدف شناسایی مولفه های آموزش کارآفرینی دانش‎آموزان دوره دوم متوسطه انجام گردید. تحقیق حاضر با رویکرد کیفی (به روش گراندد تئوری و با استفاده از کدگذاری باز، محوری و انتخابی) و با کمک نرم افزار nvivo صورت گرفت. گردآوری داده‌ها از طریق مصاحبه انجام گرفت و روش گردآوری داده‎ها مصاحبه نیمه ساختار یافته است. مشارکت کنندگان پژوهش را خبرگان، استادان و صاحب‌نظران اجرایی و دست اندرکاران حوزه آموزش کارآفرینی تشکیل می‎دادند. در پژوهش از نمونه‌گیری با رویکرد هدفمند و روش نمونه گیری نظریه ای استفاده گردید. نمونه افراد پس از لحاظ اصل اشباع نظری 13 نفر تعیین شد. معیار انتخاب افراد نمونه کسانی بودند که بتوانند در ارتباط با اهداف پژوهش حاضر اظهار نظر دقیق و کارشناسانه داشته باشند. محقق پس از کدگذاری باز و فرایندی مصاحبه های انجام شده عوامل احصا شده را در قالب شرایط علی، زمینه ای، مداخله گر، استراتژی و پیامد معرفی نمود. تحلیل یافته ها حاکی از آن است که 7 مولفه اصلی با 28 زیر گروه شامل (ویژگی های فردی یادگیرنده، آموزش های غیررسمی، محیط آموزشی، حمایت های دولت، جامعه کسب وکار، روش های تدریس و منابع انسانی) اصلی ترین مولفه های موثر بر ایجاد و توسعه آموزش کارآفرینی دانش آموزان دوره دوم متوسطه به شمار می آیند. ضمناً مدل نهایی آموزش کارآفرینی بر اساس یافته های پژوهش ارائه شده است.

identifying the components of entrepreneurship education for high school students: a qualitative approach

entrepreneurship is more than starting a business. as researchers such as morris et al. andkraus et al. belive, entrepreneurial behavior consists of such important features as recognizingopportunities, considering security-related risks, and seriousness in implementing innovativeideas. indeed, the importance of entrepreneurship has caused the world's top universities to addentrepreneurship education and development of entrepreneurial thinking to their agenda. thisis depicted in the summary of the universal declaration on human rights education issued inoctober 1998 under the auspices of unesco in paris, where it is stated that the developmentof entrepreneurial skills and initiatives should be among the major concerns of highereducation. the aim of this study was to identify the components of entrepreneurship education forhigh school students. to this end, the study benefitted from a qualitative approach and a groundedtheory method, which has been variously called as contextual theory, fundamental theory,foundation data theorizing, data-based theory, and data-derived theory. data collection was donethrough conducting semi-structured interviews with the study participants who were selected basedon theoretical sampling and comprised of professors and experts who had executive experiencesin the field of entrepreneurship education, learning and businesses related to entrepreneurshipin the educational system. it was tried to select individuals who were experienced enough andcould provide the present researchers with expert opinions about the issues relevant to the presentstudy. the researchers continued collecting data until data saturation was achieved, i.e. afterinterviewing 13 participants. the collected data was then coded through open, axial, and selectivecoding. first, conceptual categories were identified. then, it was tried to find the connectionbetween the initial categories, and then, the final thems of the study emerged through furtherclassification of the identified categories. after that, the validity of codings was assessed throughexamining the findings that were obtained from coding and comparing it with the previousresearch findings. based on the findings of this study, the main factors that could influence thedevelopment of a curriculum based on entrepreneurship education were categorized under 28subcategories, including educational environment, government support, business community,teaching methods and human resources, and 7 main categories. based on the overall results of thisstudy, it is recommended that the education system provide the learners with the knowledge andskills for entrepreneurship because gaining the necessary skills can be an important prerequisitefor successful entrepreneurship and individual and social development. furthermore, thecountry's education authorities should take individual differences into account whenestablishing entrepreneurial and smart schools so that they can better educate individuals andmake closer connections between educational environments and the business market.