فریدون آزما

Purpose : The present study was conducted to investigate the factors and consequences of the curriculum with an entrepreneurial approach for gifted students in Iran. Methodology : Research method in terms of purpose, basic-applied in terms of data type, mixed (qualitative) of exploratory type; In terms of data collection time, it was cross-sectional and in terms of data collection method or the nature and method of research was descriptive survey. The statistical population of the research in the qualitative section included all the heads of the provincial elite foundation and the heads of the talented departments of the General Directorate of Education and the provinces and 20% of the teachers implementing the Shahab project. 20 people were selected by purposive non-random sampling. Quantitatively, the statistical population includes high school students in gifted schools. The number of these students was 7000, which used the Cochran's formula, and based on this, 364 people were selected. Sampling method was done through multi-stage cluster sampling. In the qualitative part of this study, the Delphi questionnaire based on CVR and CVI forms was used and in the quantitative part, the questionnaire was used. The validity and reliability of the instruments were evaluated and confirmed. Findings : The results of the study showed that the curriculum with entrepreneurship approach for top talents including environmental components, economy, entrepreneurs, entrepreneurship, factors affecting the implementation of this approach in the curriculum, including components of support, teacher, system policies and Factors influencing the curriculum with an entrepreneurial approach, including talent discovery, improving top talent and self-efficacy were introduced. Conclusion : Implementing an entrepreneurial curriculum leads to talent discovery. That is, it identifies the top student talents and introduces them to continue their studies in related fields. These talents can also be introduced to various national and international centers.

Purpose: The development of educational organizations plays an important role in creating a competitive advantage for organizations. Therefore, the aim of this study was to presenting the development model of educational organizations with emphasis on the entrepreneurship drivers in higher education. Methodology: This study in terms of purpose was applied and in terms of implementation method was descriptive from type of cross-sectional. The research population were included all faculty members of Golestan province universities, numbering 1023 people. The sample size was calculated based on Cochran's formula 279 people, which were selected by stratified random sampling method. The research tool was 80 question researcher-made questionnaire on the development of educational organizations with emphasis on entrepreneurial drivers, which whose content validity according to the opinion of experts was calculated as 0.74. Data were analyzed with exploratory factor analysis and structural equation modeling methods in SPSS-21 and Smart PLS-3 software. Findings: The findings showed that the development of educational organizations with emphasis on the entrepreneurial drivers had 80 items in 12 components and 5 dimensions. Dimensions were included entrepreneurial and knowledge-based education and research (with two components of entrepreneurial and knowledge-based research and entrepreneurial and knowledge-based education), structural-organizational (with four components of structure and organization, leadership management, human resources and financial resources and academic independence), technological development and growth (with one component of technological development and growth), policy making of science and technology and the governance system of the higher education system (with two components of development of entrepreneurial mission and perspective and policy making) and contextual factors (with three components of support factors, interaction and communication and cultural-social factors) which whose factor load of all was higher than 0.60, their average variance extracted was higher than 0.50 and their reliability with using Cronbach's alpha and combined methods was calculated higher than 0.70. Also, the development model of educational organizations with emphasis on the entrepreneurship drivers in higher education had a good fit. In addition, the development model of educational organizations with emphasis on the entrepreneurship drivers in higher education on each of the dimensions and each of the dimensions on its components had a direct and significant effect (P<0.001). Conclusion: The development model of educational organizations with emphasis on the entrepreneurship drivers in higher education designed in the present research can help the experts and planners of the higher education system in designing plans to improve educational organizations.