درخت حوزه‌های تخصصی

The purpose of this case study was to measure satisfaction of some postgraduate engineering students at Shiraz University about virtual and remote laboratories. The participants were 18 electrical engineering students selected from Shiraz University through purposeful samples. The studied variables in order to measure the satisfaction of remote laboratories included students' focused attention during the use of the virtual laboratory (FA), perceived usefulness of virtual lab (PU), virtual lab approval by students (Confirm), students' satisfaction with the virtual laboratory(Satisfaction), fun and enjoyable virtual lab (Play), easily perceived by students in using a virtual lab (PEU), Attitude to the virtual laboratory (Attitude), tendency to use the virtual lab continuously (ICU), quality of virtual laboratory design (QD). Results revealed that students' satisfaction with the virtual laboratory was above the middle standard rating. Furthermore, from the students' point of view, the quality of the virtual laboratory had a significant effect on their "Satisfaction" with the virtual laboratory (Sig. 0.000, B = 0.885), and from the perspective of the students, the QD had a significant effect on ICU (Sig. 0.000, B = 0.937). Finally, the regression analysis showed that the QD had a significant effect on students' attitudes toward the virtual laboratory (Sig. 0.000, B = 0.885).

Purpose : The present study aimed to present an interpretive structural model based on DEMATEL for the Entrepreneur University among top universities in the northern region of Iran. Methodology : This study was applied in terms of objective and combined (qualitative and quantitative) in terms of implementation method. The research population in the qualitative section were documents and texts of the Entrepreneurship University and experts in this field that 35 documents and texts and 30 experts were selected as samples according to the principle of theoretical saturation by purposive sampling method. The research population in the quantitative section consisted of the same 30 experts who rated the components. The research tools included text review, semi-structured interview, and 77-item researcher-made questionnaire that their psychometric indices were confirmed. Data were analyzed by Delphi methods and interpretive structural modeling based on DEMATEL in SPSS-23 and LISREL. Findings: The results showed that the Entrepreneurship University included 77 concepts, 24 sub-components in 6 main components. So that among the 6 main components, three components of infrastructure (with four sub-components), management (with five sub-components), and communication with the population (with four sub-components) were identified as effective variables, and three components of services (with three sub-components), knowledge-based entrepreneurship (with five sub-components) and output and outcome (with three sub-components) were identified as affected variables. The results of DEMATEL-based interpretive structural modeling showed that in the first level with 10 components, the component of commercialization of knowledge and research and revenue generation from advanced technology, in the second level with 7 components, the component of entrepreneurial research, R&D, and dissemination of academic results, in the third level with 14 components, the component of entrepreneurial research, R&D and dissemination of academic results, and in the fourth level with 1 component, the core component of strong leadership and change in structural and managerial dimensions were at a higher level. Conclusion : According to the results of the present study, planners and higher education professionals can take advantage of the results of this study and plan for the improvement and growth of the Entrepreneur University through the effective components identified in it.