درخت حوزه‌های تخصصی

Purpose: Entrepreneurship plays an effective role in creating and increasing employment, and the development of entrepreneurial talents is effective in this field. As a result, the aim of this study was to identifying and evaluating the effective educational factors on the development of entrepreneurial talents. Methodology: The method of this research was of mixed exploratory type (qualitative and quantitative). The population of the qualitative part of this research was the Iranian academic and electrical industry experts, which according to the principle of theoretical saturation, 20 people of them were selected by purposive sampling method and were subjected to semi-structured interviews. The population of the quantitative part of this research was the employees of specialized parent companies, which 218 people of whom were selected by multi-stage cluster random sampling method and answered the researcher-made questionnaire. The validity and reliability of the tools of both qualitative and quantitative parts were examined and confirmed and the data obtained from their implementation were analyzed by open, axial and selective coding methods in MAXQDA-V2020 software and exploratory factor analysis and one sample t-test in SPSS-V23 and LISREL-V8 software. Findings: The findings of this study in the qualitative part showed that the effective educational factors on the development of entrepreneurial talents had 66 indicators, 16 components and 2 categories; So that the category of effective educational factors has 8 components including the psychological characteristics of the teacher, social intelligence, organizational coordination, encouraging talents to entrepreneurship, leadership and management style, educational content, space and educational equipment and teaching methods and the category of development of entrepreneurial talents has 8 components including risk-taking, locus of control, need to success, mental health, pragmatism, ambiguity tolerance, dreaming and discovering and exploiting from opportunities. Also, the findings of this study in the quantitative part showed that the effective educational factors on the development of entrepreneurial talents had 66 items and 16 components in 2 dimensions of effective educational factors and development of entrepreneurial talents; So that all the items had a factor load of higher than 0.40, all components had a content validity ratio of higher than 0.70, all of them had an average extracted variance of higher than 0.50, and all of them had a Cronbach's alpha of higher than 0.70. In addition, the average of all components of effective educational factors and development of entrepreneurial talents except mental health significantly was higher than the hypothetical average (P<0.05). Conclusion: According to the results of this study for improvement and development of entrepreneurial talents can be establish the field for the realization of effective educational factors on it including the psychological characteristics of the teacher, social intelligence, organizational coordination, encouraging talents to entrepreneurship, leadership and management style, educational content, space and educational equipment and teaching methods.

Purpose: The entrepreneurship development in the higher education system creates a competitive advantage for educational systems. Therefore, the current research was conducted with the aim of identifying the dimensions and components of the entrepreneurship development model in the country's higher education system. Method: In an applied study from type of qualitative from among the experts of the country's higher education system number of 14 people of them were selected as a sample according to the principle of theoretical saturation and based on the inclusion criteria with the purposive sampling method. The samples of the present research were subjected to a semi-structured interview, which whose validity was confirmed by the triangulation method and their reliability was calculated by the coefficient of agreement between two coding methods 0.84. Data were analyzed by thematic analysis method in MAXQDA software version 2020. Results: The findings indicated that the entrepreneurship development model in the country's higher education system has 73 components in 8 dimensions, including intrastructural strategic components (with 3 components), policy-making strategic components (with 3 components), centrality of the higher education system (with 4 components), cooperation of the higher education system (with 10 components), human force (with 11 components), adaptability (with 11 components), external organization (with 10 components) and internal organization (with 11 components). Finally, the entrepreneurship development model in the country's higher education system was drawn based on the output of MAXQDA software. Conclusion: According to the results of this study and based on the dimensions and components of the entrepreneurship development model in the country's higher education system, it is necessary to plan for the entrepreneurship development through the improvement of the identified dimensions and components in this research.