entrepreneurship education

Purpose: The purpose of this study was to provide an optimal model for the effectiveness of entrepreneurship education on graduate students in university. Methodology: This research was carried out in a mixed method. The statistical population of this research in the qualitative part included experts in the scientific community and academic experts who had executive backgrounds at decision-making levels and the quantitative part all graduates of the management faculty in the Islamic Azad University of Central Tehran branch, which were a total of 1500 graduate students. Using Cochran's equation, 305 subjects were evaluated. The subjects were randomly introduced from the statistical population and selected as the statistical sample. A researcher-made questionnaire was used for collecting data on a five-point scale containing 42 items. Its face and content validity was confirmed by 10 experts and its reliability in a preliminary test with 30 subjects for all variables studied was obtained above 0.7, which was acceptable. For data analysis, descriptive and inferential statistics of structural equation analysis in Smart PLS software and Kolmogorov-Smirnov test in SPSS software were used. Findings: The findings showed that the cultural, economic, political, social, educational and demographic factors influenced entrepreneurship education. Conclusion: Entrepreneurship education is one of the most important categories in the field of education, which serious attention to it causes the economic, educational and social development of students. Therefore, raising entrepreneurs in the country can be considered as a first step in the development of education.

Purpose: The aim of this study was to investigate the effect of students' attitudes toward entrepreneurship education and entrepreneurial environment on entrepreneurial intention with respect to the moderating role of gender and family background. Methodology: The present research was applied in terms of purpose and quantitative research in terms of data collection. The statistical population included all business management students of Islamic Azad University, Tehran Branch of Science and Research, who have taken entrepreneurship courses as part of their curriculum. To determine the sample size, stratified random sampling was used and 297 people were selected using Morgan table. The data collection tool was the Jena Standard Questionnaire (2020) based on a 5-item scale. The validity of the questionnaire was confirmed in terms of form and content by several experts, the validity was confirmed by calculating the trough and the validity of the questionnaire was confirmed by calculating the square root of the AVE. The reliability of the questionnaire was obtained through Cronbachs alpha for the whole questionnaire of 0.968.for data analysis, Cronbach's alpha tests, orthodontics (AVE), AVE root matrix, Kolmogrofs-Smirnov, confirmatory factor analysis and t-test bootstrap approach were used. Findings: The results showed that each of the components of attitude (emotional, behavioral and cognitive) and entrepreneurial environment has a significant effect on entrepreneurial intention. Discussion: This study also confirmed the effect of control groups (gender and family history of the entrepreneur) on the relationship between entrepreneurial attitude and intention.

Purpose- Since the development of entrepreneurial activities in rural areas reduces many initial costs, and because the agricultural production is centered in rural areas, agricultural graduates can make closer and easier relationships with beneficiaries. Therefore, the current research was conducted aimed at analyzing the rural entrepreneurial intentions of agricultural students of Hamadan University based on the extended theory of planned behavior. Design/methodology/implications- The population of the study were all senior agricultural students of Bu Ali Sina University, Hamadan (N = 420). The simple random sampling method and Krejcie and Morgan table were used respectively to sample the research population and to determine the sample size (n = 200). A researcher-made questionnaire was used to collect data. The face and content validity of the questionnaire was confirmed by a panel of experts. To verify the reliability of the research tool, a pilot study and the calculation of the ordinal theta coefficient were also conducted. Findings- The results of the confirmatory factor analysis showed that the indicators used to measure the latent attributes studied in this research are consistent with the factor structure and the theoretical basis of the research. The results showed that three main components of TPB (attitude, perceived behavioral control and social norms) had a positive and significant effect on rural entrepreneurial intentions of students, which predicts 51% of the variance of rural entrepreneurial intentions. In addition, adding six entrepreneurial skills to the model, the predictive power of TPB increased by 19%. Research limitations/implications- One of the most important limitations was the accurate assessment of the entrepreneurial skills. Practical implications- Considering the interaction of motivational and skill components, it can be inferred that students’ confidence in their entrepreneurial abilities and skills in order to launch and manage a new business gives them the power to have creative intentions and decisions to start a new activity. Originality/value- This study contributed to integrate skills and behavioral components for improving the rural entrepreneurial intentions of agricultural students. The results contribute to enriching the literature on rural entrepreneurial intention. This study documents the entrepreneurial intention and skills as important precursors to students’ decision to create new agricultural business.

Purpose: The purpose of this paper is to understand of the presence of entrepreneurial competencies in the curriculum of teacher education in Iran. Methodology: approach – This was a qualitative research with an interview and content analysis approach. The research population consisted of two groups of entrepreneurs with teacher education and the curriculum syllabus a bachelor of teacher education. The research tools included a semi-structured interview, and a content analysis checklist. Findings: The research findings resulted in the extraction of 42 competencies in the form of three classes of knowledge, attitude and skill. Results also indicated that the presence of entrepreneurial competencies among the syllabus of teacher education curriculum does not meet a suitable level. Conclusion: Therefore, the officials and curriculum developers should take the necessary steps to revise the curriculum syllabus according to the addition of intended competencies in this area to push teacher students towards entrepreneurship.