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Evaluating the Curriculum of Technical and Vocational University Based on Entrepreneurial Intention Promotion Indexes | ||
| Interdisciplinary Journal of Virtual Learning in Medical Sciences | ||
| مقاله 4، دوره 10، شماره 2، شهریور 2019، صفحه 23-29 اصل مقاله (102.8 K) | ||
| نوع مقاله: Original Article | ||
| شناسه دیجیتال (DOI): 10.5812/ijvlms.81148 | ||
| نویسندگان | ||
| Maryam Baniameryan* 1؛ Mohhamad Javadipuor2؛ Rezvan Hakimzadeh2؛ Kamall Dorani2؛ Ebrahim Khodaie2؛ Mohhamad Hasan Mobaraki2 | ||
| 1Faculty of Educational Sciences and Psychology, University of Tehran, Tehran, Iran. Email: m.ameryan@gmail.com | ||
| 2Faculty of Educational Sciences and Psychology, University of Tehran, Tehran, Iran | ||
| چکیده | ||
| Background: Technical and Vocational University, as the principal advocate of higher technical and vocational education, lists one of its missions as training high-skilled and entrepreneurial manpower. In addition, it has made a major effort by including an entrepreneurship course in its curriculum. Objectives: Therefore, the main concern in this research is to know how much the entrepreneurial intention development is emphasized in the curriculums of higher-education Technical and Vocational University. Methods: This research was a qualitative study and conducted by the descriptive-analytical method. The research data were collected and analyzed in two parts (documentary and interview with experts). The data collection tool was a semi-structured interview whose validity was confirmed by content validity method, and the reliability was confirmed by data triangulation method. Research data were analyzed by interview content analysis method, and the documentary part by the documentary method. Results: The results showed that the objectives of the university’s curriculum were to incorporate the entrepreneurial intention indexes such as entrepreneurial attitude promotion, pragmatism, and spiritual intelligence. However, the contents of the courses were formulated based on job specialties, and the intention indexes were not observed through them. In terms of teaching methodology, teacher-based methods such as speech and explanation were mostly used in practical courses and did not align with intention indexes such as theoretical courses and workshop. The applied methods of evaluation were mainly written, explanatory and in the form of practical exams (workshop courses) which did not match the entrepreneurial intention development approach. Conclusions: The elements in the curriculums of Technical and Vocational University do not bear any adequate proportion to its stated objectives in terms of entrepreneurial intention development. | ||
| کلیدواژه‌ها | ||
| Evaluation؛ Curriculum؛ Higher Education؛ University؛ Technical and Vocational؛ Entrepreneurial Intention | ||
| مراجع | ||
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