تأثیر حمایت‌های کارآفرینانه نظام آموزش عالی علمی ـ کاربردی کشاورزی بر رفتار کارآفرینانه: رویکرد مدل‌سازی معادلات ساختاری
محورهای موضوعی :شهرزاد بارانی 1 * , کیومرث زرافشانی 2 , نرگس حسن مرادی 3
1 - دانشگاه رازی
2 - دانشگاه رازی
3 - دانشگاه آزاد اسلامی واحد تهران شمال
کلید واژه: کارآفريني, رفتار کارآفرینانه, حمایت کارآفرینانه, آموزش کارآفريني,
چکیده مقاله :
: بسياري از کشورهاي در حال توسعه، کارآفريني را به منظور پيشبرد اهداف اقتصادي کشور تجويز می‌کنند. يکي از مکانيزم‌هاي توسعه‌ي کارآفريني، آموزش مبتني بر عمل است. چنين آموزش‌هايي در مراکز آموزشي يافت می‌شود که تمرکز بر اصول آموزش کاربردي است. در کشور ايران، مراکز علمي کاربردي با اين هدف پا به عرصه‌ي وجود گذاشتند. لذا، هدف اصلي مقاله حاضر، بررسی تأثیر حمایت‌های کارآفرینانه مراکز علمی کاربردی استان کرمانشاه بر رفتار کارآفرینانه دانشجویان علميـ كاربردي کشاورزی بود. بر اساس يافته‌ها، مهمترين حمايت‌ها از ديدگاه دانشجويان، بازاريابي، جلب مشتري و تأمين حمايت مالي مورد نياز فراگيرن در راه‌اندازي يک کسب و کار جديد و حفظ و گسترش آن بود. در حالي که، موارد اخير کمترين ميزان توجه را در مراکز علمي کاربردي به خود اختصاص دادند. بين وضعيت موجود و مطلوب حمايت‌هاي کارآفريني مراکز علمي کاربردي اختلاف معني‌داري بود. حمایت‌های کارآفرینانه از طریق نگرش، هنجارهای ذهنی و باور به خودکارآمدی بر نیت کارآفرینانه دانشجویان اثر مثبت و معنی‌داری داشت. بر اساس يافته‌ها، معرفي ايده‌اي خلاق به مراکز رشد، دعوت از کارآفرينان برتر به کلاس، دعوت از سرمايه‌داران محلي، بازديد از فعاليت‌هاي موفق و آموزش‌هاي پس از راه‌اندازي کسب‌و‌کار، پيشنهاد شد.
The purpose of this study was to determine to what extends entrepreneurial support is provided by University of Applied Science among a stratified random sample of agricultural students (n = 150) in Kermanshah Province. Results indicated that students preferred university support in the area of marketing, customer retention, and financial support in starting a small venture. Results also revealed that these supports are not provided by university officials. In addition, there was a significant difference between current level of support and optimum level of support provided by university officials. Finally, the proposed model fitted the data with acceptable fit indices. In other words, entrepreneurial support predicted entrepreneurial intention through attitude towards entrepreneurship, subjective norms, and self-efficacy. The result of this study has implication for university entrepreneurship centers. For example, developing creative ideas to university incubators, inviting successful entrepreneurs to the classroom, encouraging local investors, inviting successful entrepreneurs and local investors to classrooms, visiting successful entrepreneurship ventures, and training post-launch phase of entrepreneurship is recommended.
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