چكيده لاتين
This study aims to identify the components and indicators for evaluating entrepreneurship-based teaching quality at the University of Isfahan and to assess the current state of teaching quality in the fields of Sociology, Persian Language and Literature, Management, Economics, Educational Sciences, and Psychology. The research follows an applied purpose and employs a mixed-methods approach (qualitative-quantitative).
In the qualitative phase, data were collected through semi-structured interviews, while in the quantitative phase, a researcher-developed questionnaire was used. The study includes two target populations for the qualitative and quantitative sections. In the qualitative phase, the population comprised faculty members and experts in the field of entrepreneurship, selected through purposive and snowball sampling until theoretical saturation was reached. A total of 14 participants took part in this phase. The identified components and indicators were then validated by 19 faculty members, all of whom confirmed their validity.
In the quantitative phase, the target population consisted of undergraduate students in their 5th and 7th semesters across the selected disciplines. A stratified sampling method was used to select 260 students for evaluating entrepreneurship-based teaching quality.
The qualitative findings categorized the evaluation indicators into eight domains: instructors’ personal characteristics, objectives, content, technology and learning tools, learning activities and experiences, teaching methods and techniques, interactions and interdisciplinary relationships, and assessment.
The quantitative results confirmed the validity of the indicators identified in the qualitative phase. Furthermore, the findings indicated a significant gap between the current state of entrepreneurship-based teaching and the desired level, with students rating the teaching quality as below average. Among the faculties, the Faculty of Literature and Humanities showed a significant difference in content and learning activities compared to the other two faculties. However, no significant differences were found in other indicators.
