شناسايي مولفه ها و نشانگان ارزيابي كيفيت تدريس مبتني بر كارافريني در دانشگاه اصفهان

Teaching , University of Isfahan , Entrepreneurship , eva‎luation

Identifying Components an‎d Indicators of Quality Assessment of Entrepreneurship-Based Teaching at the University of Isfahan

علوم تربيتي

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.

5

122369