Interdiscip J Virtual Learn Med Sci. 2019 June; 10(2):e81148. doi: 10.5812/ijvlms.81148.

Published online 2019 July 23. Research Article

Evaluating the Curriculum of Technical and Vocational Based on Entrepreneurial Intention Promotion Indexes Maryam Baniameryan 1, *, Mohhamad Javadipuor 1, Rezvan Hakimzadeh 1, Kamall Dorani 1, Ebrahim Khodaie 1 and Mohhamad Hasan Mobaraki 1 1Faculty of Educational and Psychology, University of Tehran, Tehran, Iran

*Corresponding author: Faculty of Educational Sciences and Psychology, University of Tehran, Tehran, Iran. Email: [email protected] Received 2018 June 23; Revised 2019 April 16; Accepted 2019 April 16.

Abstract

Background: Technical and Vocational University, as the principal advocate of higher technical and , 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 em- phasized 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 col- lected and analyzed in two parts (documentary and interview with experts). The data collection tool was a semi-structured inter- view 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 specialties, and the intention indexes were not observed through them. In terms of teaching method- ology,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 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.

Keywords: Evaluation, Curriculum, , University, Technical and Vocational, Entrepreneurial Intention

1. Background in students, especially those who receive higher technical and vocational education, is of paramount importance. Entrepreneurial intention in an individual can be de- fined as having serious thoughts about becoming an en- 2. Objectives trepreneur, struggling with all entrepreneurship prob- lems, following entrepreneurial job objectives, being de- Therefore, in the light of the fact that no other previ- termined to start a business unit in the future and running ous research has focused on evaluating the curricula of the a new business (1). Technical and Vocational University of Iran in terms of en- Studies point to the existence of various models of en- trepreneurial intention, this study was conducted with the trepreneurial intention and the factors that could influ- aim of determining the extent to which the present cur- ence them. Based on the research literature in this area, riculums of this university are based on entrepreneurial the factors affecting entrepreneurial intention can be cat- intention indexes in learners. egorized as external factors, such as social, economic, cul- tural, family, and important educational factors (1-3), and internal factors, including complexity, recognition, atti- 3. Methods tude, style-cognition, pragmatism, spiritual intelligence, and mental norms (4-9). This research is a qualitative study with the descriptive- Developing and enhancing entrepreneurial intention analytical method conducted in the following two stages:

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- 1: the validity of these concepts, they were returned to the in- Initially, the components of entrepreneurial intention terviewees and were approved by them. Then they under- were extracted based on the existing models in valid offi- went qualitative content analysis as valid research data. cial documents and research literature. These components The qualitative approach was used to collect data, and are shown in Table 1. the faculty members of Technical and Vocational Univer- sity (Enghelab-e Eslami Technical and Dr. Shariati Table 1. The Studied Entrepreneurial Intention Indexes in This Research Technical College) were asked a number of questions in

Row Entrepreneurial Intention Elements semi-structured interviews. Indexes The criteria for selecting a statistical sample were at 1 Recognition of complexity The perceptive map, knowledge least ten years of continuous teaching at the Technical and structures, cognitive images, Vocational University, a minimum master’s degree, and and uncertainty in the environment willingness to participate in the research. The interviewees were assured that their personal information would re- 2 Attitude (intention toward Intention to succeed, the behavior) perceived personal control (the main confidential, the information obtained from the in- internal control center), the terview would be used solely for scientific research, and the perceived self-esteem, creativity and innovation, discern, and published results would only be used for improving the utilize the opportunity quality of the curriculums. For these aims, ID codes were 3 Style recognition How to perceive, think and solve used instead of the participants’ actual names. To conduct problems, learn and this research, we obtained permission from the university communicate with others officials, and the interviews were conducted with the con- 4 Perceived behavioral control An individual’s intention to (Pragmatism) think on a decision sent of all the participants. The results of the interviews are presented in two parts based on the research questions in 5 Spiritual intelligence Critical existential thinking, creating individual meaning, Tables 2-4. transcendental awareness, Data triangulation method was applied to verify the developing awareness accuracy of the data obtained from the interviews. There- 6 Mental norms Assertive beliefs on the definite fore, in tandem with an analysis of the interviews, the syl- behavior based on cultural attitudes, individuals attitude, labus of the entrepreneurship course at the Technical and social networks, family, friends, Vocational University also underwent a qualitative content colleague, and others analysis, based on the components of entrepreneurial in- tention and previous studies on the curriculum of this uni- - Stage 2: versity. Then, based on the extracted components, a semi- In analyzing the syllabus of entrepreneurship course was conducted with a statistical sam- (The syllabus that was approved and officially announced ple of the research. by TVU in 2016), the main criteria were the use of the com- The statistical population of the study consisted of all ponents of entrepreneurial intention (Table 1), or equiv- the teachers of the Technical and Vocational University. In alent terms in aims, contents, methods, and evaluation accordance with the objective of this research, the sam- methods. Table 5 displays the results of the syllabus anal- pling was targeted, using the snowball method. The cri- ysis for the Entrepreneurship Course, based on the compo- teria for the selection of the instructors were a minimum nents of the entrepreneurial intention. The research data of 10 years of continuous technical and vocational instruc- were collected from September 2017 to September 2018. tion at the University and a minimum of master’s degree Data analysis method in this research was qualitative in relevant fields. Therefore, each interviewee introduced content analysis in which the concepts and themes rele- other instructors with relevant experience to the aim of vant to the research objectives were extracted from semi- the research. The interview was conducted to achieve data structured interviews. Then they were compared with the saturation and two other interviews were conducted to previous documents (the ones describing the curriculums ensure this saturation. A total of 9 interviews were con- of Technical and Vocational University) and the syllabus of ducted, and the last two were removed due to the overlap the entrepreneurship course, using the data triangulation with the results of the other interviews. method. Faculty members were interviewed regarding the main elements of curriculums and their relevance with en- 3.1. Sampling Method and Volume trepreneurial intention indexes. The sampling method of this research was purposive In the third stage, the interviews were recorded in the and the selected population was the people who taught for- written form, and the researchers’ designated concepts mally in the Technical and Vocational University, who were were extracted from the texts of the interviews. To ensure willing to take part in the interview and who had authority

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Table 2. The Results Obtained from Interviews About the First Objective

Code Objectives Contents of Curriculum Teaching Methods Evaluation

1 Practical and scientific learning of Based on the educational field, Speech (questions and answers) and Written and practical exam, project (job creation), learning skills to including professional, general, and pervasive presence in workshop submission participate in workplace practical courses (the instructor’s initial explanation is followed by the students’ participation in scientific activities under his/her supervision)

2 Learning a specific profession and Based on the previously indicated Explanatory, speech, practical work Written and practical exam, job, learning skills chapters, the issues related to the in the workshop regarding the desired skill mentioned profession, including general, professional, and practical courses

3 Learning skills in an academic General, professional, and Explanatory, speech, learning in the Written and practical exam in environment means that both workshop courses workshop workshop courses professional academic knowledge and manual skills are taught

4 Learning jobs scientifically, Professional and practical courses Explanatory, question and answer Written and practical exam in readiness for the presence in a related to the academic field; workshop courses, project workplace as a specialist General courses for all fields. The submission syllabi were predetermined

5 Readiness to participate in It includes the practical and Speech and practice in the Written and practical exam workplace, learning techniques, scientific knowledge of the workshop and professions academic field, which is predetermined

6 Learning techniques and General, professional, and Speech, explanatory, question and Written and practical exam, project professions, job training workshop courses answer submission

7 Readiness to participate in the job The predetermined syllabi and the Explanatory, working at workshop, Written and practical exam; project market. Learning a profession content of each course are question and answer submission based on the in job market determined by it. It includes general, specialized, and practical courses over the curriculum of this university. In addition, chain Vocational University. Table 2 provides detailed informa- sampling method was used in this interview, according to tion about the contents, objectives, teaching methods, and which a researcher can seek the participants’ assistance to evaluation methods. find more participants with greater access to data (10). Table 2 elaborates on the contents of the curriculums at the Technical and Vocational University in general. 3.1.1. Data Collection Tool The second objective of this study was to find out A semi-structured questionnaire was used in this re- the condition of the curriculums at the Technical and search. The questions of the interview were prepared Vocational University regarding the development of en- based on the objective of this research and were modi- trepreneurial intention among learners. fied and confirmed based on the views of the curriculum Accordingly, the components of the entrepreneurial faculty members (content validity). Data triangulation intention were announced to the interviewees, and they method was applied to determine the reliability of the data were requested to identify the sections of the curriculum obtained from the interviews. in which these factors were or were not addressed. The findings related to this objective are shown in Ta- 3.1.2. Data Analysis Method of the Research bles 3 and4. The qualitative data analysis was conducted by inter- The interviews suggest that the faculty’s teaching view content analysis. The stages of interview content anal- methods are generally speech and explanation, and the ysis process were based on Krippendorff’s idea (11), includ- applied method in the workshop courses is the teacher- ing data collection, data reduction, deduction, and analy- student method (Table 3). sis. Table 4 shows the results of the data analysis from Tables 2 and3. It reflects the interviewees’ opinions re- 4. Results garding the components of the entrepreneurial intention in the curriculums of the university and indicates which The first specific objective of the study was to deter- components are or are not addressed in each element of mine the contents of the curriculums at the Technical and these curriculums.

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Table 3. The Results Obtained from an Interview About the Second Objective

Code Objectives Contents of Curriculum Teaching Methods Valuation

1 The objectives of the curriculums The syllabi are clear and some of Project submission methods and Evaluation methods are applied to were formulated based on the them are not suited to the present some practical activities that lead to assess the learners’ knowledge and professions and job fields, and condition of the job market. The production are suitable for skills in their educational field incorporate entrepreneurship entrepreneurship idea is not motivating students toward debates in terms of present in the topics, unless an entrepreneurship. They are applied instructor in a particular field in some courses discusses market issues in his/her class

2 Academic disciplines in the The contents of the courses are Teaching-learning activities depend No. Except for those courses whose Technical and Vocational University derived from the specialized topics on the related courses. In some evaluation method involves the for employment in the job market of the courses and skills required courses, particularly the practical implementation of a project for an occupational field. The ones, such activities enhance the general debates on students’ motivation toward entrepreneurship are provided in entrepreneurship entrepreneurship courses

3 The main objective in the The contents of professional Yes, but in practical courses. Some The evaluation methods mostly curriculums of the Technical and courses are based on the special practical courses draw the learners’ assess the learner’s knowledge in Vocational University is learning an concepts in such courses, and attention to the job market. The that skill, and play no role in occupation that results in entrepreneurship is not mentioned theoretical courses are mostly motivating them toward employment or in in their contents. The presented as speech entrepreneurship factories. Entrepreneurship was entrepreneurship course is taught mentioned as a general objective of separately in the entrepreneurship this University course unit

4 The main objective is to learn the The contents of the courses are Learning-teaching activities are Evaluating the project and required skills for an occupation, specialized and related to learning a explanatory and in the form of workshop skills can help the which is fully aligned with profession. Entrepreneurship is speech. In some cases, the students to become entrepreneurs entrepreneurship. taught independently in other instructor creates motivation Entrepreneurship is the result of course units toward entrepreneurship. However, learning a profession in general, that is not the case

5 The main objective of the The entrepreneurial concepts are Yes. In some cases, the student is No. Evaluation methods are not curriculums in each field is to teach taught in the entrepreneurship more inclined to become an related to entrepreneurship, unless, skills. Entrepreneurship is also a course. The other courses are entrepreneur, depending on the we consider a person’s skills as a part of the curriculums specialized and related to the course and the lecturer’s factor in becoming an entrepreneur learners’ disciplines explanations. But it seems less likely in theoretical courses

6 Entrepreneurship is one of the most Entrepreneurship course is Learning-teaching activities are No. It is not relevant to developing important objectives of this included in the curriculum of every explanatory and in the form of the intention in students to become University. Therefore, the field. However, it is not integrated speech. Practical activities take entrepreneurs entrepreneurship course is into other courses. Every course place only in practical courses. It included alongside other courses in focuses on its own relevant subjects cannot be claimed that they make various fields students as entrepreneurs

7 The main objective of the The contents of the curriculums Workshop activities can increase Evaluating practical courses can curriculums in this University is to include specialized, general, and this potential in students help an individual with learn an occupation. By learning an workshop courses. entrepreneurship intention. occupation an individual is more Entrepreneurship course is also However, the evaluation is generally likely to become an entrepreneur. included in every field. used to assess learning rather than Entrepreneurship is stated among Entrepreneurship concepts are developing the entrepreneurial the objectives of the curriculums taught in only in the intention entrepreneurship course

The syllabus of the entrepreneurship course, offered at phasize mere skill learning. They can, to some extent, in- the of the university, underwent qualitative con- corporate the components of entrepreneurial intention tent analysis based on the reference to the components such as pragmatism, elements of using opportunities, and of the entrepreneurial intention or equivalent concepts. the desire to succeed (Table 5). This analysis was carried out simultaneously with semi- The analysis of the syllabus in this course indicates that structured interviews with the statistical sample, in order it is generally presented to the learners in two sections, to verify the accuracy of the data analysis. The results of knowledge and skills. Knowledge section deals with con- this analysis are indicated in Table 5. The table displays cepts such as entrepreneurship, creativity and innovation, which components of the entrepreneurial intention are or and skill section focuses on financial management, ac- are not addressed in the approved syllabus of this course. counting, and business. In terms of entrepreneurial inten- In spite of the appropriate objectives stated in the cur- tion development indexes, the imparted skills deal with riculums, the contents of these curriculums largely em- pragmatism, attitude, mental norm, and style cognition.

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Table 4. The Results of Analyzing the Interviewees’ Answers Based on the Entrepreneurial Intention Components and Elements

Sampling Based on Results of the Interview Row Index Elements Objectives Content Teaching Valuation Method

1 Cognitive complexity Perceptive map * - - -

Cognitive structures * - - -

Cognitive image * - - -

Uncertainty in the environment * - - -

2 Attitude (intention Intention to success * - * - toward behavior)

Internal control center * - - -

Self-esteem * - - -

Creativity and innovation * * - -

Identifying and seizing the opportunity * * * -

3 Style cognition How to perceive - - - -

Thinking and problem solving * * - -

How to learn and communicate with * * - - others

4 (Pragmatism) An individual’s intention to implement a **-* decision

5 Spiritual intelligence Critical thinking * - - -

Making personal meaning - - - -

Transcendental awareness * - - -

Developing awareness - - -

6 Mental norms An individual’s mental beliefs based on * - - - others’ opinions

The individual’s subjective beliefs based **-- on social and cultural attitudes

The other components, namely spiritual intelligence and In research by Linan et al. (15), the components of en- cognition complexities, are totally neglected (Table 5). trepreneurial intention are considered the concepts that can be imparted to the students, and it is emphasized that they should be addressed in all elements of curricula. The 5. Discussion studies by Turker and Sonmez Selcuk (3), Sánchez (16), and Souitaris et al. (17) also examined the components of the Given the importance of entrepreneurial intention in entrepreneurial intention, and in their results, it is main- entrepreneurial behavior, many studies have been con- tained that these components can be developed via educa- ducted on the effectiveness of the curriculums imple- tion. mented in Iranian higher education. Among them, one The results of the present study show that in spite of can point to the studies by Jalayer (12), Baghersad et al. (13) the proper objectives stated in the curriculums of TVU, and Heidari (14). These studies have examined the views of the contents of these curriculums largely emphasize mere alumni to evaluate the entrepreneurial intention of learn- skill learning. They can, to some extent, incorporate the ers after education. components of entrepreneurial intention such as prag- In distinction to previous studies, the present research matism, elements of using opportunities, and the desire specifically examines the efficiency of the elements of a to succeed. Entrepreneurship course in this university is curriculum in enhancing the learners’ entrepreneurial in- offered as a supplementary course with the objective to tention. In this sense, it analyses the elements of a curricu- turn the learners into entrepreneurs. The analysis of the lum in progress (aims, content, teaching methods, eval- syllabus in this course indicates that it is generally pre- uation methods). Therefore, its results can prove highly sented to the learners in two sections, knowledge, and effective in revising and modifying educational curricula. skills. Knowledge section deals with concepts such as en-

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Table 5. Case Study of Entrepreneurship Course Syllabus Versus the Components of Entrepreneurial Intent

Row Component Elements Examples in the Entrepreneurship Course Syllabus

1 Cognitive complexity Perceptive map ***

Cognitive structures ***

Cognitive image ****

Uncertainty in the environment Dangers and factors of entrepreneurs’ failure

2 Attitude (intention toward behavior) Intention to success Attractions and motivational factors of entrepreneurship (entrepreneurial motivations)

Internal control center What is the internal control center?

Self-esteem ***

Creativity and innovation Elements and process of creativity; the necessity of creativity role; creativity development; obstacles to creativity; patterns of Elbresht and Amy Bailey; Teaser knowledge; innovation and its process; the difference between innovation and creativity; all types of creativity; levels of innovation

Identifying and seizing the opportunity Arrangement and leadership in business, marketing research; advertisement and its objectives; advertising media

3 Style cognition (logical-intuitive) How to perceive -

Thinking and problem solving Brainstorming technique, reverse brainstorming technique; Delphi technique; synectics technique; fishbone technique; Scamper technique

How to learn and communicate with others Organization and leadership in business

4 Perceived behavioral control An individual’s intention to implement a Business management stages; planning to establish and run a (pragmatism) decision business; commercial and non-commercial business; all types of commercial corporation and their responsibilities; regulations for the establishment of the commercial corporations; business laws; trademark; the benefits of trademark; the concept of the exclusive right, copyright laws; financial management, financial activity, capital resources; balance sheet (asset-debt-capital), profit and loss account, income and expenses; -even point; marketing and its tools, the characteristics of a good advertisement, methods of selling more, finding more customers; establishing and running small businesses; methods of changing them to the big businesses-one-page job plan

5 Spiritual intelligence Critical thinking -

Making personal meaning -

Transcendental awareness -

Developing awareness -

6 Mental norms Mental beliefs of an individual based on Economic, social, cultural and moral effects of entrepreneurship others’ attitude

The individual’s subjective beliefs based on Economic, social, cultural and moral effects of entrepreneurship social and cultural attitudes trepreneurship, creativity, and innovation, while skill sec- method which is not consistent with entrepreneurial in- tion focuses on financial management, accounting, and tention promotion indexes in learners. Teaching-learning business. In terms of entrepreneurial intention develop- activities are an important part of any curriculum for ment indexes, the imparted skills deal with pragmatism, developing the intention in learners, and the results of attitude, mental norm, and style cognition. The other com- many studies have confirmed that pervasive-based, induc- ponents, namely spiritual intelligence and cognition com- tive, and practical techniques are essential in develop- plexities, are totally neglected. ing entrepreneurial intention in learners. The scientific techniques include , practical visits, individual With regard to teaching-learning activities, the results projects, problem-solving, seminars and business plans, of the interviews suggest that the faculty’s teaching meth- the presence in real entrepreneurial environments, group- ods are generally speech and explanation, and the applied learning methods, cooperation and communication with method in the workshop courses is the teacher-student

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