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شفیع پور مطلق, فرهاد, نادی, محمدعلی. (1401). ارائه مدل پارادیمی به اشتراک گذاری دانش ضمنی با هدف راه اندازی آموزش کارآفرینی در مدارس. دوماهنامه علمی - پژوهشی رهیافتی نو در مدیریت آموزشی, 13(6), 176-198. doi: 10.30495/jedu.2023.30821.6182
فرهاد شفیع پور مطلق; محمدعلی نادی. "ارائه مدل پارادیمی به اشتراک گذاری دانش ضمنی با هدف راه اندازی آموزش کارآفرینی در مدارس". دوماهنامه علمی - پژوهشی رهیافتی نو در مدیریت آموزشی, 13, 6, 1401, 176-198. doi: 10.30495/jedu.2023.30821.6182
شفیع پور مطلق, فرهاد, نادی, محمدعلی. (1401). 'ارائه مدل پارادیمی به اشتراک گذاری دانش ضمنی با هدف راه اندازی آموزش کارآفرینی در مدارس', دوماهنامه علمی - پژوهشی رهیافتی نو در مدیریت آموزشی, 13(6), pp. 176-198. doi: 10.30495/jedu.2023.30821.6182
شفیع پور مطلق, فرهاد, نادی, محمدعلی. ارائه مدل پارادیمی به اشتراک گذاری دانش ضمنی با هدف راه اندازی آموزش کارآفرینی در مدارس. دوماهنامه علمی - پژوهشی رهیافتی نو در مدیریت آموزشی, 1401; 13(6): 176-198. doi: 10.30495/jedu.2023.30821.6182

ارائه مدل پارادیمی به اشتراک گذاری دانش ضمنی با هدف راه اندازی آموزش کارآفرینی در مدارس

دوماهنامه علمی - پژوهشی رهیافتی نو در مدیریت آموزشی
دوره 13، شماره 6 - شماره پیاپی 58، بهمن و اسفند 1401، صفحه 176-198    اصل مقاله (1.78 M)
نوع مقاله: مقاله پژوهشی
شناسه دیجیتال (DOI): 10.30495/jedu.2023.30821.6182
نویسندگان
فرهاد شفیع پور مطلق* 1؛ محمدعلی نادی2
1دانشیار رشته مدیریت آموزشی، واحد محلات،دانشگاه آزاد اسلامی، محلات، ایران
2دانشیار رشته مدیریت آموزشی، واحد اصفهان(خوراسگان)،دانشگاه آزاد اسلامی، اصفهان، ایران
تاریخ دریافت: 13 مرداد 1401،  تاریخ بازنگری: 18 آذر 1401،  تاریخ پذیرش: 27 آذر 1401 
چکیده
مقدمه و هدف: از آنجایی که مدارس به شکل متداول کارآمدی ندارد و دانش آموزان بعد از فارغ التحصیلی قادر به جذب بازار کار نمی باشند،لذا باید مدارس به منظور راه اندازی آموزش کارآفرینی به اشتراک گذاری تجربیات ضمین در این رابطه اقدام نمایند. هدف پژوهش حاضر، ارائه مدل پارادایمی به اشتراک گذاری دانش ضمنی با هدف راه اندازی آموزش کارآفرینی در مدارس بوده است.
روش شناسی پژوهش: روش پژوهش کیفی مبتنی بر نظریه داده بنیاد اشتراوس و کوربین و محیط پژوهش را کلیه مدیران مدارس دوره ابتدایی شهر اصفهان در سال تحصیلی(1401-1400) تشکیل دادند. شیوه نمونه گیری به روش نظری تا حد اشباع استفاده شد و لذا 27 نفر از مدیران ابتدایی شهر اصفهان با سابقه بالاتر از 25 سال بعنوان مشارکت کنندگان در پژوهش انتخاب شدند. تکنینک گردآوری اطلاعات، مصاحبه عمیق و شیوه تحلیل اطلاعات به روش کُدگذاری باز، محوری و انتخابی صورت پذیرفت.  به این ترتیب مرحله کُد گذاری باز به تعداد 87  مفهوم اولیه منجر شد که با حذف و تعدیل کدهای همســان، در مرحلة دوم تعداد  18 مفهوم تقلیل یافتند و با انجام پالایش،  تعداد 69 مفهوم باقی ماند
یافته­ ها: بر اساس یافته های پژوهش ، اجزای مدل بدست آمده مشتمل بر این موارد است: شرایط علّی با سه مقوله اصلی(اراده سازمانی، انگیزه سازمانی و اجرای مدیریت دانش در سازمان)، شرایط زمینه ای با دو مقوله اصلی(شرایط فردی، و سازمانی)، شرایط مداخله گر با سه مقوله اصلی( محدودیت فردی، اجتماعی و سازمانی)، پیامدها با دو مقوله اصلی( کارایی و اثربخشی مدیریت)؛  و راهبردها با سه مقوله اصلی( بهبود بینش، توانش، و  نگرش) .
بحث و نتیجه­ گیری: برای راه اندازی آموزش کارآفرینی در مدارس  باید انگیزه لازم را در مدیران مدارس برای به اشتراک گذاری دانش ضمنی فراهم کرد و  اراده آنها را در این رابطه تقویت کرد
کلیدواژه‌ها
به اشتراک گذاری دانش ضمنی؛ مدارس؛ آموزش کارآفرینی
عنوان مقاله [English]
A paradigmatic model of tacit knowledge sharing with the aim of setting up entrepreneurship education in schools in Isfahan City
نویسندگان [English]
farhad shafiepoor1؛ Mohammad Ali Nadi2
1Associate Professor of Educational Management, Mahallat Branch, Islamic Azad University,Mahallat,Iran
2Associate Professor of Educational Management, Isfahan Branch, Islamic Azad University,Isfahan,Iran
چکیده [English]
Introduction: Since the schools are not efficient in the usual way and the students are not able to attract the labor market after graduation, the aim of the current research was to present a paradigmatic model of tacit knowledge sharing with the aim of starting entrepreneurship education in schools.
research methodology:
Qualitative research method based on the data theory of Strauss and Corbin Foundation and the research environment were formed by all principals of elementary schools in Isfahan city in the academic year (2021-2022). The theoretical sampling method was used until saturation, and therefore, 27 elementary school principals of Isfahan city with more than 25 years of experience were selected as participants in the research. The method of data analysis was done by open, central and selective coding method. In this way, the open coding stage resulted in the number of 87 initial concepts, which were reduced by removing and adjusting identical codes, in the second stage, the number of 18 concepts was reduced, and after refining, the number of concepts remained 69.
Findings:
The components of the obtained model include: causal conditions with three main categories (organizational will, organizational motivation and implementation of knowledge management in the organization), background conditions with two main categories (individual and organizational conditions) Intervening conditions with three main categories (individual, social and organizational limitations), consequences with two main categories (management efficiency and effectiveness); and strategies with three main categories (improving insight, ability, and attitude). The sum of the mentioned factors can improve the sharing of tacit knowledge with the aim of entrepreneurship education.
Conclusion:
In order to set up entrepreneurship education in schools, it is necessary to provide the necessary motivation in school managers to share tacit knowledge and strengthen their will in this regard.
کلیدواژه‌ها [English]
Sharing tacit knowledge, schools, entrepreneurship education
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آمار
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