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Mondalizadeh, Z., Zohrehvandian, K. (2021). Identifying Factors Influencing Educational Position of undergraduate Sport Sciences from the Entrepreneurial Learning perspective. Aquatic Physiology and Biotechnology, 10(3), 122-139. doi: 10.22124/jsmd.2021.5072
zeynab Mondalizadeh; Karim Zohrehvandian. "Identifying Factors Influencing Educational Position of undergraduate Sport Sciences from the Entrepreneurial Learning perspective". Aquatic Physiology and Biotechnology, 10, 3, 2021, 122-139. doi: 10.22124/jsmd.2021.5072
Mondalizadeh, Z., Zohrehvandian, K. (2021). 'Identifying Factors Influencing Educational Position of undergraduate Sport Sciences from the Entrepreneurial Learning perspective', Aquatic Physiology and Biotechnology, 10(3), pp. 122-139. doi: 10.22124/jsmd.2021.5072
Mondalizadeh, Z., Zohrehvandian, K. Identifying Factors Influencing Educational Position of undergraduate Sport Sciences from the Entrepreneurial Learning perspective. Aquatic Physiology and Biotechnology, 2021; 10(3): 122-139. doi: 10.22124/jsmd.2021.5072

Identifying Factors Influencing Educational Position of undergraduate Sport Sciences from the Entrepreneurial Learning perspective

مدیریت و توسعه ورزش
Article 7, Volume 10, Issue 3 - Serial Number 27, September 2021, Pages 122-139    PDF (967.49 K)
Document Type: Research Paper I Open Access I Released under (CC BY-NC 4.0) license
DOI: 10.22124/jsmd.2021.5072
Authors
zeynab Mondalizadeh* ; Karim Zohrehvandian
Assistant Professor, Arak University, Arak ,Iran
Abstract
Objective: The purpose of this study was to identify the factors influencing the position of undergraduate sports science from the perspective of entrepreneurial learning.
Methodology: The research method was qualitative hermeneutic phenomenology. Participants included students and professors of sports science at public universities, 23 of whom were purposefully selected. Purposeful sampling was used and sampling continued until theoretical saturation. The tools used were in-depth and open interviews. Data were analyzed using an analytical coding approach. Validity was determined through longitudinal and comprehensive negligence of the data source, and the coefficient of the agreement was obtained 83% in determining the coding reliability.
Results: 49 sub-themes and 8 main themes were identified from the interviews. Key themes such as: understanding entrepreneurial areas in experimental conditions, academic structure, content, and quality of some courses, inter-institutional collaboration, teachers' knowledge, and attitude, title review and course content, course teaching transfer process, and enhance practical learning process as learning factors affecting entrepreneurial learning in colleges were identified.
 Conclusion: The most important issue seems to be educational programs, with only theoretical approaches and headings cannot play a role in enhancing entrepreneurial learning among students, and in this regard, a comprehensive review of the programs educational and its adaptation to the needs of society can place the field of sports sciences in the direction of development and entrepreneurial dynamism.
 
Keywords
Academic structure; course content; entrepreneurial skills; experiential learning
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