تدوین الگوی آموزش کارآفرینی برای دانشگاه‌های علوم انسانی در چارچوب ظرفیت‌های تحول دیجیتال: مطالعه موردی دانشگاه علامه طباطبائی

عباس عباس پور; علی  خورسندی طاسکوه; فریبا  کیخسروی

Authors

Abbas Abbaspour Full Professor, Department of Psychology and Educational Sciences, Allameh Tabatabaei University, Tehran, Iran. Corresponding author https://orcid.org/0000-0002-8780-3054
Ali Khorsandi Taskoh Assistant Professor, Department of Psychology and Educational Sciences, Allameh Tabatabaei University, Tehran, Iran Author https://orcid.org/0000-0003-1045-5562
Fariba Keykhosravi PhD student, Department of Psychology and Educational Sciences, Allameh Tabatabaei University, Tehran, Iran Author https://orcid.org/0009-0007-2781-9824

Keywords:

Digital entrepreneurship education, digital transformation, digital transformation capacities, sequential exploratory hybrid approach

Abstract

This study aimed to develop and validate an entrepreneurship education model for humanities universities within the framework of digital transformation capabilities, with a particular focus on Allameh Tabataba’i University. An exploratory sequential mixed-methods design was employed. In the qualitative phase, experts’ perspectives were collected using a researcher-made instrument comprising six open-ended questions and analyzed through open, axial, and selective coding. The qualitative findings were subsequently used to develop a 57-item quantitative questionnaire rated on a five-point Likert scale. In the quantitative phase, the study population consisted of faculty members, educational and research managers, experts, and students at Allameh Tabataba’i University, of whom 317 participants were selected for model validation. Inter-coder reliability was 77.20%, while Cronbach’s alpha for the quantitative instrument was 0.853. The quantitative data were analyzed using partial least squares structural equation modeling (PLS-SEM) in SmartPLS 4. Inferential analysis demonstrated that all hypothesized structural relationships in the proposed model were statistically significant. Causal conditions significantly affected the central phenomenon (T=36.21, p<0.001). The central phenomenon significantly predicted strategies (T=7.04, p<0.001), while contextual conditions (T=4.55, p<0.001) and intervening conditions (T=7.81, p<0.001) also exerted significant effects on strategies. The strongest structural relationship was observed between strategies and outcomes (T=113.60, p<0.001). Accordingly, all hypothesized paths were supported at the 95% confidence level, confirming the structural validity of the proposed model. The validated model indicates that effective digital entrepreneurship education in humanities universities depends on the coordinated interaction of managerial, cultural, technological, and educational factors. Simultaneous development of digital infrastructure, transformation capabilities, entrepreneurial competencies, curriculum design, and implementation strategies can generate meaningful educational and entrepreneurial outcomes. The model therefore provides an evidence-based framework for policy-making, planning, implementation, and evaluation of digital transformation-oriented entrepreneurship education in higher education.

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