The objective of this study is to
empirically compare the extent to which program quality factors are replicated
in the output level of entrepreneurial education programs at the University of
California (hereafter،
UC) and King Abdallah University of Science and Technology (hereafter، KAUST). The study used
the comparative descriptive approach and content analysis to compare the
quantitative specifications based on a model developed in
(Bilbokait?-Skiauterien? & Bilbokaite،
2018) where the quality of study programs is explained several variables:
learning outcomes، learning resources، Course content،
academic staff، assessment process، and program management.
The study shows that though the explanatory variable of program
management is significantly well-pronounced in both universities،
the study variable of the quality of entrepreneurial education is mainly driven
by learning outcomes at UC and by learning resources and facilities at
KAUST. Moreover،
except for learning resources at UC and academic staff at KAUST،
other quality variables of study programs were shown to be replicated in both
universities in accordance with theoretic predications. This may suggest that،
whereas UC may improve the quality of its entrepreneurial education by
augmenting learning resources and facilities،
KAUST may benefit from UC’s experience in terms of academic staff and the
formulation of learning outcomes.
Keywords:
Entrepreneurship، Entrepreneurial
University، King Abdullah University of Science and
Technology، University of California،
Saudi Arabia، United States of America
الهدف
من هذه الدراسة هو المقارنة التجريبية لمدى تكرار عوامل جودة تصميم البرامج في
مستوى مخرجات برامج تعليم ريادة الأعمال في جامعة كاليفورنيا يشار إليها فيما بعد
باسم (UC) وجامعة الملك عبد الله للعلوم والتكنولوجيا يشار إليها فيما بعد
باسم (KAUST) .
اتبعت الدراسة المنهج الوصفي المقارن وتحليل المحتوى واستخدمت المواصفات الكمية
بناءً على نموذج تم تطويره في (Bilbokait?-Skiauterien? & Bilbokaite ، 2018) حيث يتم شرح جودة البرامج الدراسية من حيث
نتائج التعلم ومصادر التعلم و محتوى المقررات، والموظفين الأكاديميين وعملية
التقييم وإدارة البرنامج. تُظهر الدراسة أنه على الرغم من أن متغير إدارة البرنامج
يعد واضح في كل من الجامعتين، إلا أن متغير الدراسة يعد مدفوع أساسًا بنتائج
التعلم في جامعة كاليفورنيا وموارد التعلم والمرافق في جامعة الملك عبد الله.
علاوة على ذلك، وباستثناء موارد التعلم في جامعة كاليفورنيا والموظفين الأكاديميين
في جامعة الملك عبد الله، تم تكرار متغيرات الجودة الأخرى لبرامج الدراسة في كلا
الجامعتين وفقًا للتنبؤات النظرية. قد يشير هذا إلى أنه في حين أن جامعة
كاليفورنيا قد تحسن جودة تعليم ريادة الأعمال من خلال زيادة موارد ومرافق التعلم،
فقد تستفيد جامعة الملك عبد لله من خبرة جامعة كاليفورنيا فيما يتعلق بالطاقم
الأكاديمي وصياغة نتائج التعلم.
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