The Place of Entrepreneurial Curriculum Components in Higher Education

This paper aimed to study the place of entrepreneurial curriculum components in higher education regarding students’ views. In this survey, the population consisted all students at the University of Kashan in 2014-2015 (N=7150) from which 283 students were selected through random sampling. The research instrument was an entrepreneurial curriculum researcher-made questionnaire with 105 items in a five-point Likert scale (objectives and orientations, content, teaching and learning strategies, monitoring and management styles, and assessment methods). The questionnaire’s content validity was confirmed by professors and experts in this field. Reliability was obtained 0.92 based on Cronbach alpha coefficient. Data was analyzed at inferential level (t-test and multiple ANOVA) using SPSS. Findings revealed that the status of entrepreneurial curriculum components in objectives and orientations, content, teaching and learning strategies, monitoring and management styles, and assessment methods was above the average at the tertiary level. In addition, there was no significant difference between students’ views on entrepreneurial curriculum components in terms of gender, field of study, academic degree and level, and GPA.