Educational entrepreneurs are a group of creative and innovative people who seek to provide new services, new educational tools, and create schools and educational institutions. the aim of present Research identifying the competencies of educational entrepreneurs in order to create a conceptual framework and develop its theoretical foundations. This research is a qualitative research that was conducted using a descriptive phenomenological approach. The participants in this study include 18 managers of educational institutions. The selection of contributors was based on experience and general familiarity with the subject. The data were collected by method of semi-structured interview, general guidance and continued until theoretical saturation. The inductive content analysis method was using three open, axial and selective levels. The findings showed that competencies identified and categorized in five dimensions and components 1- Executive competencies (managerial skills, economic skills and digital skills) 2- entrepreneurship Competencies 3- Academic competencies (professional knowledge, general knowledge, Knowledge about education, knowledge about labor market) 4. Professional competence professional growth and development skills, communication skills, professional ethics, 5-Individual competencies (personality traits, attitude competence, intellectual competence) were explained and categorized.
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ashrafi, S., & Najafi hezarjaribi, H. A. (2020). Educational Entrepreneurs Competencies. Journal of New Approaches in Educational Administration, 11(41), 95-116.
MLA
sakineh ashrafi; Habib allah Najafi hezarjaribi. "Educational Entrepreneurs Competencies". Journal of New Approaches in Educational Administration, 11, 41, 2020, 95-116.
HARVARD
ashrafi, S., Najafi hezarjaribi, H. A. (2020). 'Educational Entrepreneurs Competencies', Journal of New Approaches in Educational Administration, 11(41), pp. 95-116.
VANCOUVER
ashrafi, S., Najafi hezarjaribi, H. A. Educational Entrepreneurs Competencies. Journal of New Approaches in Educational Administration, 2020; 11(41): 95-116.
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