Curriculum as the backbone of the educational system is one of the important factors in creating fundamental changes in the higher education system; The purpose of this research is to explain the effectiveness of entrepreneurship education model from the Islamic point of view and  the Leader, so that it can be used to examine the curriculum of architecture education in terms of the realization of entrepreneurship components in students. The method of the current research is a mixed exploratory one, which in the qualitative part, by examining the views of the Leader in his articles, books and speeches, descriptive propositions of his thought regarding the effectiveness of entrepreneurship education were extracted with the implication research method. In the quantitative part, the data was analyzed using structural equation method and using SPSS20 and smart PLS software. The findings showed that the model of entrepreneurship from the Leader'spoint of view can be divided into four main pillars: vision, knowledge, skill and business. And each of these main pillars overlaps with the model of effectiveness of entrepreneurship education in architecture curriculum. In this way, architecture higher education centers can, in addition to creating entrepreneurship curricula in the field of architecture, by identifying the potentials in the curricula of this field, strengthen the strengths and eliminate the weaknesses in them. This model, while providing the conditions for the realization of entrepreneurship education in academic fields, provides the context for the implementation of a local model in the light of Islamic orders.

Nowadays, in almost all of the developed and developing countries at all educational levels, the education and promotion of the entrepreneurship have a special place, so that innovation at the different dimensions of the education system underlies the education of a creative and multidimensional generation. The main purpose of the present study was designing the entrepreneurial education model at schools. It was an applied research with grounded theory design. The research population included all educational authorities and experts, educational management and planning, psychology and sociology experts, as well as the entrepreneurial education authorities. Using the theoretical sampling method, research findings reached the theoretical saturation, after conducting 30 in-depth interviews. The results showed that the value creation-based education is the main and key dimension of the entrepreneurial education which is influenced by the triggering factors of the entrepreneurial attitude of the parents, schools’ authorities and decision makers and teachers. The most important contextual factors including the entrepreneurial atmosphere, designing the playful environment, designing the attractive spaces of school along with the environmental conditions such as entrepreneurial consciousness, educational planning and entrepreneurial awareness help to implement and adopt strategies and actions including training along with performance, entrepreneurial learning, entrepreneurial assignments, entrepreneurial teams, entrepreneurial curiosity, the school interaction with the real-world, flexible and multilateral evaluation, and emphasis on cognition and metacognition. Finally, creating the new values, educating the creative, innovative and multi-dimensional student and empowered-skillful student could be the main consequence and output of the entrepreneurial education at school, during which the students deal with creating value for themselves and their society, while being on the correct educational and career path.

Nowadays, entrepreneurship and the related issues receive special attention in higher education. It is expected that after few years of study at university, the graduates have significant difference with people with no academic learning experience. Since it is essential to develop entrepreneurial competencies for leading people toward entrepreneurship, it is necessary to recognize and assess entrepreneurial competencies of entrepreneurial universities’ graduates.Accordingly, the aim of this study is to design a conceptual model of entrepreneurial competencies of entrepreneurial universities’ graduates. entrepreneurial competencies can be studied on the basis of the following cases: components of entrepreneurial competencies, antecedents of entrepreneurial competencies, and outcome of entrepreneurial competencies.According to the results, entrepreneurial competencies are classified in six clusters including: personal and cognitive competence, communication competency, leadership and teamwork competencies, business creation and management competence, economic and marketing competence, and research competence. The mission of university as antecedents to competencies was categorized in three groups including: education, research, and support. entrepreneurial intention was considered as outcome of entrepreneurial competencies. Finally and with regard to the aforementioned components, a conceptual model of entrepreneurial competencies of graduates, with antecedents and outcome was presented.

Entrepreneurship is a learning process, and on the other hand, learning itself, forms the main part of the entrepreneurship process. An entrepreneurship theory involves the learning theory. In order to achieve knowledge, acquire sources and management, entrepreneurs should take part in learning process. entrepreneurial learning is defined as a continus process that provides the development of the knowledge required for the successful commencement of an activity and unexpected-events management. In this paper, having presented a conceptual framework, we consider the consequences of conversion process from the experience of entrepreneurs into entrepreneurial knowledge. In order to examine the relationship between professional experience of entrepreneurs and entrepreneurial knowledge creation, this conceptual framework indicated that we should have a better understanding from the influence of conversion process from entrepreneurs experience to the knowledge and efficient factors in the conversion process. In the present paper, a conceptual framework of entrepreneurial learning process based on preliminary recognition of learning, entrepreneurship and entrepreneurial learning as well as some important related topics is presented. Finally, the aforementioned items are concluded, and presented in discussion and conclusion sections and managerial applications.

The purpose of this article is to provide a model of entrepreneurship network capability. This research is basic in terms of purpose. Qualitative method-systematic review has been used to collect information. This research has identified, collected and analyzed the various dimensions and documentary propositions and the presented propositions about the capability of the entrepreneurial networking. The statistical population of this research includes all researches in the field of networking capability that are mentioned in the period "open start (without application date) until the end of January 2021" in Scopus database. The search date in the database is July 31, 2021. In this research, to identify research on network capability, using keywords related to network capability terms in "title" and in the subject area of "business, management and accounting" and the type of document, the limited search for "article" and " Conference Paper ", of which 197 papers were found. In the next stage, by studying the abstract of the above documents and using other indicators, 79 articles remained. Mentioned articles were published between 1997 and 2021. The components and dimensions of network capability in these articles, after the coding process, are classified into three categories: attendance, processes and consequences. Finally, the research proposals was presented.

The relative superiority of entrepreneurs in identifying entrepreneurial opportunities is a longstanding assumption in entrepreneurship studies. But the reason for its existence and how it came into being is still questionable and is under theorized and has formed a stream of entrepreneurial studies. The present qualitative, exploratory and inductive study joins this stream and expands it by answering mentioned questions. This article, which is based on the phenomenological method, answers the reason for this superiority by identifying and introducing seven entrepreneurial schemas and identifies and draws a mental model that explains the way this superiority applies in identifying entrepreneurial opportunities in two steps and 16 processes. This article tries to provide a framework for future research in this field by providing innovative suggestions and develop the participation of entrepreneurship and cognitive sciences, especially cognitive linguistics.

The aim of the current research is to present the entrepreneurial school model. The research method is applicable in terms of purpose, and quantitative in terms of implementation. The statistical population includes 102 experts and specialists and professors of Iranian universities in the field of entrepreneurship, and the purposeful sampling method was used for sampling. Data collection is done using a researcher-made questionnaire. Data analysis was done using SPSS and PLS software. The results of the research showed that the components obtained from the qualitative part for the category of "entrepreneurial school" have 8 dimensions and 60 themes. The dimensions are: causal factors: (1-management), strategies: (2-teaching-learning strategies), consequences: (3-goals), contextual factors: (4-educational tools), 5-entrepreneurial content, 6-contextual conditions), intervening factors: (7-evaluation, 8-quality of professors). Also, the GOF value is equal to 0. 645, which indicates a strong model fit.

Today, in our country, the word entrepreneurship is used to present various shows of employment. However, its development in society is not obvious. In the world, entrepreneurial education is used to create a correct understanding and increase the intention of entrepreneurship. This research aims to design a model of an entrepreneurial school with an emphasis on the establishment of an entrepreneurial ecosystem. This study was conducted using a quantitative approach and a descriptive correlation method.To this end, 151 experts in education, technical and vocational education, and faculty members in related fields participated in the available sampling method. A researcher-made questionnaire was used to collect data, and factor analysis (exploratory and confirmatory) was used to present the model. model fit tests were used to validate the model. The validity of the questionnaire was examined through factor analysis, and the reliability of the questionnaire was examined using Cronbach's alpha coefficient. Finally, the entrepreneurial ecosystem, curriculum personalization, stakeholder commitment, entrepreneurial teacher, entrepreneurial leader, school accelerator, value-creating goal, co-working space, networking, and entry system were extracted as ten factors explaining the entrepreneurial school construct.

Today, organizations seeking to leverage an entrepreneurial approach to achieve their goals—such as survival, growth, and development—must create conditions for entrepreneurial behavior through knowledge management. The most critical factor in successful corporate entrepreneurship is the effective management of knowledge within the organization. This study aims to design an entrepreneurial knowledgemanagement model to capitalize on international entrepreneurial opportunities. The research follows a mixed-methods approach, incorporating both qualitative and quantitative methodologies. In the qualitative phase, semi-structured interviews were conducted with experts employed in the industrial parks of Tehran Province, selected through purposive sampling. Theoretical saturation was reached at the tenth participant out of a total of 14 interviewees. Data analysis was performed using the grounded theory method, following the Strauss and Corbin approach, which ultimately led to the development of the final model. Through this process, 19 concepts were identified based on verbal expressions and were categorized into five main dimensions. For the quantitative validation of the model, structural equation modeling was employed. Initially, questionnaires were developed, and their validity and reliability were assessed. Construct, content, divergent, and convergent validity were examined, and reliability was confirmed using Cronbach’s alpha and composite reliability, all of which were validated. The questionnaires were then distributed among the statistical sample, consisting of 162 managers and experts working in the industrial parks. Given the non-normal distribution of the data, the research model was tested and validated using the partial least squares (PLS) method with SmartPLS software version 2. According to the analysis, the impact of causal conditions on the core phenomenon was 0. 753, the effect of the core phenomenon on strategies was 0. 693, the impact of contextual conditions on strategies was 0. 748, the effect of intervening conditions on strategies was 0. 579, and the influence of strategies on outcomes was 0. 787.