体育理科学生专业能力的培养:创业教育的必要性

R. Matic, M. H. González-Serrano, J. Damnjanovic, Branka Maksimović, N. Papić-Blagojević, Isidora Milošević, J. Vukovic
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引用次数: 1

摘要

摘要作为推动体育产业发展的高度优先事项,体育市场生态系统需要培养体育科学专业学生的专业能力,并改善他们的创业教育。在过去几年中,企业家精神在体育部门保持竞争力方面变得越来越重要。因此,大学需要提高体育科学专业学生的创业能力,以提高就业能力。本研究旨在分析体育科学一年级和四年级学生在创业教育中专业能力的优点方面的差异。两组学生都完成了一系列测试,展示了职业成功因素。认知能力采用智力结构量表(INSSV-简式,S2)测量,人格特征采用五大结构量表测量。数据采用验证性因素分析和多组调节分析进行处理。该模型显示出可接受的拟合指数(NFI=0.89,CFI=0.97,RMSEA=0.08)。多组适度分析结果表明,对体育科学一年级学生个性工作方面的影响最大的是认真(β=0.97)、开放(β=0.79)和随和(β=0.72)。相反,这种对体育科学四年级学生的影响存在于外向性(β=0.85)、情绪稳定性(β=0.80)和开放性(β0.80)。另一方面,对认知能力的分析表明,数字能力产生的影响最大(分别为β=0.94和β=0.84)。结果表明,子样本在人力资源评估的潜在维度方面没有差异。这些结果导致与创业教育相关的学习项目的体育课程发生了必要的变化。
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Professional competencies development of sports science students: the need for more entrepreneurship education
Abstract As a high priority for moving the sports industry forward, the sports market ecosystem requires the development of professional competencies and improving the entrepreneurship education of sports science students. During the last years, entrepreneurship has gained importance in the sports sector to maintain competitiveness. Thus, universities need to promote sports sciences students’ entrepreneurial competencies to improve employability. This research aimed to analyze the differences between first-year and fourth-year sports science students regarding the merit of professional competencies within entrepreneurship education. Both groups of students completed a set of tests presenting professional success factors. Cognitive abilities were measured with Intelligence Structure Battery (INSSV - Short Form, S2) and personality traits with Big Five Structure Inventory (BFSI, short-form, S1). Data were processed with confirmatory factor analysis and multigroup moderation analysis. The model showed acceptable fit indices (NFI=0.89, CFI=0.97, and RMSEA=0.08). The multigroup moderation analysis results indicated that the strongest effect on work aspects of the personality of the first-year sports science students comes from Conscientiousness (β=0.97), Openness (β=0.79), and Agreeableness (β=0.72). In contrast, this impact on fourth-year sports science students exists from Extraversion (β=0.85), Emotional stability (β=0.80), and Openness (β=0.80). On another side, an analysis of cognitive abilities revealed that the strongest effect was produced by numerical ability (β=0.94; β=0.84, respectively). The results demonstrated that sub-samples do not differ regarding the latent dimensions of human resources assessment. These results lead to necessary changes in the sports curriculum of the study program related to entrepreneurship education.
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