شناسایی عوامل مؤثر بر کیفیت بخشی آموزش از دیدگاه متخصصان آموزش عالی و دانشجویان دکتری

نوع مقاله : علمی - پژوهشی

نویسندگان

1 دانشجوی دکتری اقتصاد و مدیریت مالی آموزش عالی، دانشگاه تهران، ایران.

2 دانشیار گروه مدیریت و برنامه‌ریزی آموزشی، دانشگاه علامه طباطبائی، تهران، ایران.

3 استادیار گروه مدیریت و برنامه‌ریزی آموزشی، دانشگاه علامه طباطبائی، تهران، ایران.

چکیده

هدف: در دهه‌های اخیر نظام آموزش عالی ایران با چالش‌های فراوانی از جمله کمی‌گرایی، افزایش فشارهای مالی، تمرکزگرایی و تعدد مراکز تصمیم‌ساز و تصمیم‌گیر، سیطره سیاست‌زدگی بر نظام آموزش عالی، افزایش بی‌اخلاقی‌های پژوهشی، نبود ارتباطات بین‌المللی، ناهمزمانی برنامه‌های درسی با نیازهای جامعه، ضعف زیرساختارهای تکنولوژیکی و غیره مواجه شده است که سطح کیفی آن را دچار تنزل کرده است. بنابراین هم اکنون بیش از زمان دیگری نیازمند بازاندیشی در ساختار و کارکردهای آموزش عالی می‌باشد. از این رو، هدف از پژوهش پیش رو، شناسایی عوامل مؤثر بر کیفیت بخشی آموزش از دیدگاه متخصصان آموزش عالی و دانشجویان دکتری در دانشگاه علامه طباطبائی می‌باشد که این عوامل در سطوح مختلف اثربخشی با واکاوی دو دیدگاه شناسایی و تحلیل شدند.
مواد و روش‌ها: با توجه به پیچیدگی، ذهنی و نسبی بودن مفهوم کیفیت در آموزش و وابسته بودن آن به بستر و زمینه هر ساختاری در این مطالعه از روش پژوهش کیفی اکتشافی استفاده شده است. چرا که برون‌داد پژوهش‌های کیفی یافته‌های دقیق‌تری را برای درک و تفسیر عمیق‌تر افکار و اذهان آزمودنی‌ها فراهم می‌سازد. بدین‌منظور با استفاده از مصاحبه نیمه‌ساختاریافته، با 7 متخصص آموزش عالی و 19 دانشجوی دکتری که با روش نمونه‌گیری هدفمند و گلوله برفی انتخاب شده بودند مصاحبه با شش پرسش صورت گرفت. سپس اطلاعات گردآوری شده با بهره‌گیری از روش تحلیل محتوا، تجزیه و تحلیل شدند. در مرحله کدگذاری باز پس از خوانش تمامی مصاحبه‌ها مفاهیم مربوط به هر مصاحبه احصاء شد. در مرحله بعد مفاهیم احصاء شده براساس وجوه افتراق و اشتراک در قالب مقوله‌های فرعی ثانویه دسته‌بندی شدند. در بخش سوم فرایند کدگذاری، مقوله‌های ثانویه فرعی نیز بر پایه تشابهات و تفاوت‌ها در یکدیگر ادغام و مقوله‌های ثانویه اولیه را تشکیل دادند این فرایند به‌طور جداگانه در پاسخ به هر پرسش مصاحبه انجام شد.
بحث و نتیجه‌گیری: یافته‌ها نشان می‌دهد که عوامل مؤثر بر کیفیت آموزش در سطح کلاس درس به چهار دسته؛ استاد (آکادمیکی و شخصیتی)، دانشجو (تحصیلی و نگرشی_شخصیتی)، محتوای درسی (ساختاری و اجرایی)، امکانات و زیرساخت‌ها (زیرساخت سخت و تکنولوژیکی_علمی) تقسیم می‌شوند. موانع آموزش با کیفیت در آموزش عالی نیز به دو دسته درون دانشگاهی (استاد، دانشجو، محتوای درسی و امکانات و زیرساخت‌ها) و فرا دانشگاهی (در سطح خرد و سطح کلان) تفکیک شدند که متناظر با موانع، راهکارهای رفع آن‌ها نیز برای کیفیت بخشی به آموزش عالی نظیر: بازنگری سیستم ارتقاء اعضای هیأت علمی، گسترش ارتباط با مجامع بین‌المللی، باز ساماندهی ارتباط دانشگاه با صنعت، اصلاح فرایند جذب اعضای هیأت علمی و غیره تشریح شد. یافته‌های نشان‌دهنده نقش دانشجو در افزایش کیفیت آموزش نیز به دو دسته عوامل درونی (علمی-تحصیلی و نگرشی) و عوامل بیرونی (مدیریتی-اجرایی، سیاستی) طبقه‌سازی شدند. در واکاوی نقش برنامه درسی در افزایش کیفیت آموزش عالی نیز یافته‌ها به دو دسته محتوایی (ساختاری و اجرایی) و فرامحتوایی (مدیریتی و سیاستی) طبقه‌بندی شدند. براساس یافته‌های این پژوهش اصلاح سیستم ارزشیابی استاد توسط دانشجو و توجه به نتایج آن برای بهکرد عملکرد اعضای هیأت علمی پیشنهاد می‌شود

کلیدواژه‌ها


عنوان مقاله [English]

Identifying the Factors Affecting the Quality of Education from the Viewpoint of Higher Education Specialists and Ph.D. Students

نویسندگان [English]

  • Ahmad Keykha 1
  • Hossein Abdollahi 2
  • Ali Khorsandi 3
1 Ph.D. student of Economics and Finance Management of Higher Education, University of Tehran, Tehran, Iran.
2 Associate Professor of Educational Management & Planning, Allameh Tabataba'i University, Tehran, Iran.
3 Assistant Professor of Educational Management & Planning, Allameh Tabataba'i University, Tehran, Iran.
چکیده [English]

objective: In recent decades, Iran's higher education system faced many challenges, including quantitativeism, financial pressures increase, centralization and multiplicity of decision-making centers, dominance politicization over higher education, increase of research unethical behaviors, lack of international communication, asynchronism between the curriculum and community needs, weakness of technological infrastructure, to say a few, which led to reduction of the quality of Iran's higher education system. Hence, now more than ever, rethinking about the structures and functions of higher education is needed. The aim of this study is to identify the factors affecting the quality of education from the viewpoint of higher education specialists as well as Ph.D. students at the Allameh Tabatabaʾi University. These factors were identified and analyzed in various levels of effectiveness through the investigation of two views.
Materials and Methods: Due to the complexity, subjective and relativity of the concept of quality in education and its dependence on the context and ground of each structure, exploratory qualitative research method has been applied for this research. Because qualitative research provides more accurate findings for a deeper understanding and interpretation of the thoughts and minds of the subjects. For this purpose, interviews with six questions were conducted using semi-structured interviews with seven higher education specialists and 19 Ph.D. students selected by purposeful and snowball sampling. The collected data, then, were analyzed using content analysis method. In the coding sequence, after reading all the interviews, the concepts for each interview were counted. Subsequently, the concepts were classified according to the differentiated and shared aspects in the form of secondary subcategories. In the third part of the coding process, subcategories were contracted on the basis of similarities and differences and formed the secondary primary categories. This process was applied separately in response to each interview question.
Discussion and Conclusion: The findings show that the factors affecting the quality of education in the classroom level are divided into four categories: professor (academic and personality), student (educational and attitude-personality), curriculum (structural and executive), facilities and infrastructure (hard facilities and technologic-scientific). The infrastructure of science and technology). The obstacles of high-quality education in higher education also are divided into two types of inter-university (professor, student, curriculum content, and facilities and infrastructure) and outer-university (micro and macro levels). The method for removing them in order to increase the quality if higher education, according to the obstacles, were also addressed, such as: reviewing the faculty members' promotion system, expanding contacts with international communications, reconstruction of university-industry connection, improving the recruitment process of faculty members, and so on. Findings showing the role of students in improving the quality of education were also classified into two groups of internal factors (academic and attitudinal) and external factors (managerial-executive, policy). In examining the role of the curriculum in the enhancement of the quality of higher education, the findings were classified into two categories: content (structural, executive) and meta-content (managerial and policy). Based on the findings of this research, it is recommended to amend the professor's assessment system by the students and pay attention to its results for the enhancement of the performance of faculty members.

کلیدواژه‌ها [English]

  • Higher Education
  • University
  • Quality Increase
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