طراحی الگوی کارراهه شغلی درونی اعضای هیئت علمی دانشگاه: یک مطالعه کیفی

نوع مقاله : علمی - پژوهشی

نویسندگان

1 دانشجوی دکتری مدیریت آموزش عالی، گروه علوم تربیتی، دانشکده ادبیات و علوم انسانی، دانشگاه ارومیه، ارومیه، ایران

2 دانشیار مدیریت آموزشی، گروه علوم تربیتی، دانشکده ادبیات و علوم انسانی، دانشگاه ارومیه، ارومیه، ایران

3 استاد مدیریت آموزشی، گروه علوم تربیتی، دانشکده ادبیات و علوم انسانی، دانشگاه ارومیه، ارومیه، ایران

چکیده

هدف: کارراهه شغلی یکی از بخش‌های فعالیت مدیران منابع انسانی است که با یافتن مسیر ترقی هر فرد در زندگی کاری‌اش او را به سوی کمال رهنمون می‌سازد. این مهم، رضایت‌مندی شغلی و تصدی حرفه‌ای و اثربخشی بالاتری را سبب می‌شود. هدف اصلی پژوهش حاضر، طراحی الگوی کارراهه شغلی درونی در میان اعضای هیئت علمی دانشگاه ارومیه بود.
مواد و روش‌ها: به‌منظور نیل به این هدف، از رویکرد کیفی و از روش تحلیل مضمون استفاده شد، جامعه پژوهش اساتید دانشگاه ارومیه در سال 1398 که دارای سوابق علمی و اجرایی و هم‌چنین آشنایی به حوزه علوم رفتاری و مدیریت بودند انتخاب و براساس اشباع نظری داده‌ها، تعداد 23 نفر از آن‌ها به صورت روردرو مطالعه شدند. برای گردآوری داده‌ها از مصاحبه نیمه‌ساختاریافته استفاده شد، داده‌های بدست آمده از مصاحبه‌ها به کمک نرم‌افزار کیفی (Maxquda18) و در قالب کدهای باز، محوری و گزینشی تحلیل شد. در نتیجه‌ی تحلیل کیفی داده‌ها، 80 کد باز، 10 کد محوری و 4 کد گزینشی به‌عنوان ابعاد و مؤلفه‌های اصلی کارراهه شغلی درونی اعضای هیئت علمی شکل گرفت و مدل مطلوب کارراهه شغلی درونی اعضای هیئت علمی ارائه گردید.
بحث و نتیجه‌گیری: از این منظر، کارراهه شغلی درونی اعضای هیئت علمی دارای 4 بعد و 10 مؤلفه شامل توانمندی‌های حرفه‌ای (توانمندی آموزشی، توانمندی پژوهشی، شایستگی‌های مدیریتی)، شایستگی کار تیمی (تعامل و همکاری)، دانش (دانش حرفه‌ای رشته، دانش سازمانی، تقویت دانش تخصصی) و ویژگی‌های شخصیتی (توانمندی‌های فردی، نگرش مثبت، نوآوری بودن) است. براساس یافته‌های این پژوهش می‌توان به این نتیجه رسید که داشتن کارراهه شغلی زمینه‌ساز موفقیت خواهد بود و در این زمینه می‌تواند آثار زیادی در زندگی فردی و سازمانی اعضای هیئت علمی داشته باشد. ابعاد کارراهه شغلی درونی و توجه کردن به آن‌ها می‌تواند تنظیم برنامه‌های رشد حرفه‌ای بلندمدت برای اعضای هیئت علمی را به دنبال داشته باشد، هم‌چنین ارتقا و پیشرفت عالی‌تری را به همراه خواهد داشت و مسیر شغلی را برای اعضای هیئت علمی هموارتر خواهد کرد.

کلیدواژه‌ها


عنوان مقاله [English]

Designing the Internal Career Path Pattern of University Faculty Members: A Qualitative Study

نویسندگان [English]

  • Mohamad Fattahi 1
  • Hasan Galavandi 2
  • Mohamad Hasani 3
1 Corresponding Author: Ph.D Student of Higher Educational Management, Department of Educational Sciences, Faculty of Literature and Human Sciences, University of Uromieh, Uromieh, Iran
2 Associate Professor of Educational Management, Department of Educational Sciences, Faculty of Literature and Human Sciences, University of Uromieh, Uromieh, Iran.
3 Professor of Educational Management, Department of Educational Sciences, Faculty of Literature and Human Sciences, University of Uromieh, Uromieh, Iran
چکیده [English]

Objective: Career path is one of the activities of human resource managers that by finding the path of progress of each person in his work life leads him to perfection. This, in turn, leads to higher job satisfaction, professionalism, and effectiveness. The main purpose of this study was to design a model of an internal career path among faculty members of Urmia University.
Materials and Methods: To achieve this goal, a qualitative approach and content analysis methods were used. The research population of professors of Urmia University was selected in 1398 which had scientific and executive records, as well as familiarity with the field of behavioral sciences and management. Based on the theoretical saturation of data, 23 of them were studied face to face. To collect the data, a semi-structured interview method was used. The data obtained from the interviews were analyzed using qualitative software (Maxquda18) in the form of open, axial, and selective codes. Open codes included 80, axial codes included 10, and selective codes included 4 formed as the main dimensions and components of the internal career path of faculty members; finally, the desired model of the internal career path of faculty members was presented.
Result and discussion: From this perspective, the internal career path of faculty members has 4 dimensions and 10 components including professional abilities (educational ability, research ability, and managerial competencies), teamwork competence (interaction and cooperation), knowledge (professional knowledge of the field, organizational knowledge, knowledge specialization strengthening), and personality traits (individual abilities, positive attitude, innovation). Based on the findings of the study, it can be concluded that having a career path will be a ground for success and it can have many effects on the individual and organizational life of faculty members. The dimensions of the internal career path and paying attention to them will lead to the development of long-term professional development programs for faculty members, which will lead to higher promotion and pave the way for faculty members.

کلیدواژه‌ها [English]

  • Faculty Members
  • University
  • Career Path
  • Internal Career Path
Abbaszadeh, N., Soleimani, N., Yurdkhani, Z. (2012). Assessing the current situation and presenting the optimal model of career path for teachers in secondary schools of Semnan province. Quarterly Journal of Leadership and Educational Management of Islamic University of Garmsar Branch; 3: 104-87.
Ahanchian, MR., Soleimani, E. (2017). Faculty members' perceptions of professionalism in the Iranian higher education system, Quarterly Journal of Research and Planning in Higher Education, Vol 23(2), 1-23.
Ahi, P. (2011). Designing A Career Planning Model For Naja Border Officers, Ph.D Thesis, Allameh Tabatabaei University, Tehran.
Alqiawi, D. A., Ezzeldin, S. M. (2015). Suggested model for developing and Aassessing competence of prospective teachers in faculties of education, World Journal of Education, 5(6), 65-73
Amfal, M. (2008). Knowledge-based communities (new challenges for higher education), translated by Marzieh Mokhtaryapour; Mustafa Emadzadeh; Taqi Agha Hosseini; Abolghasem Farhang and Hassan Qalavandi, Isfahan: University Jihad, Isfahan Branch.
Anakwe, P. U., Hall, C. J., Schore, M. S. (2000), Knowledge Related Skills and Effective Career Management, International Journal of Management. 21(7), 164-183
Arabkolmari, M. (2010). A model for promoting the career success of professional staff, PhD thesis in Public Management, Human Resources Management, Allameh Tabatabai University of Tehran.
Arizisamani, HR., Zakerfard, M., Nori, AB. (2009). The Relationship between Career Career and Job Authority and Organizational Commitment: A Case Study of Male and Female Employees in Research and Development Units of Industrial Companies, Women's Social and Psychological Studies, 7(9), 69-93.
Arnold, j., Crispin, R., Gubler, M. (2017). Career anchors and preferences for organizational career management: a study of information technology professionals in three European countries, The International Journal of Human Resource Management, ISSN: 0958-5192 (Print) 1466-4399 (Online) Journal homepage: http://www.tandfonline.com/loi/rijh20.
Ashwin, P. (2006). Changing higher education, first published, Routledge: Taylor & Francis Group.
Baruch, Y. (2004), Managing Careers: Theory and Practice, FT Prentice-Hall, Harlow.
Brahooei, F. (2013). A study of the characteristics of a successful professor from the perspective of Shiraz University students, Educational Research Journal, Islamic Azad University, Bojnourd Branch, 32.
 Burcu, U., Sıdıka, G. (2010).  An Investigation on the Dominant Career Anchors of Faculty Members: The Case of Mersin University, Educational Sciences: Theory & Practice • 14(5), 1759-1765,
Burnett. M., Dutsch, J. D. (2006). Competency – based training and assessment center: strategies, technology, process, and issues. Advances     in developing human resource, 8(2), 141-143.
Caffarella, R.S., Zinn, L.F. (1999). Professional development for faculty: A conceptual framework of barriers and supports. Innovative Higher Education, 4(23).
Chompookum D. C. Brooklyn, D. (2004). The effects of internal career orientations on organizational citizenship behavior in Thailand, Career Development International, Vol. 9 No. 4, pp. 406-423.
Conklin, M.H., Dessele, S.P. (2007). Job turnover intentions among pharmacy faculty. American Journal of Pharmacetical Education, Alexandria, (71) 4, 1-9.
 Cox, B. E., McIntosh, K. L., Terenzini, P. T., Reason, R. D., Lutovsky Quaye, B. R. (2010). Pedagogical signals of faculty approachability: factors shaping faculty–student interaction outside the classroom, Research in Higher Education, 51, 767–788.
Creswell J. W. (2009). Research Design: Qualitative, Quantitative & mixed method approaches (Second edition).Sage publications London: New Delhi.
Creswell J. W. (2012). Educational research: planning, conducting and evaluating quantitative and qualitative research. (Fourth edition). Pearson. Boston.
Dadashzadehasl, M., Kosari, M. Nobakht, B. (2013). The role of effective factors in motivating faculty members of Islamic Azad University, Astara Branch. Quantitative Studies in Management, 4 (4), 211-230
Dolan, S, L. Sholer, R. S. (2009). Personnel Management and Human Resources, translated by Mohammad Saebi and Ali Tusi, Tehran: Institute of Higher Education, Management and Planning.
Donoghue, T. O. Punch, K. (2003). Qualitative educational research in action. Simultaneously published in the USA and Canada: RoutledgeFalmer.
Drummond, Y., Michele, N., Charlotte, M., Matthew, N. (2010). A comprehensive faculty development model for nursing education. Journal of Professional Nursing, 26 (3), 152-161.
Ebrahimi, M., ashcan, f., mojalal, MA. (2016). Perception of career path status and its relationship with job satisfaction among primary schools in Maragheh city, National Conference on Humanities, Shiraz.  
Ejtahadi, G., jeafari, S. (2010). Identify the dimensions and components of faculty members' improvement. Quarterly Journal of Research and Planning in Higher Education, 62, 21-46.
Erdhiem, J., Wang, M. Zickar, M.J. (2006). Linking the big five personality constructs to rganizational commitment. Journal of Personality and Individual Differences, 41(5), 959 - 970.
Fereidooni, A. (2005). Higher education and national development. Proceedings of the Conference on Higher Education and Sustainable Development. Higher Education Research and Planning Institute of the Iranian Higher Education Association, 213-227.
Galavandi, H., Rajaeepour, Molavi, H., Sharif, S.M. (2010) «Astudy of the relationship between quality of work like and career anchors with organizational performance perspective among faculty members of the Universities», Journal of Psychology, 5(19), 113-134 (In Persian).
Galavandi, H., soltanzadeh, V. (2012). Explaining the Relationship between Career Career and Organizational Commitment, Journal of Executive-Scientific Management, Fourth Year, (7), First Half of 2012.
Ghasemi, J., Hosseini, M., Hejazi, Y. (2009). Analysis the effective factors on success of faculty member`s university outreach services in agricultural faculties of Iran. Journal of Higher Education, 2(1), 1-20 (In Persian).
Gholifar, E., Hedjazi, S., Hosseyni, S. (2010). Exploratory factor analysis of required professional faculty skills for job success from Iran’s colleges of agriculture faculty member's perspectives .Quarterly Journal of Research and Planning in Higher Education, 16(3), 125-141(In Persian).
Gizir, S., UNAL B. (2014).An investigation on the dominant career anchors of factualy members: The case of Merisin University, Educational Science: Theory and Practice (14) , 1759-1765 ,www.edam.com.tr/estp.
Gizir, S., Simsek, H. (2005). Communication in an academic context.Higher Education, 50(2), 197-221.
Glauser, P., Hillary, M. (2010) A case study of university professors ‘perceptions of their experiences with faculty development. Retrieved on 20(6), 2011 from:http://dwb.unl.edu/diss/Glauser/Glauser.pdf.
Golkar, N. (2001). An overview of the concepts of meritocracy. Management Development, (39), 7-10.
Grooneh, D. (2014). Provide a model for the growth of faculty members of the University of Tehran. Specialized doctoral dissertation. Department of Educational Management and Planning. Faculty of Psychology and Educational Sciences. University of Tehran.
Hall, D. T. T., Heras, M. L. (2010). Reintegrating job design and career theory: Creating not just good jobs but smart jobs. Journal of Organizational Behavior; 31(2‐3): 448-462.
Hassani, M. (2014). Developing a structural model for evaluation of faculty members core competencies in Urmia University (using of analytic hierarchy process). Quarterly Journal of Career & Organizational Counseling, 6(18), 55-75.
Hatch, J. A. (2002). Doing qualitative research in education settings. Stat university
Hughes, E.C.(1958). Men and their work.Glencoe, IL:Free Press.
Jamali zarei, B., Nasresfahani, AR., Nili, MR. (2017). Professional Skills Required by Faculty Members Due to New Developments in the University: A Qualitative Study, Quarterly Journal of Research in Educational Systems, 12(40), 153-179.
Li, J and Yeo, K.R. (2010). Quality of work life and career development: Perceotions of Part-Time MBA students,Employee Relations,Vol .33(3), 201-220
Lick, D. W. (2002). Leadership and change, in field guide to academic leadership, San Francisco, Josses Bass.
Mahdion, R., Ghahramani, M., Ferasatkhah, M., Abolghasemi, M. (2010). Quality of learning in university e-learning centers: qualitative studies, Journal of University Library and Information Research, 45(58).
Marshall, C., Rossman, G.B. (1999). Designing qualitative research (3 edition).Thousand Oaks, CA: Sage.
Maxwell, J. A. (1996). Qualitative research design: an interactive approach.
Mirsepasi, N. (2010). Strategic human resource management and labor relations. Tehran, Mir Publications, 31st edition.
Nasirianjahromi, H., khaniki, H. (2013). Iranian policymakers and social media policy: Challenges, patterns and presentation of a proposed model. Quarterly Journal of Welfare Planning and Social Development, (21), 25-69.
Nourshahi, N. (2014). Factors affecting the professional development of faculty and offer ways to improve it. Quarterly Journal of Research and Planning in Higher Education, 20(3), 95-120 (In Persian).
Pachulicz, S., Schmitt, N., Kuljanin, G. (2008). A model of career success: A longitudinal study of emergency physicians. Journal of Vocational Behavior, 73, 242-253.
Pascarella, E. T. (1980). Student-faculty informal contact and college outcomes. Review of Educational Research, 50 (4), 545–595.
Pascarella, E. T., Terenzini, P. T. (2005). How college affects students (Volume 2): A third decade of research. San Francisco, CA: Jossey-Bass.
Qiuyan, T., Qin, H. (2009). Analysis on the competency model of the lecturers in the application oriented university. Retrieved from www.seiofbluemountain.com.
Rezaian, A., Khandan, A. S., Ganjali, A., Moridyan, H. (2014). Faculty Maturity in Universities: Case Study: Faculty Members of Imam Sadegh (AS) University, Culture in Islamic University, Fourth Year, Fourth Issue.
Roscoe, J. (2010). Continuing professional development in higher education. Human Resource Development International, 5(1), 3-9.
Rose Grant, M. (2002). Faculty development in publicly supported twoyear colleges, community college. Journal of Research and Practice, 793-807.
Salami, Gh., Sabaghyan, Z., Danaifard, H., Aboulghasemi, M. (2014). Conceptualizing Knowledge Sharing Process among Faculty Members in Academic Contexts: A Grounded Theory, Biennial Journal of Management and Planning in Educational Systems, 6 (12), 9-38
Schein, E. H. (1985), Career Anchors: Discovering Your Real Values, University Associates, San Diego, CA.
Schein's Career Anchor Model. Journal of Career Assessment, 21(3), 430-451.
Schmidt, M. (2010). Development and validation of a competency model for pre‐service teachers. Paper presented at the second meeting of the earli sig18 Educational Effectiveness, Leuven, 25‐27.
Sepahvand, R., Shariatnejad, A. (2014). Investigating the Impact of Managerial Competence on Job Satisfaction and Organizational Commitment of Faculty Members and Staff of Khorramabad Universities, Organizational Culture Management, 12(3), 505-528.
Seyedjavadin, S., R. (2002). Human Resources Management and Personnel Affairs, Tehran, Negah Danesh Publishing, First Edition.
Shahbandarzadeh, H., Hajhosaini, E. (2010). Investigating the Perceptions of Employees as the Main Assets of the Organization and Evaluating Their Progress Path by Shine Developed Sample, Second Executive Management Conference, 1-10.
Sharifi, S., Salimi, G., & Ahmadi, A. (2011). Studying the relationship between personality traits and organizational commitment of principals and teachers in elementary schools, middle and high Khansar city. New Approaches in Educational Management, 1(4), 6-81 (In Persian).
Shirbeigi, N., Nemati, S., Saedi, R. (2010). Understanding the concept of research from the perspective of faculty members, Culture Strategy, (44).
Spenlove, m. (2007). Competencies for effective leadership in higher educationa, international Journal of educational management, 21 (5), 407-417.
srour I., Mohamed, A. M., Itani, M., Amal bakshan, Yusuf, S. (2013).Career planning and progression for engineering management Graguates: an Exploratory study, Engineering Management Journal, 25(3).
Steyn, E., De Beer, A. S., Steyn, D. (2005). Obtaining "better newa" through better internal news management: a survey of first-line managerial competencies in south Africa. Ecquid novi, 26(2), 212-227.
Tahazadeh, M. (2013). Organizational loyalty. Wave Magazine Year, 6 (In Persian).
Torsten, B., Eric, K., Kathrin, M. (2015).Relations between general self-efficacy, planning for future and life satisfaction, Journal of ELSEVIER,58-60.
Van Maanen, J. and Schein, E. (1977), Improving the quality of work life: career development, in Hackman, J.R., Lawler, E.E. and Porter, L.W. (Eds), Perspectives on Behavior in Organizations, McGraw-Hill, New York, NY,30-95.
Verginica, N. (2012). Professional development of the university teacher inventory of methods necessary for continuing training. Procedia Social and Behavioral Sciences, 33,1003 - 1007.
Zahedi, S., Bazargan, A. (2014). Opinion of faculty members about needs their professional development and practices. Journal of Research and Planning in Higher Education, (67), 89-96 (In Persian).