پداگوژی دانشگاهی: پدیده‌ای مغفول در نظام آموزش عالی ایران

نوع مقاله : علمی - پژوهشی

نویسندگان

1 دانشجوی دکتری آموزش عالی: گرایش برنامه ریزی توسعه آموزش عالی، گروه علوم تربیتی، دانشکده علوم انسانی و اجتماعی، دانشگاه مازندران، مازندران، ایران

2 استاد گروه علوم تربیتی، دانشکده علوم انسانی و اجتماعی، دانشگاه مازندران، مازندران، ایران

3 استاد گروه علوم تربیتی، دانشکده علوم تربیتی و روان شناسی، دانشگاه شهید بهشتی، تهران، ایران

4 دانشیار گروه علوم تربیتی، دانشکده علوم انسانی و اجتماعی، دانشگاه مازندران، مازندران، ایران

چکیده

هدف: پژوهش حاضر با هدف شناسایی و توصیف ابعاد پداگوژی دانشگاهی به‌عنوان پدیده‌ای مغفول در نظام آموزش عالی ایران انجام گرفته است. 
مواد و روش‌ها: پژوهش از لحاظ هدف، کاربردی-توسعه‌ای و از لحاظ اجرا پدیدارشناختی و از نظر گردآوری داده‌ها روش کیفی بوده است. ابتدا با بهره‌گیری از ادبیات و پیشینه‌ی پژوهش (ابعاد ده‌گانه پداگوژی دانشگاهی، یمنی، 1391)، اقدام به شناسایی ابعاد پداگوژی دانشگاهی گردید و سپس گردآوری داده‌ها از طریق مصاحبه نیمه‌ساختاریافته با خبرگان و متخصصان حوزه آموزش عالی به شیوه هدفمند از نوع گلوله برفی تا مرحله رسیدن به اشباع نظری ادامه پیدا کرده است. داده‌ها با تعداد 16 نفر خبره به اشباع نظری رسیده است و طی فرآیند تحلیل داده‌ها با استفاده از تحلیل مضمون ابعاد و مؤلفه‌های پداگوژی دانشگاهی شناسایی گردید. 
بحث و نتیجه‌گیری: پس از تحلیل مصاحبه‌ها، 194 مضمون پایه شناسایی شد و در نهایت 54 مضمون سازمان‌دهنده در قالب 11 مضمون فراگیر به‌عنوان ابعاد پداگوژی دانشگاهی مضمون‌یابی شدند. یافته‌های پژوهش نشان داد که کنشگران دانشگاهی علاوه بر تأیید و تأکید بر ابعاد ده‌گانه‌ی پداگوژی دانشگاهی مطرح شده در چهارچوب نظری یعنی؛ مفهوم‌سازی نظری راجع به جریان آموزش و پژوهش در موقعیت‌های یادگیری و سازماندهی آن‌ها، چارچوب عملی برای اعضای هیئت علمی، مدیران و کارشناسان دانشگاهی، ایجاد و تقویت ذوق و شوق یادگیری در دانشجویان، شناخت عملکرد دانشگاه (قوت‌ها و ضعف‌های سازمان دانشگاه)، بازاندیشی و سازماندهی مستمر فعالیت‌های آموزشی، پژوهشی و خدماتی دانشگاه، راهنمایی نظری برای مدیریت فعالیت‌های دانشگاهی، فرهنگ دانشگاهی، ارزیابی مستمر فعالیت‌های آموزشی، پژوهشی و خدماتی دانشگاه در موقعیت‌های یادگیری، اسطوره‌ها و نمادهای دانشگاهی، محیط دانشگاه، معتقد به تأثیرگذاری بعد یازدهم یعنی فناوری اطلاعات و ارتباطات نیز بودند. که در واقع این ابعاد سیستمی از عوامل و عناصر گوناگونند که با هم در تعامل بوده و منتج به بهبود یادگیری دانشجویان می‌شوند. یافته‌های این مطالعه از طریق شناسایی ابعاد پداگوژی دانشگاهی دستاوردهای نظری و کاربردی مناسبی را در اختیار سیاست‌گذاران، برنامه‌ریزان و مدیران دانشگاه به‌منظور بهبود یادگیری دانشجویان قرار داده و می‌تواند بستر لازم را جهت ارتقای کیفیت آن فراهم نماید. 

کلیدواژه‌ها

عنوان مقاله [English]

University Pedagogy: A Neglected Phenomenon in the Iranian Higher Education System

نویسندگان [English]

  • Khodayar Soleimani Motlagh 1
  • Ebrahim Salehi Omran 2
  • Mohammad Yamani Douzi Sorkhabi 3
  • Hojjat Saffar Heidari 4
1 Ph.D. Student in Higher Education: Higher Education Development Planning, Faculty of Humanities and Social Sciences, Mazandaran University, Mazandaran, Iran
2 Professor, Department of Educational Sciences, Faculty of Humanities and Social Sciences, Mazandaran University, Mazandaran, Iran
3 Professor, Department of Educational Sciences, Faculty of Educational Sciences and Psychology, Shahid Beheshti University, Tehran, Iran
4 Associate Professor, Department of Educational Sciences, Faculty of Humanities and Social Sciences, Mazandaran University, Mazandaran, Iran
چکیده [English]

Objectives: The current research has been carried out to identify and describe the dimensions of university pedagogy as a neglected phenomenon in Iran's higher education system.
Materials and Methods: The method of this research is a development-applied one and in terms of performance is phenomenological, and it has a qualitative approach in terms of data collection. By using the literature and research background (ten dimensions of university pedagogy, Yamani, 2012), the dimensions of university pedagogy were identified; then data collection continued through semi-structured interviews with experts and specialists in the field of higher education purposefully from the type of snowball to the stage of reaching theoretical saturation. The data reached theoretical saturation with 16 experts during the data analysis process. The dimensions and components of university pedagogy were identified through the data analysis process using thematic analysis.
Discussion & Conclusions: After analyzing the interviews, 194 basic themes were recognized, and finally 54 organizing themes were found in the form of 11 comprehensive themes as dimensions of university pedagogy. Findings show that academic practitioners in addition to confirming and emphasizing the ten dimensions of university pedagogy proposed in the theoretical framework, namely: theoretical conceptualization of the flow of education and research in learning situations and their organization; the practical framework for faculty members, administrators, and academic experts; creating and strengthening the taste and enthusiasm of students in learning; recognition of university performance (strengths and weaknesses of the university); continuous rethinking and organizing educational research and service activities of the university; theoretical guidance for the management of academic activities; university culture; continuous evaluation of educational research and service activities of the university in learning situations; academic myths and symbols; university campus, they also believed in the influence of the eleventh dimension, namely information and communication technology. In fact, these dimensions are a system of various factors and elements that interact with each other and lead to improved student learning. The findings of the study, by identifying the dimensions of university pedagogy, provide appropriate theoretical and practical achievements for policymakers, planners, and university administrators to improve student learning and it can provide the necessary basis for improving its quality.

کلیدواژه‌ها [English]

  • Higher Education
  • Dimensions of University Pedagogy
  • University Pedagogy

مراجع

Ababaf, Z. (2019). Pedagogical Perspectives as Inspirational Horizons in Higher Education Curriculum. Journal of higher education curriculum studies, 10(19), 171-193. (In Persian).
Alves, H., & Raposo, M. (2010). The influence of university image on student behaviour. International journal of educational management, 24(1), 73-85.
Amin Bidakhti, A. A., & Zare, M. (2010). Ethics in Research: Concepts, Challenges and Solutions, Collection of Research Papers on Ethics in Higher Education, Vice-Chancellor of Cultural and Social Research / Department of Cultural Research, (63), 69-91. (In Persian).
Anari Nejad, A., & Mohammadi, M. (2014). Practical indicators of e-learning evaluation in Iranian higher education. University Journal of E-learning (Media), (1), 16, 1-10. (In Persian).
Andalib, B., & Ahmadi, G. (2006). The rate of application of effective teaching criteria in the Islamic Azad University, Khorasgan branch, according to students in the academic year 2005-2006; Knowledge and research in educational sciences, 4 (3), 67-82. (In Persian).
Asadi, M., & Maroufi, S. (2016). The Position of Centralization and   Academic Independence in the Internationalization of Iran’s Higher Education System, the National Conferans of Higher Education of Iran. Applied Science Center of Mazandaran University. (In Persian).
Bab al-Hawaiji, F.; Taj al-Dini, U.; Noushin Fard, F.; & Hariri, N. (2013) Compilation of the self-evaluation tool of knowledge translation related to humanities researchers. Library research and academic information, 47 (1), 64-49 (in Persian).
Bazargan, A.; Dadres, M., & Yousefi, Afrashte, M. (2013). Construction, validation and validation of a quality assessment tool for university services to students. Research and Planning Quarterly in Higher Education, 20(2), 73-97. (In Persian).
Barnes, B. R. (2007). Analysing service quality: the case of post-graduate Chinese students. Total Quality Management & Business Excellence, 18(3), 313-331.
Damirchili, F., & Tajari, M. (2011). Explaining internal factors effective on    educational quality improvement based on views of students from Zanjan Azad universities. Procedia-Social and Behavioral Sciences, 30, 363-366. . (In Persian).
Darabi, M., naranjkar, J., farmahinifarahani, M., qarshasbi, E., & yousefi, I. (2012). Evaluation of Medical School Performance based on the first stage of validation pattern in Shahed University. Journal of Medical Education Development, 5(8), 36-49. (In Persian).
Devlin, M., & Samarawickrema, G. (2010). The criteria of effective teaching in a changing higher education context. Higher Education Research & Development, 29(2), 111-124.
Dorrani, K., Karamdost, N. A., Ghalavandi, H., & HamzeHrobati, M. (2014). Evaluation of Smart Schools’ Current Statue in Mazandaran Province based on “Smart School Development” Conceptual Model. Future of Medical Education Journal, 4(3), 39-47. (In Persian).
Ebrahimi, M. (2016). Analysis of the physical space of higher education with an emohasis on socal and cultural factors Turkish online. Journal of desing art and communication, 6(1), 1727-1739. (In Persian).
Ebrahimi, A.; Saati, S., & Raisi, S. (2011). Evaluation of the research performance of professors using data envelopment analysis method, applied in Faculty of Engineering, Islamic Azad University, Tehran South branch. Operations Research Quarterly in its Applications (Applied Mathematics), 8 (2), 71-80. (In Persian).
Enayati Navinfar, A., Yousefi Afrashteh, M., Siyami, L., & Javaheri Daneshmand, M. (2018). Evaluation of the quality of educational services of Payam Noor University in Hamadan based on the SERQUAL model, Research and Planning in Higher Education, 17(3), 135-151. (In Persian).
El-Seoud, M., El-Sofany, H. F., Taj-Eddin, I. A., Nosseir, A., & El-Khouly, M. M. (2013). Implementation of Web-Based Education in Egypt through Cloud Computing Technologies and Its Effect on Higher Education. Higher Education Studies, 3(3), 62-76.
Javadani, H. (2014). Designing a policy research model in Iran’s higher education system. Research and planning in higher education, 21 (2), 81-86. (In Persian).
Guba, E. G., & Lincoln, Y. S. (1982). Epistemological and methodological bases of naturalistic inquiry. Educational Communication and Technology Journal, 30(4), 233-252.
Hakimzadeh, R., Durrani, K., Abolghasemi, M., & Nejati, F. (2013). investigating the relationship between the feeling of belonging to the school and the motivation to progress and the academic performance of theoretical secondary school students in Isfahan city, Journal of Educational Sciences, 6(21), 151 -166. (In Persian).
Ijtihadi, M. (1998). An analysis of the capabilities and shortcomings of the higher education system in the Islamic Republic of Iran, Journal of research and planning in higher education.3 (17), 33-58. (In Persian).
Hamidifar, F., Zamani, M., Fahimi Najm, T., & Fahimi Najm, M. (2017). Studying the role of educational factors in teaching students. Quarterly J Educ Manag Res, 8(4), 15-40. (In Persian).
Kariminejad, H., Ghourchian, N., Gaafari, P., & Mohammad Davoodi, A. (2019). A Model for improving the Quality of Non-Profit and Non-Governmental Higher Education Universities and Institutes (Case Study: Guilan Province). Journal of Management and Planning in Educational System, 12(1), 13-46. (In Persian).
Kertahadi, U. N., Setyaningdyah, E. & Thoyib, A. (2013). The Effects of Human Resource Competence, Organisational Commitment and Transactional Leadership on Work Discipline, Job Satisfaction and Employee’s Performance, interdisciplinary journal of contemporary research in business, 5(4), 140-153.
Keykha, A., Abdollahi, H., & Khorsandi, A. (2019). Identifying the Factors Affecting the Quality of Education from the Viewpoint of Higher Education Specialists and Ph. D. Students. Journal of Management and Planning in Educational System, 12(1), 151-182. (In Persian).
King, N., & Horrocks, C. (2010). An introduction to interview data analysis. Interviews in qualitative research, SAGE publications. 142-174.
Lapina, I., Roga, R., & Müürsepp, P. (2016). Quality of higher education: International students’ satisfaction and learning experience. International Journal of Quality and Service Sciences. 8(3), 56-78.
Lovat, T. J. (2003). The role of the teacher coming of age? Australian Council Deans of Education. Discussion paper. (Www. principalsm/pdf/pedagogy).
Lyons, B. D., & Marler, J. H. (2011). Got image? Examining organizational image in web recruitment. Journal of managerial psychology. 26(1), 58-76.
MacNeil, A. J., Prater, D. L., & Busch, S. (2009). The effects of school culture and climate on student achievement. International Journal of leadership in Education, 12(1), 73-84.
Mansoorian, Y. (2015). The story of pedagogy over time. Information and Communication Book Review Quarterly, 2(6) 229-219 (Persian). (In Persian).
McCowan, T. (2018). Quality of higher education in Kenya: Addressing the conundrum. International Journal of Educational Development, 60, 128-137.
Mehdi, R.; Shafii, M. (2015).  Explanation of the reason and necessity of extensive interaction between university and industry, industry and university quarterly, 9 (33, 34), 1-20(In Persian).
Men, L. R., & Stacks, D. W. (2013). The impact of leadership style and employee empowerment on perceived organizational reputation. Journal of Communication Management. 17(2), 171-192.
Méndez, M. D. (2013). Drawing attention to institutional communication soft tools: the case of lipdubs/Dirigiendo la atención hacia los instrumentos de comunicación institucional blandos: el caso Del lipdub. Communication & Society, 26(1), 129.
Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Sage.
MirmohammadiMeybodi, S. J. (2013). The characteristics of effective teaching based on viewpoints of Shahid Sadoqi University of Medical Sciences. Journal of Medical Education Development, 5(9), 52-62. (In Persian).
Mojtahedzadeh, R., Borjali Lou, S., Borjali Lou, N., & Mohammadi, R. (2013). Identify and prioritize the factors affecting the performance of e-teacher through fuzzy model. AHP Iranian Journal of Medical Education, 13 (8), 691-681 (In Persian).
Motalebifar, A., Arasteh, H., Navehebrahim, A., & Abdollahi, B. (2016). The study of the effective factors in formation and development of malfunctioning in Iran’s higher education. Journal of Management and Planning in Educational System, 9(2), 9-40. (In Persian).
Nazari, P., & Yazdanseta, F. (2019). Studying the Effect of Extracurricular Activities on the Academic Performance Based on the Mediator Role of Creativity. 7(1), 87-107(in Persian).
Nistani, M., (2013). Education planning to improve the quality of education and research in Jihad Agricultural Higher Education Centers, a collection of applied scientific education articles. 3(9), 77-75. (In Persian).
Noushad, M. A. (1997). Comparison of higher education in Iran with India and several countries of the world. In the collection of articles of the first seminar of higher education in Iran, Volume II, 730, Tehran, Allameh Tabatabai University.
Phelan, A., & Sumsion, J. (2008). Critical readings in teacher education: Provoking absences. BRILL. Sense Publishers.1-227
Ramezani, A., & Nemati, Z. (2014). Evaluation University of Medical Sciences of the quality of educational services provided to them. Proceedings of the Conference of Assessing the Quality of the University Systems. Tehran: Sharif University of Technology, 1(1), 33-38. (In Persian).
Ramezani, Q., Pourbayramian, Q., Ala, M., Moradi, I., Habibi, H., Bigdali, Sh. (2021) Strategies to increase the academic motivation of postgraduate students: nominal group technique. Development strategies in medical education. 8(1), 1-10. (In Persian).
Reid, G., & Green, S. (2007). 100 ideas for supporting pupils with dyslexia. Bloomsbury Publishing
Roberts, t., & James, E. (2011). Characteristics of effective agriculture teachers. Journal of agricultural educations. 45, 82-95.
Sahney, S. (2016). Use of multiple methodologies for developing a customer-oriented model of total quality management in higher education. International journal of educational management. 30(1), 55-69.
Salehi omran, E., & Salari, Z. (2012). Blended learning; a new approach in the development of higher education and the teaching-learning process. Iranian Quarterly of Education Strategies, 5(1), 69-75. (In Persian).
Samadi, P.; Shirzadi Esfahani, H. (2006). Investigation of the relationship between the organizational atmosphere of the school and the spirit of entrepreneurship in students. Journal of Educational Innovations, 5(16), 164-187. (In Persian).
Samani, S., & Zohal, M.A. (٢٠١٥). External assessment in college of school of nursing and midwifery, Qazvin University of Medical Sciences. J. Med. Educ. Dev., ٧(١), ٤٤ -٥٤. (In Persian).
Shabani Varki, B., & Hossein Qolizadeh, R. (2015). Studying the quality of teaching in the university. Journal of Research and Planning in Higher Education, 12(1), 1-21. (In Persian).
Shafiee, N., Behrozi, N., Shehni Yailagh, M., & Abolghasemi, M. (2018). The Causal Relationship between the Perception of Constructivist Learning Environment and Systematic Thinking with the Tendency to Lifelong Learning, Mediated by Intrinsic Motivation of Undergraduate Students at Shahid Chamran University. Journal of Educational Sciences, 25 (2), 109-130. (In Persian).
Shakurnia, A., Alijani, H., Najjar, S., & Elhampour, H. (2014). Correlation between educational satisfaction and approaches to study and academic performance; a study of nursing and midwifery students. Sivagami, A., & Samond Souri, R. (2015). A Study on use of information communication technology in higher education. in Thanjavur district 6(1), 418-426. (In Persian).
Shams, L., Mahmoudi S., Maleki, M., Ameli, E., & Mousavi, S. M. (2013). Educational service quality of Tehran University of Medical Sciences: The students’ perspective. Razi Journal of Medical Sciences. 21(124), 27-36. (In Persian).
Shukla, S. (2014). Teaching competency, professional commitment and job satisfaction-a study of primary school teachers. Journal of Research & Method in Education, 4(3), 44-64.
Tabarsa, G. A.; Hassanvand, M., & Arefnejad, M. (2013). Analysis and ranking of factors affecting the improvement of educational quality (case study: Isfahan University). Journal of Interdisciplinary Studies in Humanities, 4(4), 53-74.
Taheri, M. (2012). Teacher professional development model in teacher training centers. PhD Thesis in Educational Management. Shahid Beheshti University. (In Persian).
Tavakoli, M., Khazaei, T., Tolyat, M., & Ghorbani, S. (2014). The Quality of clinical education from the viewpoints of students and instructors of paramedical and nursing-obstetrics schools of Birjand University of Medical Sciences. 21 (110): 41-8. (In Persian).
Trivellas, P., Kakkos, N., Blanas, N., & Santouridis, I. (2015). The impact of career satisfaction on job performance in accounting firms. The mediating effect of general competencies. Procedia Economics and Finance, 33(1), 468-476.
Tofighi, S., Sadeghi Far, J., Hamouzadeh, P., Afshari, S., Forozan Far, F., & Taqvi, Shahr, S. M. (2011). Quality of educational services from the viewpoints of students; SERVQUAL model. Iranian Quarterly of Education Strategies. 4(1) 21-26. (In Persian).
Tsinidou, M., Gerogiannis, V., & Fitsilis, P. (2010). Evaluation of the factors that determine quality in higher education: an empirical study. Quality assurance in Education. 18(3), 227-244
Watkins, C., & Mortimore, P. (1999). Pedagogy: What do we know? In P. Mortimore (Ed.), Understanding pedagogy and its impact on learning. Paul Chapman. London, p1-21
Walker, M. (2006). Higher Education Pedagogies: A Capabilities Approach. First edition. Maidenhead, Berkshire, UK: Society for Research into Higher Education and Open University Press imprint.1-164
Winch, C. & Gingell, J. (2008). Philosophy of education: The Key concepts, 2nd Ed.  London: Routledge.1-297
Vig, P., & Sharma, K. (2014). Humane characteristics of teachers in relation to employability skills: A research study. International Journal of Education and Management Studies, 4(2), 80.
Yamani douzi Sorkhabi, M. (2001). An Introduction to the Performance of University Systems. Tehran: Shahid Beheshti University Publication. (In Persian).
Yamani Douzi Sorkhabi, M. (2012). Quality in Higher Education. Tehran: Samt Publication. (In Persian).
Yamani douzi, Sorkhabi, M. (2019). University of Pedagogy and the Complexity of Learning Situations in Higher Education in Iran, in the Collection of Higher Education Articles in Iran: Present and Future of Tehran: Research Institute for Cultural and Social Studies. 21-57. (In Persian).
Yamani Dozi Sorkhabi, M. (2021). University of pedagogy; Dialectic of opinion and action. Tehran: Institute of Social and Cultural Studies.
Yamani Dozi Sorkhabi, M. (2003). University development planning: theories and experiences. Tehran: Shahid Beheshti University Publication. (In Persian).

فایل ها

هم رسانی

ارجاع به این مقاله

آمار