الزامات اجرای موفق پایان‌نامه گروهی در دانشگاه‌های ایران

نوع مقاله : علمی - پژوهشی

نویسنده

استادیار گروه نوآوری آموزشی و درسی، موسسه پژوهش و برنامه ریزی در آموزش عالی، تهران، ایران

چکیده

هدف: پایین بودن مهارت‌های کار تیمی و گروهی فارغ‌التحصیلان دانشگاهی و هم‌چنین پایین بودن کیفیت برخی از پایان‌نامه‌ها و رساله‌ها از جمله مسایلی هستند که آموزش عالی کشور با آن مواجه است. اجرای درست «پایان‌نامه گروهی» نه تنها کیفیت پایان‌نامه‌ها و رساله‌ها را ارتقاء می‌دهد بلکه باعث پرورش مهارت‌های تیمی و گروهی در دانشجویان نیز می‌شود به‌صورتی که آن‌ها را برای محیط کار بهتر آماده می‌سازد. با توجه به اهمیت موضوع، هدف پژوهش حاضر بررسی الزامات اجرای موفقیت‌آمیز «پایان‌نامه گروهی» در دانشگاه‌های ایران بوده است.
مواد و روش‌ها: پژوهش حاضر از لحاظ هدف، کاربردی بوده و رویکرد آن کیفی می‌باشد که از روش پدیدارشناسی برای انجام پژوهش استفاده نموده است. در این پژوهش از ابزارهای «بررسی اسنادی» و «مصاحبه نیمه‌ساختارمند» برای جمع‌آوری داده‌ها استفاده شده است. محتوای اسناد و مصاحبه‌ها با استفاده از «تحلیل مضمون» تجزیه و تحلیل شده‌اند. در این پژوهش برای تفسیر داده‌های کیفی و رعایت اعتبار یافته‌های پژوهش، «کاوش به وسیله افراد مورد مطالعه» و «پیوستگی شواهد» مورد توجه قرار گرفته است.
بحث و نتیجه‌گیری: «پایان‌نامه گروهی» شکلی از پژوهش گروهی است که در آن هر دانشجو همچنان مسئولیت نوشتن پایان‌نامه/رساله خود را بر عهده دارد، اما با حضور در یک گروه دانشجویی 3 یا 4 نفره، رساله یا پایان‌نامه خود را غنی‌تر، منظم‌تر و سریع‌تر تدوین می‌نماید. یافته‌های پژوهش حاضر نشان داد هیجده الزام برای انجام موفق «پایان‌نامه گروهی» در دانشگاه‌های ایران وجود دارد که به پنج سطح به شرح زیر تقسیم می‌شوند: الف- الزامات در سطح فردی (الزامات دانشی، الزامات مهارتی و الزامات نگرشی/منشی)، ب- الزامات در سطح گروه پایان‌نامه (الزامات فرهنگی، آموزشی-اداری، مالی و حقوقی)، ج- الزامات در سطح مؤسسه آموزش عالی (الزامات فرهنگی، آموزشی-اداری، مالی و حقوقی)، ر- الزامات در سطح ملی (الزامات فرهنگی، آموزشی-اداری، اقتصادی، سیاسی و مالی)، ز- الزامات در سطح بین‌المللی (الزامات اقتصادی و آموزشی-اداری). براساس این الزامات، اجرای موفق پایان‌نامه گروهی مستلزم فراهم بودن زمینه‌های فردی، گروهی، مؤسسه آموزش عالی، ملی و بین‌المللی مناسب است زیرا ارتباط تنگاتنگی بین زمینه‌های مختلف وجود دارد. تأثیرات زمینه‌های ملی و بین‌المللی به این صورت است که اگر در یک کشور شایسته‌سالاری و رقابت ملی و بین‌المللی حاکم باشد، سازمان‌ها و شرکت‌ها برای ماندن در کورس رقابت باید مجهز به متخصصان، تیم‌ها و گروه‌های کاری کارآمد باشند. در چنین زمینه‌ای سازمان‌ها و شرکت‌ها نیز مؤسسات آموزش عالی را جهت پرورش فارغ‌التحصیلان کارآمد که دارای دانش‌ها، مهارت‌ها و منش‌های لازم از جمله مهارت تیمی و گروهی هستند، تحت فشار قرار می‌دهند.

کلیدواژه‌ها

عنوان مقاله [English]

Requirements for Successful Implementation of Group Dissertation in Iran’s Universities

نویسنده [English]

  • Farhad Ebrahimabadi
Assitant Proffessor, Department of Educational and Curriculum Innovation, Institute for Research and Planning in Higher Education, Tehran, Iran
چکیده [English]

Objectives: The low teamwork and group work skills of graduates, as well as the low quality of some theses and dissertations, are among the issues that Iran's higher education is facing. It is argued that the proper implementation of group dissertations not only improves the quality of theses and dissertations but also develops teamwork and group work skills in students. Therefore, it prepares students for the workplace better. Considering the significance of the subject, the purpose of the study is to investigate the requirements for the successful implementation of group dissertations in Iran's universities.
Materials and Methods: This study is applied research and its approach is the qualitative approach which uses the phenomenology method to conduct the research. In this study, the tools of documentary research and semi-structured interviews were used to collect data. The contents of documents and interviews were analyzed using thematic analysis. Accordingly, to interpret the qualitative data and keep the validity of research findings, exploration by the subjects and continuity of evidence has been taken into consideration.
Discussion and Conclusions: A dissertation group is a form of group research in which each student is still responsible for writing his dissertation or thesis. By participating in a group of 3 or 4 students, a student writes his dissertation or thesis richly, more regularly, and faster. Results of this study reveal that there are 18 requirements for the successful implementation of dissertation group in Iran's universities, which are divided into 5 levels as follows: requirements at the individual level (knowledge requirements, skill requirements, and disposition/attitude requirements), requirements at dissertation group level (cultural requirements, educational/ administrative requirements, financial requirements, and legal requirements), requirements at the higher education institute level (cultural requirements, educational/ administrative requirements, financial requirements, and legal requirements), requirements at national level (cultural requirements, educational/ administrative requirements, economic requirements, political requirements and financial requirements), requirements at international level (educational/administrative requirements and economic requirements). According to these requirements, the successful implementation of a group dissertation requires the provision of suitable individual, group, institutional, national, and international contexts because there are close relationships among theses contexts. The impact of national and international contexts is that if competency-oriented as well as national and international competitions prevail in a country, organizations and companies must be equipped with efficient specialists, working teams, and working groups to stay competitive. In this circumstances, organizations and companies also put pressure on higher education institutes to educate efficient graduates who have the necessary knowledge, skills, and dispositions, including teamwork and groupwork skills.

کلیدواژه‌ها [English]

  • Requirements
  • Group Dissertation
  • Group Thesis
  • University

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