نوع مقاله : علمی - پژوهشی
نویسنده
استادیار جامعهشناسی، گروه علوم اجتماعی، دانشکده اقتصاد و علوم اجتماعی، دانشگاه شهید چمران اهواز، اهواز، ایران
چکیده
کلیدواژهها
عنوان مقاله [English]
نویسنده [English]
Objectives: The higher education system should be able to improve quality, disseminate knowledge, develop research, and communicate with society. So professional development as one of the most important concepts of the higher education system receives special attention. This research has evaluated and analyzed the platforms that prevent the implementation of the professional responsibility of faculty members. Two goals are pursued in this study: first, to examine the position of ethics and professional responsibility of faculty members, and second to highlight the potential of human resource development to minimize professional misconduct in the university.
Materials and Methods: This study was conducted using the qualitative method and the systematic design of the grounded theory. For this purpose, 27 university faculty members and policymakers in the field of higher education in the universities of Khuzestan province were interviewed in the field of research. A purposive sampling method was used to select the participants. The results of the interviews were analyzed through the field theory method in three stages interval coding, axial coding, and selective coding.
Discussion and Conclusions: The results of data analysis in three stages, open, central, and selective coding indicated twelve general categories, which in the form of a paradigmatic model include: causal conditions (predominance of research-oriented policy instead of quality policy and pedagogy policy, the low level of independence of the academic institutions, the unfavorable function of policy-making, management, and organization, the lack of intra-university infrastructure, the flexibility of the governance of task structures and detail-oriented view, the absence of a systematic view and the feeling of the ineffectiveness of the social activity's effect, decision-making method and expectations of governing institutions); action-interactions (decreasing the quality of education and research, reducing professional mission, distancing from scientific norms, isolation of board members, and migration of elites), adaptability (adherence to partial policies, adaptation to culture and the organizational atmosphere of the university, self-censorship, avoiding entering into a sensitive topic) and the consequences (quantification of the value system, education, research and evaluation of the university, lack of familiarity with the fear of falling, alienation and loss of meaningful life, lack of scientific resilience, failure putting the system of education, research and education, lack of questioning, passion for ignorance and self-inflicted ignorance) which are formed around a core category (the structure and agency of reducing the professional mission). Paying attention to the professional responsibility standards of faculty members can be one of the basic strategies to improve the quality assurance of the higher education system. Finally, this model's availability of the challenge and feedback mechanism makes the administrators of the faculty members' professional development programs ensure the effectiveness of these programs and, if necessary, apply the necessary reforms in this field.
کلیدواژهها [English]
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