کارگروهی در نظام دانشگاهی؛ شناسایی چالش‌های آن در فعالیت‌های دانشگاهی دانشجویان | ||
| مدیریت و برنامه ریزی در نظام های آموزشی | ||
| مقاله 11، دوره 15، شماره 1 - شماره پیاپی 28، 1401، صفحه 229-250 اصل مقاله (1017.27 K) | ||
| نوع مقاله: علمی - پژوهشی | ||
| شناسه دیجیتال (DOI): 10.52547/MPES.15.1.229 | ||
| نویسنده | ||
| محسن نظرزاده زارع* | ||
| استادیار گروه علوم تربیتی، دانشکده ادبیات و علوم انسانی، دانشگاه ملایر، ملایر، ایران | ||
| چکیده | ||
| هدف: امروزه کارگروهی در مؤسسات آموزش عالی به‌عنوان یکی از بهترین راهبردها برای تعامل و مشارکت دانشجویان در فرایند یادگیری و هم‌چنین کمک به رشد مهارت‌های ارتباطی آن‌ها محسوب می‌شود. درحالی که شناسایی مزایای کارگروهی می‌تواند درک مثبتی را در بین اساتید و دانشجویان ایجاد کند، عواملی که باعث عدم شکل‌گیری و تمایل اندک به انجام کارگروهی در نظام دانشگاهی می‌شود، نیز می‌تواند از مزایا و تأثیرات مثبت آن بکاهد؛ بنابراین، هدف این پژوهش شناسایی چالش‌های مرتبط با کارگروهی در بین دانشجویان بود. مواد و روش‌ها: برای نیل به این مقصود از رویکرد کیفی و از روش پیمایش کیفی از نوع قیاسی استفاده شد. جامعه هدف در این پژوهش شامل دانشجویان رشته علوم تربیتی دو دانشگاه الزهرا و ملایر بودند که از تجربه کارگروهی در طول دوران تحصیل دانشگاهی برخوردار بودند که مجموعاً 142 نفر بودند. بنابراین پژوهشگر با استفاده از روش نمونه‌گیری هدفمند از نوع ملاکی تعداد 114 نفر از آن‌ها براساس ملاک داشتن تجربه کارگروهی انتخاب کرد. ابزار پژوهش، پرسشنامه هشت سؤالی باز پاسخ مبتنی بر نظریه کارگروهی بود که در محیط گوگل فرم طراحی‌شده بود. برای تجزیه و تحلیل داده‌ها از روش تحلیل محتوای قیاسی و برای اعتباریابی یافته‌ها از روش بازبینی توسط همکاران استفاده شد. بحث و نتیجه‌گیری: یافته‌ها نشان داد، چالش‌های کارگروهی در فعالیت‌های دانشگاهی دانشجویان می‌تواند در هشت مقوله اصلی و هفده مقوله فرعی شامل: چالش سازگاری (عدم سازگاری با قوانین و مقررات گروه، مقاومت در برابر تغییرات، عدم شناخت نسبت به یکدیگر، مقاومت در برابر نظرات هم‌گروهی)، چالش رفتار پشتیبان (عدم همراهی افراد گروه در توزیع فشار کاری، توزیع نامناسب کار بین افراد گروه)، چالش نظارت بر عملکرد گروه (عدم استقبال از نظارت متقابل، پذیرش صرف نظارت رهبر گروه، عدم وجود نظارت متقابل)، چالش جهت‌گیری گروه (اولویت اهداف فردی بر اهداف گروه)، چالش‌های رهبری گروه (عدم شایستگی رهبر گروه، عدم وجود رهبر در گروه، سرپیچی از رهبر گروه)، چالش‌های اعتماد متقابل (عدم اعتماد متقابل بین افراد)، چالش الگوهای ذهنی مشترک (عدم درک مشترک از انجام وظایف گروهی)، چالش ارتباطات گروه (عدم تعامل و ارتباط بین گروهی، عدم تبادل اطلاعات بین گروهی) طبقه‌بندی شوند. براساس یافته‌های پژوهش می‌توان دریافت که به‌کارگیری صحیح کارگروهی در فعالیت‌های دانشگاهی دانشجویان نیازمند مشارکت بیشتر اساتید از طریق تدوین دستورالعمل انجام کارگروهی، ارزیابی میزان آمادگی دانشجویان برای انجام کارگروهی و تعیین اهداف و مقاصد دقیق کارگروهی است. | ||
| کلیدواژه‌ها | ||
| چالش‌ها؛ دانشجویان علوم تربیتی؛ کارگروهی؛ نظام دانشگاهی | ||
| عنوان مقاله [English] | ||
| Teamwork in the Academic System; Identifying its Challenges in the Students' Academic Activities | ||
| نویسندگان [English] | ||
| Mohsen Nazarzadeh Zare | ||
| Assistant Professor, Department of Educational Sciences, Faculty of Literature and Humanities, University of Malayer, Malayer, Iran | ||
| چکیده [English] | ||
| Objective: Nowadays, teamwork in higher education institutions is considered one of the best strategies for the interaction and participation of students in the learning process as well as the development of their communication skills. While recognizing the benefits of teamwork can create a positive understanding among faculty members, and students, some factors can prevent the creation of teamwork and cause a low desire to work in a team in the academic system. These factors can also reduce its benefits and positive effects. Therefore, the purpose of this study was to identify the challenges related to teamwork among students. Materials and Methods: To achieve this purpose, a qualitative approach by deductive qualitative survey method was used. A total of 142 students of educational sciences from Alzahra and Malayer Universities were included who had teamwork experience during academic life. Thus, the researcher selected 114 of them by purposive sampling from the type of criterion method and based on the criterion of having experience in teamwork. The research tool was an open-ended questionnaire based on teamwork theory which was designed in Google Form. The data were analyzed by the deductive content analysis method. To validate the findings, a peer-checking method was used. Result and Discussion: Findings showed that teamwork challenges in the students' academic activities can be divided into eight main components and seventeen sub-components including adaptability challenge (non- adaptability with team rules and regulations, resistance to changes, lack of knowledge about each other, and resistance to team opinions), backup behavior challenge (lack of cooperation of team members in distributing work pressure, inappropriate distribution of work among team members), performance supervising challenge (disapproval of mutual supervision, acceptance the supervision of team just by leader, lack of existence of mutual supervision), team orientation challenge (priority of individual goals over team goals), team leadership challenges (incompetence of team leader, lack of existence a leader in team, disobedience of members from team leader), mutual trust challenge (lack of mutual trust between team members), shared mental models challenges (lack of shared understanding of team tasks), closed-loop communication challenge (lack of interaction and communication between team members, lack of exchange of information between team members). Based on the research findings, if we want to use teamwork in students’ academic activities, we require more participation of faculty members by developing instructions for doing teamwork, assessing students' readiness to do teamwork, and determining the exact objectives of teamwok. | ||
| کلیدواژه‌ها [English] | ||
| Challenges, Educational Sciences Students, Teamwork, Academic System | ||
| مراجع | ||
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