مدلسازی ساختاری-تفسیری استراتژیهای توسعه رهبری دانشگاهی بهمنظور ایجاد و توسعه دانشگاههای دیجیتال | ||
| مدیریت و برنامه ریزی در نظام های آموزشی | ||
| مقاله 2، دوره 17، شماره 2 - شماره پیاپی 33، 1403، صفحه 41-64 اصل مقاله (1.03 M) | ||
| نوع مقاله: علمی - پژوهشی | ||
| شناسه دیجیتال (DOI): 10.48308/mpes.2024.235338.1452 | ||
| نویسندگان | ||
| زهره خواجویی نژاد1؛ غلامرضا شمس* 2؛ فرهاد سراجی3 | ||
| 1دانشجوی دکتری مدیریت آموزشی، دانشکده علوم تربیتی و روانشناسی، دانشگاه شهید بهشتی، تهران، ایران | ||
| 2دانشیار گروه علوم تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه شهید بهشتی، تهران، ایران | ||
| 3استاد گروه علوم تربیتی، دانشکده علوم انسانی، دانشگاه بوعلی سینا، همدان، ایران | ||
| چکیده | ||
| هدف: دانشگاه دیجیتال دانشگاهی است که با بهرهگیری از فناوریهای نوین علاوه بر ارایه خدمات تخصصیِ ذینفعان خود، دامنه فعالیتها و اثرگذاری خود را به نسبت دانشگاههای کلاسیک، توسعه میدهد. به این منظور توسعه رهبری دانشگاهی برای مدیرانی که بتوانند در دستیابی به ویژگیهای ممتاز و اهداف خاص این نوع دانشگاهها عملکرد اثربخشی داشته باشند، حائز اهمیت است. بر این اساس، هدف از انجام مطالعه حاضر، مدلسازی ساختاری-تفسیری استراتژیهایِ توسعه رهبری به منظور ایجاد و توسعه دانشگاههای دیجیتال بوده است. این پژوهش از نظر هدف کاربردی و از لحاظ روش پژوهش، در زمره پژوهشهای آمیخته است. مواد و روش: شناسایی استراتژیهای توسعه رهبری از طریق مصاحبههای نیمهساختاریافته بر پایه اشباع نظری با مشارکت 15 نفر از اعضای هیئت علمی در دانشگاه شهید بهشتی، به عنوان میدان تحقیق انجام گرفت. روایی و پایایی مصاحبهها به ترتیب با روش روایی محتوایی نسبی و شاخص کاپای کوهن تایید شد. در بخش کمی در فرایند مدلسازی، از نظرات 63 نفر از اعضایِ هیئت علمی دارایِ تجربه مدیریت با روش نمونهگیری غیراحتمالی در دسترس استفاده شد. روایی و پایایی پرسشنامه به ترتیب با بهرهگیری از روایی محتوا و روش آزمون- پسآزمون تایید شد. کدگذاری مصاحبهها با استفاده از نرمافزار MAXQDA منجر به شناسایی استراتژیهای توسعه رهبری دانشگاهی شد. نتیجهگیری: مدلسازی شاخصهای شناساییشده با روش ساختاری-تفسیری و تحلیل MIC-MAC انجام شد. تعداد 13 استراتژی شناسایی شده، به عنوان برایند کدگذاری، عبارت بودند از: تشکیل اتاقهای فکر؛ توانمندسازی ساختاری؛ فرآیند خود توسعهای؛ مدیریت استعداد؛ گزینش موقعیتها؛ جانشین پروری؛ الزام بازخورد؛ ترکیب پذیری برنامهها؛ آموزشهای مدون/نظامدار؛ تسهیم دانش؛ ارتقای سطوح تابآوری؛ تفکر سیستمی؛ و بازسازی روندها. استفاده از روش ساختاری-تفسیری و تحلیل MIC-MAC، کمک کرد تا استراتژیهای سیزدهگانه شناسایی شده توسعه رهبری، به منظورِ برقراری رابطه مفهومی میان آنها، در شش سطح قرار بگیرند. این شش سطح عبارتند از: گزینش موقعیتها، جانشین پروری، ارتقا سطوح تابآوری و بازسازی روندها، مدیریت استعداد، و ترکیبپذیری برنامهها. هر طبقه دارای یک یا بیش از یک استراتژی است. ذیل هر استراتژی نیز، مولفههایی قرار گرفتند که به بسط مفهوم استراتژی در توسعه رهبری دانشگاه دیجیتال مرتبط هستند. | ||
| کلیدواژهها | ||
| رهبری دانشگاهی؛ دانشگاه دیجیتال؛ استراتژی توسعه رهبری؛ مدلسازی ساختاری-تفسیری | ||
| عنوان مقاله [English] | ||
| Interpretive Structural Modelling of Leadership Development Strategies to Establish and Develop Digital Universities | ||
| نویسندگان [English] | ||
| Zohre Khajoeinejad1؛ Gholamreza Shams2؛ Farhad Seraji3 | ||
| 1Ph.D. Student of Educational Management, Faculty of Education and Psychology, Shahid Beheshti University, Tehran, Iran | ||
| 2Associate Professor, Department of Educational Sciences, Faculty of Education and Psychology, Shahid Beheshti University, Tehran, Iran | ||
| 3Professor, Department of Educational Sciences, Faculty of Humanities, Bu Ali Sina University, Hamadan. Iran | ||
| چکیده [English] | ||
| Objectives: The digital university is an institution that, by leveraging modern technologies, not only provides specialized services to its stakeholders but also expands its scope of activities and impact relative to classic universities. For this reason, the development of university leadership for managers capable of effectively achieving the distinguished characteristics and specific goals of these universities is of great importance. Accordingly, this study aimed to model the structural-interpretive strategies for developing leadership to create and expand digital universities. This study is applied in terms of its goal and is considered mixed-methods research following a Sequential Mixed Method. Materials and Methods: Identifying leadership development strategies was conducted through semi-structured interviews based on theoretical saturation with the participation of 15 faculty members at Shahid Beheshti University, serving as the research field. The validity and reliability of the interviews were confirmed using relative content validity. In the quantitative part of the modeling process, the opinions of 63 faculty members with management experience were utilized through convenience non-probability sampling. The validity and reliability of the questionnaire were confirmed using content validity and a test-retest method, respectively. Coding the interviews using MAXQDA software led to the identification of strategies for developing university leadership. Discussion and Conclusions: The modeling of identified indicators was performed using structural-interpretive methods and MIC-MAC analysis. Thirteen identified strategies, as outcomes of coding, include: forming think tanks; structural empowerment; self-development processes; talent management; opportunity selection; succession planning; feedback mandate; program integration; systematic/regulated training; knowledge sharing; enhancing resilience levels; systemic thinking; and process reconstruction. The use of structural-interpretive methods and MIC-MAC analysis helped to position the thirteen identified leadership development strategies into six levels for establishing a conceptual relationship among them. These levels are opportunity selection, succession planning, enhancing resilience levels and process reconstruction, talent management, and program integration. Each category contains one or more strategies. Under each strategy, components are placed that are related to expanding the concept of strategy in the development of leadership for digital universities. | ||
| کلیدواژهها [English] | ||
| Leadership Development, Digital University, Leadership Development Strategy, Higher Education System, Interpretive Structural Modeling | ||
| مراجع | ||
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