ارائه الگوی مفهومی وظایف مدیران فناوری اطلاعات در مراکز آموزش عالی | ||
| مدیریت و برنامه ریزی در نظام های آموزشی | ||
| مقاله 5، دوره 12، شماره 1 - شماره پیاپی 22، 1398، صفحه 125-150 اصل مقاله (1.42 M) | ||
| نوع مقاله: علمی - پژوهشی | ||
| شناسه دیجیتال (DOI): 10.29252/mpes.12.1.125 | ||
| نویسندگان | ||
| محمد خادمی کله لو* 1؛ محبوبه عارفی2؛ اباصلت خراسانی2؛ علی رضائیان3 | ||
| 1دانش‌آموخته دکتری مدیریت آموزش عالی، دانشگاه شهید بهشتی و پژوهشگر پژوهشکده مطالعات فناوری. | ||
| 2دانشیار علوم تربیتی دانشکده علوم تربیتی و روانشناسی دانشگاه شهید بهشتی، تهران، ایران. | ||
| 3استاد دانشکده مدیریت و حسابداری دانشگاه شهید بهشتی، تهران، ایران. | ||
| چکیده | ||
| هدف: این پژوهش با هدف شناسایی و ارائه الگوی مفهومی وظایف مدیران ارشد فناوری اطلاعات در مراکز آموزش عالی انجام شد. مواد و روش‌ها: پژوهش حاضر به روش آمیخته (کیفی-کمی) انجام شد. در همین رابطه نخست ادبیات پژوهش‌های مرتبط بررسی و سپس به کمک روش کیفی فراترکیب وظایف کلیدی و خرده وظایف مدیران فناوری اطلاعات شناسایی شد. نمونه‌گیری در بخش کیفی به‌صورت هدفمند و پس از طی فرآیند 5 مرحله‌ای غربالگری اسناد صورت گرفت. داده‌های کیفی نیز به روش تحلیل محتوا و به شیوه کدگذاری اولیه و ثانویه تجزیه و تحلیل شد. هم‌چنین پایایی بخش کیفی با استفاده از ضریب توافق کاپا (653/0) مطلوب ارزیابی شد. در بخش کمی نیز مدیران و معاونین مراکز فناوری اطلاعات دانشگاه شهید بهشتی، دانشگاه تهران، دانشگاه صنعتی شریف و دانشگاه امیرکبیر جامعه پژوهش حاضر را تشکیل داده‌اند. نمونه‌گیری بخش کمی نیز به‌صورت هدفمند و به شیوه سرشماری صورت گرفت. در ادامه بر مبنای یافته‌های کیفی پرسشنامه‌ای 61 سؤالی ساخته شد، روایی پرسشنامه از سوی صاحب‌نظران تأیید و پایایی آن نیز با استفاده از روش آلفای کرونباخ 92/0 برآورد شد و سپس میان 53 نفر از مدیران و معاونین مراکز فناوری اطلاعات دانشگاه‌های منتخب بخش کمی توزیع گردید. هم‌چنین داده‌های حاصل از بخش کمی با استفاده از آمار توصیفی (درصد و میانگین) و استنباطی (آزمون T تک گروهی و آزمون فریدمن) تجزیه و تحلیل شد. بحث و نتیجه‌گیری: براساس یافته‌های پژوهش و درنتیجه فراترکیب اسناد مجموعاً 12 وظیفه کلیدی و 61 خرده وظیفه مدیران فناوری اطلاعات در مراکز آموزش عالی شناسایی شد که در این میان وظایف کلیدی تأمین زیرساخت‌ها، مذاکره، رهبری، ائتلاف‌سازی و تسهیل‌گری، کارآفرینی، مدیر مالی و تخصیص منابع، عاملیت تغییر، مربیگری و الهام‌بخشی، نظارت و ارزیابی، سیاست‌گذاری، تیم‌سازی و رابط بودن مدیر ارشد فناوری اطلاعات در مراکز آموزش عالی به ترتیب در اولویت‌های اول تا دوازدهم وظایف کلیدی مدیران فناوری اطلاعات در مراکز آموزش عالی قرار گرفتند. از منظر مشارکت‌کنندگان در پژوهش همه وظایف شناسایی‌شده مدیران ارشد فناوری اطلاعات در آموزش عالی اهمیتی بالاتر از متوسط را داشته‌اند اما با این وجود تلاش برای تأمین زیرساخت‌های فناوری اطلاعات، مذاکره و چانه‌زنی با سایر ذی‌نفعان این حوزه و هم‌چنین ایفا نقش رهبری فناوری اطلاعات در دانشگاه‌ها به‌عنوان سه وظیفه کلیدی این مدیران ارشد تعیین‌شده‌اند. | ||
| کلیدواژه‌ها | ||
| آموزش عالی؛ فراترکیب؛ مدیریت فناوری اطلاعات؛ مدیر ارشد اطلاعات | ||
| عنوان مقاله [English] | ||
| A Model for Chief Information Officer’s Tasks in Higher Education Institutions | ||
| نویسندگان [English] | ||
| Mohammad Khademi kolahlou1؛ Mahboubeh Arefi2؛ Abasalt Khorasani2؛ Ali Rezaian3 | ||
| 1Ph.D. of Higher Education Management, Shahid Beheshti University & the researcher of Technology Studies Institute, Tehran, Iran. | ||
| 2Associate Professor of Education, Faculty of Education & Psychology, Shahid Beheshti University, Tehran, Iran. | ||
| 3Professor, Faculty of Management & Accounting, Shahid Beheshti University, Tehran, Iran. | ||
| چکیده [English] | ||
| Objective: This study aimed to identify and introduce a conceptual model of IT manager’s tasks in higher education institutions. Materials and methods: The research methodology was exploratory mixed method. In this regard, the relevance research literature reviewed and IT manager’s key tasks and sub-tasks identified by using the meta-synthesis qualitative method. Sampling in qualitative part was purposefully and took place after five-step documents screening process. The qualitative data were analyzed by content analysis. Also the kappa coefficient (0/653) about the reliability of the qualitative part was assessed as desirable. in the quantitative part IT managers from public universities in Tehran (Shahid Behshti University, University of Tehran, Sharif University of Technology & Amirkabir University of Technology), comprised the study population. The census sampling method was used in quantitative part. In the following a questionnaire was developed based on qualitative results and the validity of the questionnaire was verified by experts and also the reliability of it, was estimated at 0/88. Then it distributed among 53 IT managers in the selected institutes. The quantitative data were analyzed with descriptive statistics (percentage & mean) and inferential statistics (one sample t test & Friedman test). Result and Discussion: The results indicated that based on meta-synthesis results 12 key tasks and 61 sub-tasks of IT managers in higher education institution was identified. Also among the identified key tasks; providing infrastructure, negotiation, leadership, Coalition building and facilitating, entrepreneurship, finance director and resources allocation, change agent, coaching and inspiring, monitoring and evaluation, policy making, team building and communication, respectively were in the first to twelve key tasks of IT managers in higher education. From the perspective of research participants, all of the identified tasks of the Chief Information Officer’s in higher education have been above average. Nevertheless, attempt to provide IT infrastructure, Negotiation and bargaining with all stakeholders and also the role of IT leadership has been identified as the three key tasks of the universities Chief Information Officer’s. | ||
| کلیدواژه‌ها [English] | ||
| Chief Information Officer, Higher Education, Information Technology Management, Meta, synthesis | ||
| مراجع | ||
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