شناسایی ابعاد و مؤلفه‌های بالندگی پژوهشی به‌منظور طراحی مدل مفهومی (مورد مطالعه؛ اعضای هیأت علمی دانشگاه ارومیه) | ||
| مدیریت و برنامه ریزی در نظام های آموزشی | ||
| مقاله 6، دوره 14، شماره 2 - شماره پیاپی 27، 1400، صفحه 169-196 اصل مقاله (1.08 M) | ||
| نوع مقاله: علمی - پژوهشی | ||
| شناسه دیجیتال (DOI): 10.52547/MPES.14.2.169 | ||
| نویسندگان | ||
| حسن روشنی علی بنه سی* 1؛ محمد حسنی2؛ حسن قلاوندی3 | ||
| 1دانشجوی دکتری مدیریت آموزش عالی، گروه علوم تربیتی، دانشکده ادبیات و علوم انسانی، دانشگاه ارومیه، ارومیه، ایران | ||
| 2استاد گروه علوم تربیتی، دانشکده ادبیات و علوم انسانی، دانشگاه ارومیه، ارومیه، ایران | ||
| 3دانشیار گروه علوم تربیتی، دانشکده ادبیات و علوم انسانی، دانشگاه ارومیه، ارومیه، ایران | ||
| چکیده | ||
| هدف: بالندگی پژوهشی اعضای هیأت علمی به‌عنوان مکانیسم کیفیت بخشی به نیروی‌های مولد علم، عملکرد و اثربخشی دانشگاه را ارتقاء بخشیده و نقش آن را به‌مثابه مجموعه متولی جنبه‌های مختلف جوامع برجسته می‌سازد. بنابراین هدف این پژوهش، شناسایی ابعاد و مؤلفه‌های بالندگی پژوهشی به‌منظور طراحی مدل مفهومی در بین اعضای هیأت علمی دانشگاه ارومیه بود. مواد و روش‌ها: این پژوهش از نوع پژوهش‌های کیفی بود و براساس رویکرد پدیدارشناسی انجام یافته است. جامعه پژوهش شامل تمامی اعضای هیأت علمی دانشگاه ارومیه که سابقه فعالیت در پست‌هایی چون ریاست دانشکده، ریاست دانشگاه، مدیریت پژوهش دانشگاه و دانشکده، سردبیری مجله ISI یا مجله علمی-پژوهشی فعالیت داشتند. 20 نفر از جامعه پژوهش به‌عنوان نمونه از طریق نمونه‌گیری هدفمند مبتنی بر گلوله برفی انتخاب شدند. این تعداد براساس اشباع نظری داده‌ها تعیین شدند. بدین معنی که نمونه‌گیری تا زمانی ادامه یافت که نظریه‌ها و دیدگاه‌های جدیدتری توسط گروه نمونه مطرح نشد. ابزار گردآوری داده‌ها، مصاحبه نیمه سازمان‌یافته بود که به صورت قیاسی پیاده شد. برای حصول اطمینان از روایی پژوهش، اقدامات زیر انجام شد: تحلیل و بازبینی مقوله‌های کیفی توسط صاحب‌نظران و اساتید حوزه علوم انسانی در دانشگاه ارومیه، و روش بازخورد مشارکت‌کننده که ارائه تفسیرها و تحلیل‌ها به مشارکت‌کنندگان برای اصلاح و ویرایش بود. شایان ذکر است که برای افزایش اعتبار یافته‌های پژوهش، برخی نقل قول‌های مستقیم از مشارکت‌کننده‌ها نیز در متن مقاله ارائه شده است. بحث و نتیجه‌گیری: تحلیل داده‌ها همزمان با مصاحبه‌ها و استفاده از سه مرحله کدگذاری باز، محوری و انتخابی با استفاده از نرم‌افزار تحلیل داده‌های کیفی مکس کیودی ای(Maxqda) نسخه 12 صورت گرفت. برای کدگذاری مقوله‌ها، ابتدا کدگذاری باز(کدگذاری آغازین و بدون محدودیت داده‌ها) در دستور کار قرار گرفته است. برای انجام این کدگذاری، متون (مصاحبه‌های پیاده شده و یادداشت‌های میدانی) را خط به خط خوانده شده و پاره‌ای از آن‌ها را که بیانگر یک مقوله‌اند، در یک جای گرفته و مقوله‌ها نام‌گذاری شده‌اند. در مرحله بعد، کدها و مقوله‌های ساخته شده نزدیک به هم را با استفاده از روش کدگذاری محوری در هم ادغام شده و کدگذاری نهایی به شکل انتخابی و گزینشی استخراج شد. نتایج پژوهش حاکی از آن بود که 72 کد باز شناسایی شده در این پژوهش در 13 دسته کد محوری قرار گرفت که عبارت‌اند از دانش روش‌شناسی، دانش تخصصی، دانش سازمانی. مهارت‌های حرفه‌ای پژوهش، مهارت‌های مدیریتی، مهارت‌های فناوری اطلاعاتی و ارتباطی. حقوق مشارکت‌کنندگان، حقوق مالکیت فکری، پرهیز از رابطه-گرایی، عدم دستکاری در تحقیق. روانشناختی و شناختی و نگرش. در نهایت مقوله‌های پژوهش حاضر بالندگی پژوهشی اعضای هیأت علمی در چهار بعد دانش، مهارت، اخلاق در پژوهش، ویژگی‌های فردی تحلیل و مدل نهایی ارائه شد. | ||
| کلیدواژه‌ها | ||
| بالندگی اعضای هیأت علمی؛ پژوهش؛ شایستگی؛ آموزش عالی | ||
| عنوان مقاله [English] | ||
| Identifying the Dimensions and Components of Research Development for Designing a Conceptual Model (Case Study: Faculty Members of Urmia University) | ||
| نویسندگان [English] | ||
| Hassan Roshani Ali Benasee1؛ Mohamad Hassani2؛ Hassan Ghalavandi3 | ||
| 1PhD Student in Higher Education Management, Department of Educational Sciences, Faculty of Literature and Humanities, Urmia University. Urmia, Iran | ||
| 2Professor, Department of Educational Sciences, Faculty of Literature and Humanities, Urmia University, Urmia, Iran | ||
| 3Associate Professor, Department of Educational Sciences, Faculty of Literature and Humanities, Urmia University, Urmia, Iran | ||
| چکیده [English] | ||
| Objective: The research Development of faculty members as a quality-enhancing mechanism for productive forces of science promotes the performance and effectiveness of the university and its role as a trustee of various aspects of prominent societies. Therefore, the aim of this study was to identify the dimensions and components of research Development in order to design a conceptual model among faculty members of Urmia University. Materials and Methods: This study was a qualitative study based on a phenomenological approach. The research community includes all faculty members of Urmia University who have worked in positions such as dean of the faculty, dean of the university, research director of the university and the faculty, editor of ISI magazine or scientific-research journal. Twenty people from the research community were selected as a sample by targeted snowball-based sampling. This number was determined based on the theoretical saturation of the data. This means that sampling continued until newer theories and theories were proposed by the sample group. The data collection tool was a semi-organized interview that was implemented comparatively. To ensure the validity of the research, the following measures were taken: analysis and review of qualitative categories by experts and professors in the field of humanities at Urmia University, and participatory feedback method to provide interpretations and analysis to participants to correct and edit. It is worth noting that in order to increase the validity of the research, some direct quotations from the contributors are also provided in the text of the article. Discussion and Conclusion: Data analysis was performed simultaneously with interviews and using three stages of open, central and selective coding. The most efficient quality data analysis software is the Maxqda 12 data quality analysis software. For coding categories, open coding (initial coding without data restriction) is first on the agenda. To do this coding, the texts (interviews and field notes) are read line by line, and some of them, which represent a category, are placed in one place and the categories are listed. .And. In the next step, the codes and categories made close to each other were merged using the central coding method and the final coding was extracted selectively and selectively. The results showed that 72 open codes identified in this study were included in 13 categories of core code, which include methodological knowledge, specialized knowledge, and organizational knowledge. Professional research skills, managerial skills, information and communication technology skills. Participants' rights, intellectual property rights, avoidance of relationship orientation, lack of manipulation in research. Psychological and cognitive and attitude. Finally, the present research topics were presented to the research Development of faculty members in four dimensions: knowledge, skills, research ethics, individual characteristics analysis and final model. | ||
| کلیدواژه‌ها [English] | ||
| Development of faculty members, Research, competence, higher education | ||
| مراجع | ||
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