طراحی و اجرای الگوی ارزیابی درونی درسطح گروه‌های مدیریت آموزش عالی و مدیریت آموزشی دانشگاه آزاد اسلامی و ارائه‌ چهارچوب مناسب برای ارزیابی بیرونی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری مدیریت آموزش عالی، واحد کرج، دانشگاه آزاد اسلامی، کرج، ایران

2 عضو هیات علمی سازمان سنجش آموزش کشور، تهران، ایران

3 استادیار، گروه علوم تربیتی، واحد کرج، دانشگاه آزاد اسلامی، کرج، ایران

4 استادیار گروه علوم تربیتی، واحد کرج، دانشگاه آزاد اسلامی، کرج، ایران

5 دانشیار، گروه علوم تربیتی، واحد کرج، دانشگاه آزاد اسلامی، کرج، ایران

10.22034/emes.2022.535724.2298

چکیده

پژوهش حاضر بر اساس هدف، از نوع پژوهش‌های کاربردی و از نظر روش گردآوری داده‌ها از نوع  پژوهش توصیفی- تحلیلی  است. رویکرد حاکم بر پژوهش حاضر ترکیبی است و از هر دو روش کمی و کیفی به صورت روش پژوهش ترکیبی استفاده شده است.جامعه آماری در بخش کمی شامل مدیران گروه‌ها و اعضای هیات علمی، دانشجویان، دانش آموختگان و مسئولان کتابخانه‌ها و در بخش کیفی شامل صاحب نظران واعضای هیات علمی بودند. حجم نمونه مناسب‌ ازجامعه آماری بخش کمی 36 نفر از مدیران گروه‌های آموزشی، 97 نفر اعضای هیات علمی گروه‌ها، 130 نفر دانشجو، 6 نفرازمسئولان کتابخانه به روش نمونه‌گیری طبقه‌ای تصادفی؛ 120 نفراز جامعه دانش‌آموختگان به روش نمونه‌گیری در دسترس و در پژوهش کیفی66 عضو هیات‌‌ علمی خبره و متخصص به روش نمونه‌گیری غیرتصادفی از نوع گلوله برفی بودند. ابزارهای پژوهش پرسشنامه‌ محقق ساخته، مصاحبه و سیاهه وارسی بودند. روایی صوری و محتوایی پرسشنامه‌ها و ابزار پژوهش با نظرات متخصصان و پایایی پرسشنامه‌ها با ضریب آلفای کرونباخ  97 % برآورد شد. پایایی سوالات مصاحبه با ضریب توافق مصاحبه شوندگان به دست آمد.در بخش کمّی از آمار توصیفی استنباطی و معادلات ساختاری و در بخش کیفی، کدگذاری داده‌ها استفاده شد. نتایج نشان داد ارزیابی درونی در3 مرحله اصلی و12 گام  شامل 8  عامل و 42 ملاک و 214 نشانگر  و ارزیابی بیرونی در 8 مرحله قابل احصاء است.

کلیدواژه‌ها


عنوان مقاله [English]

Design and Implementation of Internal Evaluation Model at the Level of Higher Education Management and Educational Management Departments of Islamic Azad University and Provide a Suitable Framework for External Evaluation

نویسندگان [English]

  • Ahmad Reza Eskandari 1
  • Reza Mohammadi 2
  • Parisa Irannejad 3
  • Mahtab Salimi 4
  • Ramazan Jahaniyan 5
1 PhD Student in Higher Education Management, Karaj Branch, Islamic Azad University, Karaj, Iran
2 Faculty member of the National Education Evaluation Organization, Tehran, Iran
3 Assistant Professor, Department of Educational Sciences, Karaj Branch, Islamic Azad University, Karaj, Iran
4 Assistant Professor, Department of Educational Sciences, Karaj Branch, Islamic Azad University, Karaj, Iran
5 Associate Professor, Department of Educational Sciences, Karaj Branch, Islamic Azad University, Karaj, Iran
چکیده [English]

Based on the purpose, the present study is an applied research and in terms of data collection method is a descriptive-analytical research. The approach of the present study is a mix method and both quantitative and qualitative methods have been used. The statistical population in the quantitative research consisted of heads of departments and faculty members, students, graduates and library managers; and the statistical population in the qualitative research included experts and faculty members. Appropriate sample size of the statistical population of the quantitative research: 36 managers of educational departments, 97 faculty members of departments, 130 students, 6 library managers by stratified random sampling; 120 members of the graduate community were available by sampling method and in the qualitative research 66 faculty members were experts and specialists by non-random snowball sampling method. The research tools were researcher-made questionnaire, interview and checklist. The face validity and content validity of the research instrument was estimated by experts and the reliability of the questionnaires was estimated by Cronbach's alpha coefficient of 97%. The reliability of the interview questions was obtained by the agreement coefficient of the interviewees. In the quantitative research, inferential descriptive statistics and structural equations were used, and in the qualitative research, data coding was used. The results showed that internal evaluation in 3 main stages and 13 steps including 8 factors and 42 criteria and 214 indicators and external evaluation in 8 stages can be counted.

کلیدواژه‌ها [English]

  • Keywords: Internal Evaluation
  • External Evaluation
  • Quality Assurance
  • Educational Management Department
  • Higher Education Management Department
  • Islamic Azad University
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