ارزیابی مقایسه‌ای سیاست‌های کلان آموزش‌عالی کشورهای منتخب

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری اقتصاد و مدیریت مالی آموزش عالی، گروه مدیریت و برنامه ریزی آموزشی، دانشکدة روانشناسی و علوم‌تربیتی، دانشگاه تهران، ایران

2 دانشیار گروه مطالعات تطبیقی و نوآوری در آموزش‌عالی، موسسه پژوهش و برنامه‌ریزی آموزش‌عالی، تهران، ایران

چکیده

هدف: نگارندگان این پژوهش درصدد ارزیابی مقایسه‌ای سیاست‌های کلان آموزش‌عالی در شش کشور جهان هستند.روش پژوهش: این پژوهش کیفی با به‌کارگیری روش مطالعه تطبیقی جرج بردی تدوین شده است. بر این اساس شش کشور (هلند، فرانسه، مالزی، سنگاپور، آفریقای جنوبی و عربستان) با نظر خبرگان به براساس برنامه بلندمدت مطالعاتی چهل کشور جهان در این مرحله بشکل قضاوتی انتخاب شدند. ابزار پژوهش برای گردآوری اطلاعات مورد نیاز فیش برداری از اسناد و گزارش‌های بین‌المللی، مقالات و کلیه مدارک موجود بود. مراحل این پژوهش به چهار مرحله؛ توصیف، تفسیر، همجواری و مقایسه تقسیم‌بندی می‌شود. یافته‌ها: بر پایه یافته‌های این پژوهش، از جمله وجوه افتراق سیاست‌های کلان می‌توان در هلند درهم تنیدگی سیاست‌های تضمین کیفیت با بین‌المللی شدن؛ در فرانسه، تاکید بر سیاست‌های جذب دانشجویان بین‌المللی به ویژه از کشورهای در حال توسعه؛ درسنگاپور، استقرار دانشگاه کلاس جهانی؛ درمالزی، نوآوری درسیستم مالی دانشگاه‌ها توامان با تبدیل شدن به قطب آموزش‌عالی منطقه‌ای؛ درآفریقای جنوبی، ایجاد برابری، دسترسی و عدالت و درعربستان، حکمرانی شرکتی آموزش‌عالی اشاره کرد. وجوه اشتراک سیاست‌های کلان بیشتر معطوف به  حکمرانی مشارکتی و افزایش استقلال دانشگاه، توسعه مالی دانشگاه و تخصیص بر مبنای عملکرد، انطباق سیستم آموزش‌عالی با بازارکار، افزایش بودجه تحقیقات دانشگاهی می‌شد.نتیجه‌گیری: در بررسی سیاست‌های کلان کشورهای هدف، تلفیق هوشمندانه‌ای از توجه به نیازهای ملی وهمراهی  با روندهای جهانی مشاهده شد.در دو سال اخیر با توجه به بحران کووید19 چرخش به سمت دیجیتالیزه شدن آموزش ویادگیری الکترونیکی، هم چنین اهمیت یافتن تامین منابع مالی و کمک مالی ویژه به دانشجویان برجسته است. این انعطاف و هوشمندی و استقبال از تغییر باید در نظام سیاستگذاری آموزش عالی ایران نیز سرلوحه عمل قرار گیرد. 

کلیدواژه‌ها


عنوان مقاله [English]

Comparative Evaluation of Macro-higher Education Policies of Selected Countries

نویسندگان [English]

  • Ahmad Keykha 1
  • Gholamreza Zakersalehi 2
1 PhD. student of Economics and Finance Management of Higher Education, Department of Educational Administration and Planning, Faculty of Psychology and Education, The University of Tehran
2 Associate Prof. Institute for Research and Planning in Higher Education (IRPHE), Iran
چکیده [English]

Objective: The authors of this study seek to make a comparative assessment of macro-higher education policies in six countries.Methods: This qualitative research has been done using George Brady’s comparative study method. Based on this, six countries (the Netherlands, France, Malaysia, Singapore, South Africa, and Saudi Arabia) were chosen through a judicative method by Pundits according to the long-term study plan of forty countries at this stage. Taking notes from international documents, reports, articles, and all available documents was the means of gathering data for this research. The stages of this research are divided into four sections: description, interpretation, juxtaposition, and comparison.Results: policies in the Netherlands is the intertwining of quality assurance policies with internationalization. In France, emphasis is placed on policies to attract international students, especially from developing countries. In Singapore, the establishment of a world-class university is emphasized. In Malaysia, innovation in the financial system of universities is becoming a hub for regional higher education. In South Africa, equality, accessibility, and justice are highlighted, and in Saudi Arabia, corporate governance of higher education is focused on. The common points of macro-policies focused more on participatory governance, increasing university independence, university financial development, and performance-based allocation, adapting the higher education system to the labor market, and increasing academic research funding.Conclusion: In examining the macro-policies of the target countries, an intelligent combination of attention to national needs and in line with global trends was observed. In the last two years, due to the Covid-19 crisis turns towards digitalization of e-learning education, as well as the importance of providing financial resources and special financial aid to students are prominent. This flexibility, intelligence, and acceptance of change must also be at the forefront of Iran's higher education policy-making system.

کلیدواژه‌ها [English]

  • Comparative Evaluation of Policies
  • Higher Education Policy
  • Higher Education Governance
  • Comparative Study of Higher Education
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