مطالعات اندازه گیری و ارزشیابی آموزشی

مطالعات اندازه گیری و ارزشیابی آموزشی

تأملی پدیدارشناسی بر ابعاد سیاستگذاری علمی در آموزش عالی ایران

نوع مقاله : مقاله پژوهشی

نویسندگان
1 دانشجوی دکتری برنامه‌ریزی توسعه آموزش عالی، دانشکده علوم انسانی و اجتماعی، دانشگاه کردستان، سنندج، ایران
2 دانشیار گروه علوم تربیتی، دانشکده علوم انسانی و اجتماعی، دانشگاه کردستان، سنندج، ایران
10.22034/emes.2024.2008279.2491
چکیده
هدف: تحقیق حاضر ابعاد سیاست‌گذاریِ علمی در آموز عالی ایران را از دیدگاه اعضای هیئت علمی موردمطالعه قرار داده است.
روش پژوهش: روش تحقیق حاضر از نوع کیفی و به طور خاص راهبرد پدیدارشناسی بکار گرفته شد. مشارکت‌کنندگان تحقیق استادان چندین دانشگاه دولتی در کشور بودند. با شیوه نمونه‌گیری ترکیبی ( هدفمند و گلوله برفی) با 15 نفر از این استادان به عنوان نمونه، مصاحبه نیمه‌ساختاریافته به عمل آمد.  داده‌ها پس از پیاده‌سازی به شکل استقرائی و به شیوه کدگذاری دو مرحله‌ای بارنی گلیزر (1999) مورد تحلیل قرار گرفت.
یافته‌ها: یافته‌های تحقیق نشان داد که مفهوم سیاست‌گذاری علمی در آموزش عالی ایران می‌تواند شامل تصحیح قوانین، تغییردادن ساختارهای دانشگاهی، تأکید بر دانش عملی و مهارت‌محوری، پیوستگی صنعت و دانشگاه، روزآمدسازی برنامه‌های درسی، پاسخگویی اثربخش در راستای مسائل جامعه، فرهنگ سازمانی نوگرایی، حفظ خودگردانی دانشگاه، رشد منابع اقتصادی خودکفا و تثبیت نظام تضمین کیفیت باشد.
نتیجه‌گیری:  مفهوم سیاست‌گذاری علمی مناسب در آموزش عالی سبب برنامه‌ریزی آینده‌نگارانه دانشگاه‌ها و پیش‌بینی نیازهای فعلی خود و مسائل پیش‌روی جامعه و دانشگاه‌ها در آینده می‌گردد.
کلیدواژه‌ها

عنوان مقاله English

A Phenomenological Reflection on the Dimensions of Scientific Policy Making in Higher Education in Iran

نویسندگان English

Ali Aminibagh 1
Yahya Maroofi 2
Jamal Salimi 2
1 PhD Student in Higher Education Development Planning, Faculty of Humanities and Social Sciences, University of Kurdistan, Sanandaj, Iran
2 Associate Professor, Departement of Educational Sciences, Faculty of Humanities and Social Sciences, University of Kurdistan, Sanandaj, Iran
چکیده English

Objective: The current research has studied the dimensions of scientific policy making in Iran's higher education from the point of view of faculty members. The present research method was qualitative and specifically phenomenological strategy was used. The research participants were professors from several public universities in the country. Semi-structured interviews were conducted with 15 professors using a combined sampling technique (purposive and snowball sampling). After implementation, the data were analyzed inductively using Barney Glaser's (1999) tow-stage coding method.
Results: The research findings revealed nine components that influence scientific policymaking in higher education. These components include: reforming laws, restructuring universities, emphasizing practical and skill-oriented knowledge, fostering connections between industry and academia, updating curricula, ensuring effective accountability in response to societal issues, promoting a modern organizational culture, preserving the autonomy of universities, enhancing self-sufficient economic resources, and stabilizing the quality assurance system.
Conclusion: The concept of appropriate scientific policy in higher education causes universities to plan ahead and anticipate their current needs and the issues facing society and universities in the future.

کلیدواژه‌ها English

Keywords: Dimensions of scientific policymaking
higher education
phenomenology
university

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