ارایه الگوی ساختاری سرمایه‌ فکری براساس یادگیری سازمانی در دانشگاه شهید بهشتی

محورهای موضوعی : آموزش و پرورش

فتاح ناظم ¹ (استادیار دانشگاه آزاد اسلامی واحد رودهن)
آزاده مطلّبی ² (دانشگاه آزاد اسلامی واحد رودهن،عضو باشگاه پژوهشگران جوان)

تاریخ دریافت : 1394/09/15 تاریخ پذیرش : 1394/09/15 تاریخ انتشار : 1390/01/01

کلید واژه: یادگیری سازمانی, دانشگاه شهید بهشتی, الگوی ساختاری, سرمایه‌ فکری,

چکیده مقاله :

هدف اساسی پژوهش حاضر ارایه الگوی ساختاری یادگیری سازمانی و سرمایه فکری در دانشگاه شهید بهشتی بوده است. روش تحقیق توصیفی از نوع همبستگی بوده است. جامعه‌ی آماری این پژوهش را کلیه‌ی کارکنان دانشگاه شهید بهشتی با مدرک دیپلم و بالاتر از آن تشکیل می‌دهد. با روش نمونه‌گیری تصادفی تعداد291 نفر از کارمندان بر اساس جدول حجم نمونه‌ی کرجسی و مورگان انتخاب شدند. از بین این تعداد 277 پرسشنامه تکمیل و تحلیل شد. ابزار سنجش عبارتند از پرسشنامه‌های استاندارد یادگیری سازمانی واتکینز و مارزیک (2002) و پرسشنامه استاندارد سرمایه‌ی فکری بنتیس (1997). میزان پایایی برای پرسشنامه یادگیری سازمانی 94/0 و میزان پایایی پرسشنامه سرمایه‌ فکری 95/0 می‌باشد. روش پژوهش از نوع الگوی ساختاری؛ تحلیل مسیر می‌باشد. نتیجه‌ی تحلیل مسیر بیانگر این است که رابطه‌ی معنا‌داری بین ابعاد یادگیری سازمانی و سرمایه‌ فکری برقرار است و بیشترین اثر مستقیم را می‌توان تحت‌عنوان اثر مستقیم یادگیری در سطح سازمانی در بُعد یادگیری سازمانی بر سرمایه‌ فکری عنوان نمود و سرمایه‌ انسانی به عنوان مهم‌ترین شاخص سرمایه‌ فکری در این مدل شناخته می‌شود.  

چکیده انگلیسی:

The principal purpose of the present study was to provide a structural model of organizational learning and intellectual capital in Shahid Beheshti University. The target population of the study included all employees of the Shahid Beheshti University who held high school diploma or higher degrees. Based on Krejcie & Morgan’s table a sample of 219 employees was drawn through random sampling. 277 questionnaires were completed and analyzed. Research instruments were Watkins & Marsick’s (2002) standard questionnaires of organizational learning and Bontis’s (1997) standard questionnaire of intellectual capital. Their reliability coefficients were 0.94 and 0.95 respectively. The research method involved structural modeling and path analysis. Path analysis showed that there was a significant relationship between the dimensions of organizational learning and intellectual capital. The greatest direct effect could be described as the effect of learning in organizational level on the intellectual capital. Further, human capital was considered as the most significant factor of intellectual capital in this model.  

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