طراحی مدل کیفی سرمایه فکری با رویکرد نوآوری سازمانی در آموزش و پرورش

محورهای موضوعی : آموزش و پرورش

امیر رفسنجانی ¹ (گروه علوم تربیتی، واحد مشهد، دانشگاه آزاد اسلامی، مشهد، ایران)
محمود قربانی ² (گروه علوم تربیتی، واحد مشهد، دانشگاه آزاد اسلامی، مشهد، ایران)
الهام فریبرزی ³ (گروه علوم تربیتی، واحد مشهد، دانشگاه آزاد اسلامی، مشهد، ایران)

تاریخ دریافت : 1399/08/23 تاریخ پذیرش : 1401/09/27 تاریخ انتشار : 1401/08/01

کلید واژه: آموزش و پرورش, ابعاد سرمایه فکری, ابعاد نوآوری سازمانی, مؤلفه‌های سرمایه فکری, مؤلفه‌های نوآوری سازمانی,

چکیده مقاله :

مقدمه و هدف: پژوهش حاضر با هدف طراحی مدل کیفی سرمایه فکری با رویکرد نوآوری سازمانی در اداره کل آموزش و پرورش استان خراسان رضوی و نواحی هفتگانه آموزش و پرورش شهرستان مشهد انجام شد. تحقیق از منظر هدف، کاربردی و توسعه ای است.
روش شناسی پژوهش: پژوهش، از لحاظ روش، آمیخته(کمّی- کیفی)است و از لحاظ شیوه جمع آوری داده ها، توصیفی است. جامعه آماری پژوهش، خبرگان دانشگاهی و متخصصان آموزش و پرورش بودند. نمونه گیری از جامعه آماری هدفمند انجام شد که در آن 20 نفر انتخاب شدند. پس از انجام مطالعات اکتشافی و کتابخانه ای، فهرستی از ابعاد و مؤلفه های متغیرهای تحقیق شناسایی شد. روایی محتوایی به تأیید خبرگان دانشگاهی و متخصصان اداری رسید و در قالب پرسشنامه محقق ساخته طی سه مرحله دلفی پس از تأیید پایایی با استفاده از ضریب آلفای کرونباخ(.899)،(.842)و (947.) در اختیار اعضای دلفی قرار گرفت. داده های حاصل از تحقیق براساس روش های آماری مربوط و با استفاده از نرم افزار (Spss) بررسی و تحلیل شد و ابعاد و مؤلفه های تحقیق ازطریق ضریب توافق کندال به اجماع خبرگان رسید.
یافته­ ها: طبق یافته های پژوهش ابعاد سرمایه فکری دارای 3 بعد و مولفه های سرمایه فکری 25 مولفه و ابعاد نو آوری سازمانی 6 بعد و مولفه های نو آوری سازمانی 19 مولفه شناسایی شد.
بحث و نتیجه ­گیری: در پایان پژوهش مدل کیفی سرمایه فکری با رویکرد نوآوری سازمانی متناسب با نظر خبرگان تدوین شد.

چکیده انگلیسی:

Introduction: This study aimed to develop a qualitative model of intellectual capital promotion with an organizational innovation approach in the General Department of Education of Khorasan Razavi Province and the seven districts of the Mashhad Education Department. It was applied-developmental in terms of purpose, mixed (quantitative-qualitative) in terms.
Research methodology: This study method was descriptive in terms of data collection. The statistical population consisted of academic and professional education experts, of whom 20 people were selected using purposive sampling. After conducting library and exploratory studies, a list of the propositions concerning the dimensions and components of the research variables was provided and after receiving the quantitative and qualitative corrective comments, it was confirmed by academic and professional education experts. During the three stages of Delphi After determining and confirming the reliability  using Cronbach's alpha coefficient(.947),(.842) and(.947). it was distributed to the Delphi members in the form of a researcher-developed questionnaire. Data were analyzed by the statistical procedures and (SPSS) and experts reached a consensus about research dimensions and research components using Kendall's coefficient of concordance.
Findings: The results showed there were three dimensions and 25 components of intellectual capital and there were six dimensions and 19 components of organizational learning.
Conclusion: Finally,  the qualitative model of intellectual capital promotion with an organizational innovation approach was developed by experts.
 

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