پیشبینی پذیرش نوآوریهای آموزشی بر اساس رفتار به اشتراکگذاری دانش و توسعه حرفهای اعضای هیئت علمی
محورهای موضوعی : روانشناسی تربیتیسید هدایت اله داورپناه 1 , سعید رجائیپور 2 , یاسر صیادی صیادی 3
1 - دانشجوی دکتری مدیریت آموزش عالی دانشگاه اصفهان
2 - دانشیار، عضو هیات علمی گروه علوم تربیتی، دانشگاه اصفهان
3 - دکتری مدیریت آموزشی، دانشگاه اصفهان
کلید واژه: اعضای هیئت علمی, توسعه حرفهای, پذیرش نوآوریهای آموزشی, رفتار به اشتراکگذاری دانش,
چکیده مقاله :
هدف پژوهش حاضر بررسی نقش رفتار به اشتراکگذاری دانش و توسعه حرفهای در پیشبینی پذیرش نوآوریهای آموزشی در بین اعضای هیئت علمی بود. روش پژوهش، توصیفی-همبستگی و روش تحلیل از نوع مدل یابی معادلات ساختاری است. جامعه آماری پژوهش حاضر را تمامی اعضای هیئتعلمی دانشگاه اصفهان در سال 97 - 96 به تعداد 650 نفر تشکیل می دادند که با استفاده از جدول کرجسی و مورگان(1970)، حجم نمونه به تعداد 242 نفر تعیین گردید که به دلیل عدم بازگشت تعداد 19 پرسشنامه، درنهایت تعداد 223 پرسشنامه مورد تجزیهوتحلیل قرار گرفت. روش نمونهگیری، طبقهای تصادفی متناسب با حجم بود. برای جمعآوری اطلاعات از سه پرسشنامه پذیرش نوآوریهای آموزشی علیزاده (1386)؛ پرسشنامه رفتار به اشتراکگذاری دانش بهلول (1392) و پرسشنامه محقق ساخته توسعه حرفهای اعضای هیئتعلمی استفاده شد. تجزیهوتحلیل دادهها با استفاده از نرمافزار spss23 و Lisrel صورت گرفت. نتایج ضرایب همبستگی نشان داد که پذیرش نوآوریهای آموزشی با رفتار به اشتراکگذاری دانش و توسعه حرفهای اعضای هیئت علمی رابطه مثبت و معناداری دارد (01/0≥P). همچنین نتایج معادلات ساختاری نشان داد توسعه حرفهای و رفتار به اشتراکگذاری دانش با ضرایب مسیر 61/0 و 28/0 به ترتیب قادر به تبیین حدود 37 و 8% از واریانس پذیرش نوآوریهای آموزشی از سوی اعضای هیئت علمی میباشند(96/1t≥). با توجه به نتایج حاصله، توسعه حرفهای و انگیزه اعضای هیئت علمی برای به اشتراکگذاری دانش خود نقش مهمی در پذیرش نوآوریهای آموزشی دارد.
This research was purposed to study role of knowledge sharing behavior and professional development in predicting the acceptance of educational innovations among faculty member’s university of Isfahan. The method of the research was descriptive correlative and its analyzing method was structural equations modeling. Statistical population of the research consisted in all faculty member’s university of Isfahan, totaled 650 persons in year 2017-2018. The sample size was selected totaled 242 persons based on Krejcie and Morgan (1970) table. Nineteen questionnaires were not returned, and so 223 questionnaires were analyzed. Sampling method was proportional stratified random sampling. To collect information, researcher has used three questionnaires, one acceptance of educational innovations Alizadeh (2007), and knowledge sharing behavior Bohloul (2013), and the other Researcher-made questionnaire, professional development of Faculty Members. Collected data were analyzed using software SPSS 23 and Lisrel. The results of correlation coefficient test showed that the acceptance of educational innovations has a direct and significant relation to knowledge sharing behavior and professional development of Faculty Members (P≤0.01). Also, the results of structural equations showed that the professional development and knowledge sharing behavior with path coefficients of 0.61 and 0.28, respectively explain 37 and 8 percent of the variance of the acceptance of educational innovations among faculty members. According to the results, professional development and the motivation of faculty members to share their knowledge plays an important role in accepting of educational innovations.
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Badakhshani, E. (2009). Barriers to Innovation in Educational Organizations. Journal of Educational and Information Research, (6), 74-68 [In Persian].
Bakhshipour, A., & Dejkam, M. (2005). Confirmatory Factor Analysis of Positive and Negative Emotion Scale. Journal of Psychology36, 9(4), 351-365 [In Persian].
Baskin, S., & others. (1967). Innovation in higher education-developments, research, and priorities. New dimensions in higher education. No 19. http: www.eduref.org.
Chang, H. H., & Chuang, S. S. (2011). Social capital and individual motivations on knowledge sharing: Participant involvement as a moderator. Information & management, 48(1), 9-18.
Drummond-Young, M., Brown, B., Noesgaard, C., Lunyk-Child, O., Maich, N. M., Mines, C., & Linton, J. (2010). A comprehensive faculty development model for nursing education. Journal of Professional Nursing, 26(3), 152-161
Eslami, T. (2010). The Impact of Social Capital on Sharing Knowledge at Sharif University of Technology. Master's Thesis, Public administration, Human Resources Trend, Payame Noor University, Tehran [In Persian].
Furst‐Bowe, J. A., & Bauer, R. A. (2007). Application of the Baldrige model for innovation in higher education. New directions for higher education, 2007(137), 5-14.
Grant, M. R., & Keim, M. C. (2002). Faculty development in publicly supported two-year colleges. Community College Journal of Research &Practice, 26(10), 793-807.
Hamidizadeh, M. (2010). knowledge management and wisdom. Tehran: Yaqout press.
Hariharan, A. (2002). Knowledge management: a strategic tool. Journal of Knowledge Management Practice, 3(3), 50-59.
Hasanzadeh, M. (2007). Knowledge Management: Concepts and Infrastructure. First edition, Tehran: Ketabdar press [In Persian].
Hsieh, C. C., Yen, H. C., & Kuan, L. Y. (2014). The Relationship among Principals' Technology Leadership, Teaching Innovation, and Students' Academic Optimism in Elementary Schools. International Association for Development of the Information Society.
Iraji Noghondar, R., Hadavi, F., & Tondnevis, F. (2015). Determining the Structural Equation Model of Knowledge Management and Organizational Innovation in Employees of Sport and Youth Offices in Khorasan Razavi Province. Journal of Sport Management, 7(3), 403-419. [In Persian].
Jabari, N., Madhoushi, M., & Falah, V. (2015). Developing a questionnaire to identify factors affecting sharing knowledge in universities. Scientific Journal of Education Research, 8(33), 1-20 [In Persian].
Jabari, N., & Madhoshi, M. (2014). Identifying effective factors on knowledge sharing behavior among faculty members in Gorgan universities. Quarterly Journal of Research and Planning in Higher Education, 20(3), 45-65 [In Persian].
Jafarzadeh kermani, Z. (2012). Knowledge sharing infrastructure in higher education: A Study of Library and Information Science Education Groups. Journal of Library and Information Science, 16(2), 203-223 [In Persian].
Kamaşak, R., & Bulutlar, F. (2010). The influence of knowledge sharing on innovation. European Business Review, 22(3), 306-317.
Kazemi, M., & Ramezani, Y. (2012). Investigating the relationship between trust in management, knowledge sharing, and intermediating role of losing knowledge value and documentation. Journal of Management, 2(8), 107-124 [In Persian].
Kazori, A., & Sadeghisamarjani, A. (2017). Impact of knowledge sharing on team innovation of faculty members: case study Ferdowsi University of Mashhad. Quarterly Journal of Innovation and Entrepreneurship, 5(10), 45-56 [In Persian].
Keshavarzi, A., Safari, S., & Hamidirad, J. (2015). The Effect of Knowledge Sharing on Learning, Innovation and Organizational Performance. Quarterly Scientific-Research, 6(2), 103-128 [In Persian].
King, H. (2004). Continuing Professional Development in Higher Education: what do academics do? Planet, 13(1), 26-29.
Liao, C., Wang, H. Y., Chuang, S. H., Shih, M. L., & Liu, C. C. (2010). Enhancing knowledge management for R&D innovation and firm performance: An integrative view. African Journal of Business Management, 4(14), 30-26.
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