تدوین الگوی پارادایمی توانمند سازی اعضای هیات علمی رشته مدیریت ورزشی بارویکرد داده بنیاد
محورهای موضوعی :
کلید واژه: توانمندسازی, منابع انسانی, مدیریت ورزشی, اعضای هیات علمی, مدل,
چکیده مقاله :
پژوهش حاضر با هدف تدوین الگوی پارادایمی توانمند سازی اعضای هیات علمی رشته مدیریت ورزشی طراحی گردید. پژوهش حاضر از لحاظ هدف کاربردی، از نظر شیوه گردآوری داده¬ها آمیخته بود. ابزار مورد استفاده در بخش کمی پژوهش، مصاحبه نیمه ساختاریافته و پرسشنامه محقق¬ساخته بود. در بخش کیفی جهت بررسی روایی از قابلیت باور پذیری (اعتبار)، انتقال پذیری و تایید پذیری و برای سنجش پایایی از مطالعه حسابرسی فرایند و توافق درون موضوعی دو کدگذار استفاده گردید. روایی و پایایی بخش کمی، از طریق روایی واگرا و همگرا، آلفای کرونباخ، روایی محتوا و روایی صوری مورد بررسی قرار گرفت. جامعة آماری پژوهش حاضر در بخش کیفی شامل خبرگان آگاه به موضوع پژوهش بودند که پژوهش¬هایی(مقاله همایشی، مقاله پژوهشی، طرح، تألیف و یا ترجمه کتاب) در زمینه توانمندسازی اعضای هیئت علمی رشته مدیریت ورزشی انجام داده بودند. همچنین جامعه آماری در بخش کمی شامل اعضای هیئت علمی مدیریت ورزشی دانشگاه های ایران بودند. در نهادیت تعداد آنان حدود 170 نفر برآورد گردید. بر حسب جدول مورگان تعداد 118 نفر به عنوان نمونه پژوهش مشخص شدند. روش تحلیل داده¬های بخش کیفی در پژوهش حاضر، گراندد تئوری مدل اشتراوس و کوربین بود. همچنین در بخش کمی از روش معادلات ساختاری استفاده گردید. کلیه روند تجزیه و تحلیل داده های پژوهش حاضر در نرم افزارهای SPSS و PLS انجام شد. 66 کد باز و 15 مقوله فرعی در قالب 6 کد محوری مدل قرار گرفتند. مدل طراحی شده با در نظر گرفتن شرایط علی، زمینه¬ای و مداخله¬گر و نهایتا راهبردهای ارائه شده، می¬تواند منجر به توانمندسازی فردی و علمی اعضای هیئت علمی گردد.
The current research was designed with the aim of developing a paradigm model of empowering academic staff members in the field of sports management. The current research was mixed in terms of the practical purpose and the method of data collection. The tools used in the quantitative part of the research were semi-structured interviews and researcher-made questionnaires. In the qualitative part, to check the validity of believability, transferability, and verifiability, and to measure the reliability, the process audit study and intrasubject agreement of two coders were used. Validity and reliability of the quantitative part were examined through divergent and convergent validity, Cronbach's alpha, content validity and face validity. The statistical population of the present research in the qualitative part included experts knowledgeable about the research subject who had conducted research (conference paper, research paper, draft, authorship or translation of a book) in the field of empowering faculty members in the field of sports management. Also, the statistical population in the quantitative part included the faculty members of sports management of Iranian universities. In the institution, their number was estimated to be around 170 people. According to Morgan's table, 118 people were identified as the research sample. The method of data analysis of the qualitative part in the present study was the grounded theory model of Strauss and Corbin. Also, structural equation method was used in the quantitative part. All data analysis process of this research was done in SPSS and PLS software. 66 open codes and 15 subcategories were placed in the form of 6 core codes of the model. The model designed by taking into account the causal, contextual and intervening conditions and finally the presented strategies, can lead to the personal and scientific empowerment of faculty members.
Abdolhlahi, B., & Heydari, S. (2009). Factors related to university faculty empowerment: A case study of Tehran Teacher Training University. Iranian Higher Education Association Quarterly, 2 (1), 135-111. (In Persian).
Afjeh, S., & Miri, A. (2009). Competency model for improving the performance of employees in the auto parts industry in Iran, Iranian Journal of Management Sciences, 14 (5), 169-149. (In Persian).
Aldighrir, W. M. (2019). The Analysis of Self Leadership Strategies and Its Relationship with Psychological Empowerment Faculty Members at Emerging Saudi University. Al-idarah: jurnal kependidikan Islam, 9(1), 109-121.
Al-Omari, Z., Alomari, K., & Aljawarneh, N. (2020). The role of empowerment in improving internal process, customer satisfaction, learning and growth. Management Science Letters, 10(4), 841-848.
Chiar, M. (2018). Educational Empowerment in Managing Means and Infrastructure on Faculty of Teacher Training and Education (FKIP) at Tanjungpura University. Jurnal Terapan Manajemen dan Bisnis, 4(2), 163-170.
Cunningham, G. B. (2013). Theory and theory development in sport management. Sport Management Review, 16(1), 1-4.Cardoso, I. L. (2020). Human Resource Empowerment as a Strategy to Achieve Quality Service Delivery in Tourism in Rwanda. A Case of Rwanda Development Board (RDB). J Med Biol, 2(2), 43-53.
D’Avanzo, C. (2009). Supporting faculty through a new teaching and learning center. Peer Review, 11 (2), 22-25.
Gholikhani, E., Hejazi, S., Hossini, S., & Rezai, A. (2011). Confirmatory factor analysis of the necessary components to enhance the ability of faculty members of Iranian agricultural colleges, Quarterly Journal of Research and Planning in Higher Education, 60, 58-37. (In Persian).
Grant, C. S., & Smith, B. E., & Martin-Vega, L. A., & Davis, O. B. (2016), Case Study: Establishing a Sustainable Faculty Development Unit within a College of Engineering Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.26457.
Heydari, V. (2013). The Role of Psychological Empowerment on Strengthening Rural Entrepreneurship (Case Study: Ardabil Province), Journal of Regional Geography and Development, 20(3), 237-218 (in Persian).
Javadi, M., & Taghi, A. M. (2020). Investigating human resource empowerment strategy at the Secretariat of Meshrano Jirga of the National Assembly of the Islamic Republic of Afghanistan. Revista Gestão & Tecnologia, 20(1), 54-76.
Mitrita, M., Georgescu, R., & Constantinescu, C. (2018). Empowering natural capital by using human resources. Calitatea, 19(S1), 331-334.
Mohammadi, M. (2006). Manpower Empowerment, Quarterly Journal of Management Studies, 2 (1), 232-211. (In Persian).
Moheb Zadegan, Y., Pardakhtchi, M., Ghahremani, M., & Farastkhah, M. (2013). Developing a model for faculty growth with an approach based on data foundation theory, Quarterly Journal of Research and Planning in Higher Education, 70 (7), 25-1. (In Persian).
Murphree, M. W. (2009). The strategic pillars of communal natural resource management: benefit, empowerment and conservation. Biodiversity and Conservation, 18(10), 2551-2562.
Nigholls, G. (2000). Professional development, teaching and lifelong learning: The implication for higher education. International Journals of Life Long Education, 19 (4), 370- 377.
Rezaian, A., Khandan, A., Ganjali, A., & Moridian, H. (2014). The growth of faculty members in universities; Case study: Faculty members of Imam Sadegh (AS) University, Culture in Islamic University, 13(3), 514-491. (In Persian).
Salajeghe, S., Poorrashidi, R., & Mosai, M. (2012). Analysis of psychological empowerment of employees and its relationship with knowledge management. Improvement and Transformation Management Studies, 22 (72), 118-99. (In Persian).
Shahmohammadi, M. (2009). Investigating the effectiveness of Karaj Municipality staff training system with empowerment approach. Master Thesis, University of Tehran (Qom Campus). (In Persian).
Shahzadeh, H., Khodayari, A., Noorbakhsh, M., & Alidost, E. (2018). Identifying organizational factors affecting the empowerment of physical education teachers, 4th National Conference on Sports Science and Physical Education of Iran, Tehran, Association for the Development and Promotion of Basic Sciences and Technologies. (In Persian).
Sharif Zadeh, M., & Abdollah Zadeh, G. (2015). Analysis of scientific effects of study opportunities from the perspective of agricultural faculty members, Science and Technology Policy, 4 (4), 48-37. (In Persian).
Sharif Zadeh, M., & Abdollah Zadeh, G. (2015). Requirements for training courses for professional development of faculty members: A case study. Higher Education Letter, 33 (5), 62-39. (In Persian).
Sharma, D., & Arora, R. (2019). Impact of empowerment on performance of faculty in private universities of Punjab. JIMS8M: The Journal of Indian Management & Strategy, 24(4), 44-48.
Smith, T. W., Bradbury, L. U. (2019). Wiser Together: Sustaining Teaching Excellence with a Self‐Study/Critical Friend. To improve the academy. 38(1): 18-32.
Spreitzer, G.M.., (2007). Taking Stock: A review of more than twenty years of research on empowerment at work. Barling: Organizational Behavior (Handbook), 54-72.
Triatmanto, B., Wahyuni, N., & Respati, H. (2019). Continual human resources empowerment through human capital and commitment for the organizational performance in hospitality industry. Quality Acses to Sucses, 20(173), 84-91.
Widjaja, D., Varon, C., Dorado, A., Suykens, J. A., & Van Huffel, S. (2012). Application of kernel principal component analysis for single-lead-ECG-derived respiration. IEEE Transactions on Biomedical Engineering, 59(4), 1169-1176.
Zahedi, S., & Bazargan, A. (2012). A look at the concept of faculty professional development and successful experiences in its planning and implementation. Higher Education Letter, 21 (12), 26-7. (In Persian).